Chinese is a humanities subject with exploratory significance, which is different from the arithmetic result with only one answer. There is far more than one answer to this question. Due to the command of the examination baton, many teachers mistakenly believe that no matter how students answer questions, they are far less good than the standard answers. In the process of learning, most students will preview or answer teachers' questions in class with the help of reference books or teaching AIDS on the market. Students can only know, not know why. Many times our teaching is only superficial, blindly pursuing standard answers. As we all know, there is no such thing as a "standard" in the world of Chinese. Teacher Cheng in the case is a typical person who uses "chaos" to break the so-called calm teaching situation. In the process of teacher Cheng's teaching (this article comes from the excellent course "Sketch Garden"), we can easily see that she is not satisfied with the students' ability to tell answers, but pays attention to starting from the teaching practice, constantly guiding students to think about the personality characteristics of the main characters in "Little Orange Lamp", arousing students' thinking and thinking through a series of character description methods, and even reappearing and experiencing characters in the form of performances, so that children can truly understand the article from their hearts. I quite agree with this practice.
It is mentioned in the new curriculum reform that our teachers should change their ideas and make students the main body of learning, and teachers only play a leading role in teaching. And this position is to be a guide for students, a guide for students. As the saying goes, the master leads the door and practices to see the individual. In my opinion, Chinese learning is diversified, and the so-called answer can also be used. I have a deep understanding, especially when teaching oral communication class, I should pay more attention to this point. Most of the time, as long as it makes sense. Once, in the oral communication training class, in order to cultivate students' attention to objects, occasions and appropriateness, and give full play to students' subjectivity, I specially designed three scenarios in combination with the actual situation of the students in this class:
First field
Role A: 45 journalists from the China Press Corps.
Role b: the school student union cadres won the election.
Background: Just after the election of class 08 student union cadres, successful candidates stepped off the platform one after another, and A went to interview B.
Goal: A asks B to talk about his feelings and plans after being elected.
Scene 2:
Role A: At the beginning, 08 1 1 Teacher Yang, the class teacher.
Role B: Class 08 1 1 a in junior year.
Role c: junior 0811class B.
……
Background: Class 08 1 1 freshmen have been in school for nearly two months. Teacher Yang, the head teacher, is talking to some students in Class 1 1 in the classroom.
Objective: To know how freshmen in Class 08 1 1 feel about their study and life.
Scene 3:
Role A: Class 08 1 1 A in junior year.
Role b: junior 0811class B.
Background: On Sunday, A called B and invited B to watch the 2008F 1 Motorboat World Championship by the Liujiang River. But b said she didn't want to go because she was busy studying.
Goal: A tries to persuade B to agree to watch the 2008F 1 Motorboat World Championship together.
Scene 4:
Students can freely arrange roles, set backgrounds and explain the purpose of the interview.
Students can choose any scene they like, find their best classmates to play the role in the scene, simulate the interview in groups, try to express the purpose of speaking in concise language, and pay special attention to the background of speaking. Write down the main points of your speech in the simplest words. Design lines, add actions, demeanor, language, etc. And perform on stage. Before the exchange of students' learning achievements, I threw out a new requirement for students to comment on themselves. "I think the most successful group of interviews is ... because of ... (Do you pay attention to the target audience, occasions and civilized language? ) I think we can achieve the purpose of training from ... The students are excited to find that the designed scenes and characters are only students in their own class, and all groups actively cooperate with their studies. As a teacher, I just need to listen carefully and give guidance. Students give full play to their subjective initiative, making them the main body of classroom learning to a great extent. After students discuss or answer questions, I will comment in time. These seemingly ordinary comments just stimulate students' enthusiasm for learning. In the display of results, students with shortcomings will not be afraid of their own shortcomings.
Under the new curriculum reform, it is particularly important to change the role of Chinese teachers. Teachers have changed from "cramming" teaching in the traditional classroom to today's open teaching that allows students to study independently and explore cooperatively, which makes me feel that when students really become the main body of classroom learning, the gains are endless. This is not only the improvement of academic performance, but also the continuous improvement of learning ability. Only with the continuous improvement of students' learning ability can students truly become the masters of learning, and the tomorrow of education can be full of hope!