First, make full use of school resources to improve students' Chinese literacy.
Every school has rich curriculum resources, but many teachers waste these useful curriculum resources in vain. In classroom teaching, excavating the life factors in teaching materials and combining them harmoniously with students' life experience can double students' learning interest and learning efficiency, and also enable students to cultivate their own sentiments and purify their hearts in learning. It is necessary for students to truly learn to be human beings, learn to live through study, improve their Chinese literacy, and achieve a double harvest of ideological education.
1. Broaden our thinking and make use of existing resources.
In the process of new curriculum reform, teachers should establish a correct view of curriculum resources, broaden their thinking, develop and utilize curriculum resources flexibly and creatively according to the reality of various localities and schools, and give full play to the multiple functions of limited resources. Taking Chinese courses and scientific and technological activity courses as examples, we can give full play to the multiple functions of scientific and technological works in their creative process. For example, in the lesson "Ideal Kite" in Volume 10, it is said that his kites are all kinds ... So the teacher invited the kites carefully made by the students in the science and technology activity class to the class: the simplest "fart curtain", as well as centipedes three or four meters long, and the best kite is composed of three or five black swallows.
2. Stimulate enthusiasm and entertain and educate.
Children's rich imagination, unique thinking, unique insights, effective learning methods and their own games may all become opportunities for the "secondary development" of teaching materials. For example, after learning the lesson "Little Painter in the Snow", a student inexplicably asked, "When will the frog come out?" For the first-grade children, they are not familiar with frogs, but frogs are common "beneficial insects" in rural areas and good friends of mankind. Therefore, teachers give students extracurricular interest homework: collect information about "frogs", and you can go to the fields in person to ask your parents for pictures, words, stories and songs about "frogs". After collection, the students not only learned about the life characteristics of frogs, but also learned that frogs were tadpoles when they were young, and they were good friends of human beings, so they should be well protected and so on.
3. Enrich extracurricular activities in combination with reality.
"Curriculum Standards" points out: "Chinese teachers should attach great importance to the development and utilization of curriculum resources, creatively carry out various activities, enhance students' awareness of learning and using Chinese in various occasions, and improve students' language ability in many ways." It can be seen that the new curriculum emphasizes activity teaching as a means to move from classroom to life, so that students can develop their emotions, attitudes, knowledge and abilities in all-round activities in which they actively participate, and learn and use Chinese in the actual environment. For example, our school actively creates conditions for students to create an environment for Chinese practice and carry out various forms of Chinese learning activities.
Second, the rational use of family resources to improve students' language literacy
"The existence and development of things are bound to be interrelated and mutually restricted with their environment." Similarly, the development of students is closely related to their family environment. Grasping every bit of life, we have resources in our eyes, education in our hearts and curriculum resources everywhere. While using school resources, we should also discover and use family curriculum resources.
1. Combine learning Chinese with understanding things with the curriculum resources in Farmers.
Children are born and raised on farms. They are familiar with wheat, corn, vegetables, fruits and other crops on the farm, and naturally they are deeply impressed by their appearance characteristics and growth process. The children in the city may only stay on the surface of "familiar finished products, unfamiliar precursors". When teaching the second lesson in Book 1, you can combine the word "He" in the text with what the students see, and let the students talk about their appearance characteristics and planting methods. Practice tells us that rural children have a lot of knowledge and experience, and the combination of rural life and learning Chinese can improve students' cognitive ability.
2. With the help of students' experience, the understanding of the text is combined with personal experience.
Students themselves are special curriculum resources. They have special life experiences and family stories, such as dropping out of school, parents working, family divorce, landslides and house collapse ... They also have experiences and gains in doing farm work, fishing, catching birds and growing fruits and vegetables. These experiences play a positive role in cultivating students' interest, improving their ability and forming the spirit of cooperation. Teachers should be good at guiding and using, and combine students' experience with their understanding of the text. For example, in the lesson of "Mountain Pickers" in the fifth lesson of Book 9, it is mentioned that "when climbing a mountain, the route they take is the shape of a folding ruler ... every time they turn around, the pole is changed." It is not easy for children in the city to understand why mountain pickers do this. Some children in the countryside have done some work and picked a pole, so they can tell how they did it. In class, they are guided to talk about "climbing the pole in such a tortuous way that things hanging in front of the pole can not touch the stone steps, and they can save some strength", so that they can realize the ingenuity of the mountain bearer in climbing, thus deepening their understanding of the text.
