I. Background
For a long time, influenced by examination baton, Chinese teaching has been alienated into exam-oriented training to varying degrees. This has produced a prominent problem: teaching is divorced from reality. The homework assigned to students is mainly aimed at the topic of the test paper, the explanation of reciting words, the main content and the standard answers after class. There are few practical assignments such as observation, production, social investigation and reading extracurricular books, and students are rarely allowed to participate in Chinese practical activities such as drama, discussion and special lectures. Many test questions have a negative impact and deliberately make things difficult for students. In order to score, the teacher reluctantly asked the students to tell some lies and write some fake articles against their will. The magic of the exam forces the teacher not to cross the line, but he dare not let go if he wants to. They pay too much attention to teachers' "teaching" and not to students' "learning" besides completing the tasks of faculty, designing teaching plans and completing prescribed exercises. Students lack opportunities for active learning and bold exploration, and are always in a passive state, lacking Chinese practical activities and integration, and high scores and low abilities abound.
Tracing back to the history of Chinese education, the "comprehensive learning" of Chinese class is rooted in the traditional Chinese education in China. The education promoted by Confucius is comprehensive. Confucius founded a set of practical educational thoughts, which are moral, intellectual and physical beauty, internal and external communication, and the integration of knowledge and practice, which embodies the unity of the "instrumental" and "humanistic" goals of Chinese and realizes the complete integration of moral, intellectual and physical beauty, knowledge, practice and cultural skills. However, the traditional Chinese education has affected the development of Chinese education because of its rigidity, rigidity and ambiguity. Therefore, before and after the May 4th Movement, modern scientific analysis methods were absorbed, and Chinese education reform and experiment began, which effectively promoted the development of Chinese education in China. However, when correcting the tendency that traditional Chinese education is more comprehensive than analysis, another tendency appears, which is mainly to separate the whole organic connection, mechanically separate the teaching objectives, separate the teaching contents and decompose the teaching steps, leading to the loss of Chinese education itself. The setting of "comprehensive learning" should be a correction to the over-emphasis on Chinese analysis.
Chinese is all-encompassing, which is the unity of instrumentality and humanism, the basis of learning other courses well, and at the same time, it intersects with other disciplines. Chinese originates from life, serves life, and naturally returns to life. Once Chinese is linked to life practice, it must be comprehensive. The "comprehensive study" of Chinese class is based on the all-round development of society. Looking at the development trend of education reform all over the world, education is adapting to social progress and developing in an all-round way. It is manifested in the integration of educational objectives, contents, objects, time and space, means and so on.
The new curriculum standard puts forward that comprehensive Chinese learning should be actively advocated, because it is conducive to students' comprehensive improvement of Chinese literacy in independent activities that they are interested in, and it is an important way to cultivate students' initiative exploration, unity and cooperation and innovation.
Second, the purpose of the study
By combining the Chinese practice activities of the text, thematic Chinese practice activities and daily Chinese practice activities, students are trained:
1, can ask questions in study and life, collect information purposefully, and have discussions.
2. Combine Chinese learning, observe nature and society, and express your observations in words and orally.
3. Be able to organize interesting Chinese activities under the guidance of teachers, learn Chinese in the activities and learn to cooperate.
4. Try to solve simple problems in family life and school life with Chinese knowledge and ability.
Third, research methods, objects and time
1. research methods: action research and observation. Observe, record, reflect and adjust in various Chinese practice activities.
2. The subjects are in grade three or four.
The research period was from February 2002 to February 2003.
Fourth, the operation strategy
"Comprehensive learning" has the characteristics of practicality, comprehensiveness and maneuverability. Make full use of the classroom, classroom, campus, family, society and other spaces in Chinese practice, and create the following contents for practice:
(1) Carry out Chinese practice activities in combination with texts. In other words, Chinese practice is a practical field operation, simulation operation and extension operation of the text content. It is a Chinese practice activity centered around the text and based on the indirect knowledge of the text. The text of "Cao Chong is as heavy as an elephant" can be combined with common sense and related knowledge to do relevant experiments, from which we can draw the rationality and ingenuity of the method; After learning the text "Our Classroom", you can use the on-site physical observation and imitation. Especially after learning "Little Tadpole Looking for Mother", a series of "comprehensive learning" practical activities can be carried out. "How do tadpoles grow up?" "Mother Frog and her children" and "We want to protect frogs" write open letters.
(2) Holding thematic Chinese practice activities. That is, extensive and comprehensive Chinese practice around a theme. Can be combined with festivals, school activities, film and television broadcast hotspots, social hot issues, campus internal needs and so on. To carry out activities closely related to real life, so that students' Chinese ability can be applied to real life practice. For example, combined with a recent news: vegetables and fruits look good, but pesticide spraying seriously exceeds the standard, discuss and study. Starting from "green food", let students understand the relationship between environmental protection and our lives. Collect information about "green food" and design leading questions to help students understand the knowledge of green food. An activity can consist of four steps:
① "What is green food"? Investigation report.
② Understand the green food signs.
③ Looking for "Green Food" exhibition.
④ How to eat vegetables and fruits safely? Students can look up books, newspapers and periodicals, surf the Internet, or go to supermarkets and farmers' markets to find them themselves. Communicate after collection. In the "Green Food" exhibition, around "What green foods did you find?" "Count how many kinds your group found?" Such activities, using multimedia and other means, create vivid and intuitive activity scenes and mobilize the enthusiasm of students.
