When I was teaching at school, the Chinese teacher at my desk was a well-known special-grade teacher in China. Later, he went to a school in Beijing as a principal. He often said: "To teach" Caotang was blown by autumn wind ",you must first become an expert on Du Fu; To teach Moonlight on the Lotus Pond, we must first become an expert on Zhu Ziqing's research ... ". When the Academic Affairs Office evaluated the two classes he taught, all the students gave him 100 without exception. When interviewing his students, the students always say, "When the Chinese teacher talks, it seems that everyone is human, and he also takes us on a spiritual adventure!" I was deeply shocked. His class didn't reflect the main position of students' learning at all, but the students gave him such a high evaluation! Afterwards, I think that apart from some halo effects, this is closely related to the teacher's courage to implement the principle of in-depth Chinese teaching.
I remember Professor Sun Shaozhen, a Chinese teacher in middle school, once said that classic reading "is used to slipping from the surface to the surface in terms of methods, rushing in the unity of works and reality, lacking the consciousness of revealing contradictions and entering the analysis level, which fundamentally deviates from the original intention of' analysis'". Especially when all kinds of teaching theories are rampant, Chinese classroom requires cooperative inquiry, teachers should not lecture for more than a few minutes, the classroom should be returned to students, students should study independently, in pairs, the whole class should study together, and the text should not be dismembered, and so on. There is no market for text interpretation and analysis at the teacher level, otherwise it will violate the spirit of curriculum reform. Even if there is, it is a dragonfly skimming over the water. As Mr. Chen Riliang pointed out, the general trend of Chinese teaching is the decline of meticulous brushwork and the prosperity of freehand brushwork.
Some time ago, I listened to a Chinese class called "Student-oriented and Efficient". Instead of going to the podium, the Chinese teacher found a stool to sit at the back of the classroom and let the students go to the podium to show their learning results like a lantern. The whole class teacher just said "class" and "class is over", nothing else. After class, I talked to the teacher. The teacher said that the most valuable thing in 2 1 century education is that the teacher should shut up at once. He also said that the biggest problem is that "chaos" is not enough. I can't help but get a fright!
Yes, in view of his original "full-time irrigation", "full-time questioning" and "full-time transfer", our curriculum reform puts forward the classroom strategy of highlighting students' dominant position in learning and implementing "teachers as foreign students", but it has never said that Chinese teachers should be deprived of the right to lecture and analyze texts! No wonder some administrative leaders always complain after class, saying that they are eager to listen to a wonderful teacher's lecture, and even tell a text to give students a complete and detailed demonstration and explanation of the Chinese class.
Looking back, Zheng Yinong, a special-grade teacher, has repeatedly advocated the "non-directive" teaching concept and the "two noes and four egos" theory-not indicating the teaching objectives (allowing students to determine independently) and not showing the answers to questions (allowing students to find answers independently); Let students feel with their own hearts, judge with their own views, innovate with their own thinking and express in their own language, but he still tries his best to show the leading role of teachers in the classroom.
For example, when Mr. Zheng Yinong taught Farewell to Cambridge, he first asked the students to tell their original experiences in one sentence on the basis of reading them twice for the first time. Let students set their own learning goals and learn and appreciate independently; Then show the results of autonomous learning of the study group; On this basis, let the group screen out typical problems that are difficult to solve and summarize them on the big screen; Arrange each group to choose three of them to discuss, forming the climax of classroom teaching. Later, in class, Mr. Zheng Yinong changed the practice of "speaking with caution" and put forward two questions in the second half of the class to lead the class deeper. It seems that in class, Chinese teachers still can't give up their leading role.