3. Arouse students' pure feelings and combine text dialogue with spiritual communication.
Compared with cities, interpersonal communication in rural areas is more pure and humanized. Similar to the farm interest of "watching melons and pricks" in "Young Man Moistening the Soil", the farm work of "country boy" Nong Xin and "weeding in the afternoon" all hide the innocent feelings of rural students. As a teacher, we should be good at discovering every "spring eye" that may have infinite vitality, and carefully dredge and drain students' true feelings. Rural people have a "Peach Blossom Garden" style of green communication and communication that publicizes human nature. Students can open their hearts and express their innocence, so it is easier for the text dialogue to collide with their own hearts and sublimate, and they have a "pure" contextual advantage in oral communication.
Third, actively tap social resources to improve students' Chinese literacy.
Social curriculum resources are of unique value to students' development. Compared with traditional textbooks, the curriculum resources are rich, rich and open. Social curriculum resources, with its specific image, vividness and students' personal participation, give students all kinds of information, mobilize students' various senses to participate in activities, stimulate students' interest in learning, increase their knowledge, cultivate their abilities, cultivate their sentiments and form correct attitudes and values, which is irreplaceable by traditional textbooks.
1. Carry out social practice to improve students' ability to use Chinese.
Comprehensive practical activities are the growing point of the new curriculum, which is very important to cultivate students' innovative spirit and practical ability. Teachers should arouse enthusiasm, attract attention, give students on-site guidance, make full use of the unique resources in rural areas, let students actually do it, and replace imagination with practice. For example, when studying eleven volumes of oral communication "Little Reporter", students can interview, investigate and study some large vegetable farmers and educational families with characteristics as small reporters and investigators, so that students can improve their ability to process information and express in Chinese in social practice. In this way, students' oral communication is not passive water, and their oral expression ability and communication ability can be effectively improved.
2. Develop and utilize agricultural conditions and people's feelings, and cultivate students' homesickness.
As rural primary schools, students should be familiar with agricultural production and cultivate their thoughts and feelings of loving farmers, caring about agriculture and loving their hometown. The development of agriculture in every place is different, which provides students with a broad reporting space. Teachers can organize students to take photos rich in "agricultural conditions" and write "agricultural conditions" reports. The works based on in-depth rural life and personal experience show a strong "agricultural flavor", from which students' social practice ability is also exercised. China is a vast country with great economic and cultural differences. For example, when teaching unforgettable Water-splashing Festival, teachers can introduce festivals into various festivals or customs, and on this basis, let students exchange festival customs. Students find that these common things in daily life still contain so much knowledge, and they show great enthusiasm for learning.
3. Accumulate and use agricultural proverbs and agricultural language to improve students' expressive ability.
The new curriculum emphasizes language accumulation, and there are many ways and channels to accumulate language. The farmer's language is lively and meaningful. Such as proverbs and two-part allegorical sayings, are both easy to understand and expressive. If it is learning the eighth book, accumulate? When using the "Reading Memories" in eight books, we can adjust measures to local conditions and use local materials, so that students can humbly ask their elders for advice and collect such vivid languages. In addition, teachers can copy the "agricultural language" by organizing students to see it in the reading room. Teachers choose appropriate time to organize students to carry out comprehensive learning activities. This not only enriches students' language accumulation, but also makes students' exercises rich in "agricultural flavor", with individual characteristics and local colors, thus improving students' expression ability.
Fourth, strive to develop natural resources and improve students' Chinese literacy.
"Curriculum Standards" points out: "All regions contain natural, social, humanities and other language curriculum resources. We must have a strong sense of resources and strive to develop and actively use them. " Therefore, teachers should enhance their awareness of resource development and utilization, so that the field of curriculum development is "wide", resources with regional advantages are "hot" and active curriculum growth points are "chain".