(3) Advocating daily Chinese practice. That is, arrange students to carry out some daily Chinese practice activities, such as extracting, cutting and pasting, reading notes, accumulating idioms and introducing good books. Modern society is in the era of information explosion, and books, periodicals and newspapers are vast. In order to find useful information and knowledge in complicated materials, it is necessary to cultivate students' ability to read books and newspapers. In this way, their ability to acquire and process information can be cultivated from an early age. Moreover, the "Standard" requires middle school students to read at least 6.5438+0 million words after class, and try to use information channels such as libraries and the Internet to carry out inquiry reading. Therefore, students are usually required to "read one motto a day" and "two reading notes a week" and read newspapers every day, so the reading atmosphere in the class is strong. "Daily Motto" is collected by each student and written on the blackboard in turn, explaining its meaning and keeping it in mind. Hold a series of activities such as "Small Motto Challenge", "Introducing My Favorite Motto", "My Motto" and "Celebrity Story". For students who can apply what they have learned, they are strongly praised and actively advocated.
(4) Guide students to conduct "comprehensive learning" around the issues that students are interested in. Let students find the theme of comprehensive study in a broad life scene. Life is a textbook with a lot of knowledge waiting for us to learn and read. Teachers encourage students to be conscientious in life, some interesting phenomena in nature, some interesting things in daily life, and topics discussed by people around them. , can be regarded as "comprehensive learning" subjects. For example, in the early morning, on the snowy road, the traffic police are still directing traffic. The students talked in succession, discussed the students' curious questions, and created opportunities to invite the traffic police uncle to make a traffic safety report. Organize students to carry out the activity of "being a small traffic police for a day" Through interviews, interviews, on-the-job duty, investigation and other forms, write job experience, safety advice, character sketch, etc.
(5) Evaluation and encouragement of students' comprehensive learning. It is very important to encourage and evaluate students. After each activity, it is necessary to summarize and commend in time, and the actual work should reflect the hierarchy, so that students at different levels can improve to varying degrees, so that every student can appreciate the fun of Chinese learning. The result of learning can be a painting, a diary, a story, a blackboard newspaper, a handwritten newspaper, etc. Evaluation should pay attention to students' spirit of exploration and innovation, cooperative attitude and ability to participate in activities. In particular, we should respect and protect students' autonomy and enthusiasm in learning, and encourage students to use a variety of methods to conduct diversified exploration from different angles.
Verb (short for verb) realizes the process.
(1) Preparatory stage
Understand students' interest in various ways of Chinese existence and publicize the role of Chinese. Encourage students to actively find Chinese problems in their study and life, explore and discuss, and try comprehensive contact.
(2) Implementation stage
1. Guide students to find Chinese problems in their study and life, dig out the factors in textbooks, and combine them with other subjects' knowledge to connect with students' real life.
2, under the guidance of teachers, organize students to explore and discuss activities.
"Comprehensive learning" should take the comprehensive application of Chinese knowledge, the all-round development of listening, speaking, reading and writing ability, the organic communication between Chinese and other disciplines, and the close combination of classroom learning and practical activities as the overall goal, and integrate the three systems of writing, oral communication and Chinese practice into it. This topic focuses on the practice in China. Reflected in the following aspects:
(1) for information. Modern society is in the era of information explosion, and books, periodicals and newspapers are vast. In order to find useful information and knowledge in complicated materials, it is necessary to cultivate students' ability to read books and newspapers. In this way, their ability to acquire and process information can be cultivated from an early age.
Bobo mofo
1. Can read and learn Mandarin in Chinese Pinyin.
Literacy and writing
2. Know about 2,500 commonly used Chinese characters. About 2000 of them can write and understand the meaning in a specific language environment.
I can look up the dictionary in two ways, such as Chinese Pinyin.
4. The pen is written correctly, correctly and neatly, and the payment meets the requirements; Paint red with a brush, copy shadows and paste, you can write and transport the pen correctly, write correctly and the paper is clean. Develop good writing habits.
read
5. Be able to understand the meaning of words in the context or dictionary. Can grasp the main content of the article, try to figure out the narrative order of the article, understand the author's thoughts and feelings, and initially understand some expression methods of the author.
6. Be able to read the text correctly, fluently and emotionally. Silent reading has a certain speed. Recite about 30 excellent poems every academic year.
7. Be able to read appropriate reading materials independently with the help of dictionaries or related materials and understand the main contents. Gradually develop the habit of previewing before class, reviewing after class and reading after class. Extracurricular reading should be no less than 6.5438+0.5 million words in the third grade and no less than 300,000 words in the fourth grade.
Do composition exercises
8. Pay attention to the things around you, and form the habit of being diligent in observation and thinking and willing to write. I am free to write my own knowledge and imagination, with concrete content, true feelings and fluent sentences. I can use commas, periods, question marks, exclamation points, colons and quotation marks. Learn to keep a diary and write letters. Practice in class about 16 times per academic year.
9. Learn to modify homework.
Oral communication
10. Listen carefully to other people's speeches, think while listening, and understand the main contents. If you insist on speaking Mandarin, you can make one thing clear.
1 1. You can make it clear in the discussion. Ask others if you don't understand, and discuss with others if you have different opinions.