1. Appreciate the natural landscape and cultivate a good impression.
Lingtai Xiudi, rich in products, outstanding people, the Shang and Zhou Dynasties has a long history and profound cultural accumulation. Nearly 400 sites of Yangshao and Qijia ancient culture and ancient tombs have been discovered in China, including 13 provincial key cultural relics protection units, and nearly 3,000 unearthed cultural relics have been excavated. The famous bronze tripod of the Western Zhou Dynasty has been included in middle school textbooks, and jade figurines have been exhibited abroad, becoming a famous historical and cultural city in Gansu Province. For example, the beautiful Shang and Zhou ruins, the exquisitely carved ancient Lingtai, the magnificent Lingtai Museum, Huangfu Mi Cemetery, Wuwen Temple, etc ... The perfect integration of natural landscape and human landscape outlines an endless unique cultural circle. These are the most advantageous curriculum resources under the new curriculum reform. For example, after studying articles on scenic spots such as the destruction of Yuanmingyuan and the wonders of Jingbo Lake, the following extracurricular extensions can be made to further guide students to establish their thoughts and feelings of loving their hometown and protecting cultural relics. The change of Gulingtai can be divided into traffic, tourism and rural scenery. Then, in groups, let students use pictures, articles and other forms to feature these aspects respectively; Finally, let the students' works be hung on the campus booth or compiled into a collection of close-up works, and spread and publicize them through the small tour guide team. Some students introduced as follows: "our school is located at the foot of Gaozhi Mountain, next to Daxi, where there are beautiful alpine fields and pure streams;" There is also a famous and beautiful landscape-Jingshan Park. Jingshan Park, built on the mountain and facing the deep valley, is magnificent, magnificent, with beautiful scenery and elegant scenery. Often in the misty sea clouds, its beauty is famous at home and abroad as "Penglai Wonderland". Jingshan Park is applying for the national AAAA-level scenic tourist area. I'm really proud of it. In this way, making full use of off-campus natural resources and carrying out a series of activities combined with school-based curriculum not only cultivated students' thoughts and feelings of loving their hometown and protecting cultural relics, but also unconsciously improved students' appreciation ability and social practice ability.
2. Open the mineral resources and understand the resource status.
We all live on the earth, and the future of the earth is closely related to us. For example, when teaching "Only One Earth", teachers can guide students to collect relevant information, understand China's resources and tap local superior resources in combination with after-class exercises. Ask students to collect information, talk and talk first, then organize students to conduct field trips and personal feelings, and finally describe and express their experiences and feelings in various forms. In this way, students can not only have a selfless and limited in-depth understanding of the earth, but also experience the value and safety of social labor, thus combining learning Chinese with caring for human development.
3. Quote legends and stories to understand the connotation of legends.
The tenth volume "Moonlight Song" wrote that "there is a famous piano song called" Moonlight Song ",and the legend is that it is composed like this." By describing the legendary story of Moonlight Song, this paper fully demonstrates Beethoven's kindness and sympathy for poor families. "Legend" has become a bright spot in the generation of "curriculum resources". The life of rural students is simple and true, and there are many intriguing legends around them. Such as: Gaozhi Mountain, Heshangquan, Gulingtai, Museum, Xiahe Folk Village, Shutaishan, Wenwang Huagua Mountain, Niusenguru Tomb, Jiaocheng Temple, etc. Teachers can let students go deep into the countryside, consult their elders and neighbors, collect folk stories, and then sort out, compile and exchange them, and carry out activities with the theme of "legends". "This story tells us the management science of optimizing the combination, making the best use of people and making the best use of things."
Education itself is a kind of creative labor. As the main body of curriculum development, teachers need to work creatively. At the same time, teachers are also a unique curriculum resource. Their wise talk, rich social experience, extensive cultural knowledge, sincere and meticulous humanistic care and unique life perception are inexhaustible spiritual resources for students to benefit for life. In the process of developing curriculum resources, let's constantly develop ourselves, shape ourselves and surpass ourselves, so that our rural Chinese education can really promote the development of every student and effectively improve every student's Chinese literacy.
In short, students should learn Chinese from Chinese courses and learn to be human. Learning to be a man is like holding the steering wheel. Strong interest and good habits are inexhaustible motivation, while learning methods and language skills are like superb driving skills, plus imagination and innovative thinking, which will make students even more powerful. A good combination of these aspects is a person's comprehensive Chinese literacy.