To achieve the goal of Chinese literacy training, we must attach importance to and strengthen the construction and optimization of Chinese teaching environment, so that students' Chinese literacy can be really improved under the joint action of various environments and forces. Chinese learning cannot be limited to textbooks. Chinese learning materials for Chinese teaching should be extensive, diverse and rich, and the existing textbooks are only a part of these learning materials. Chinese learning cannot be confined to the classroom. Knowledge comes from life, society and nature. If it is limited to classroom study, it is just a frog in the well, with limited knowledge. The study of Chinese teaching is not only the study in class, but also should be combined with the environment of school, society, family and nature. For example, when teaching landscape writing, we can flexibly expand the content of the article: we can use pictures to arouse students' interest in tourism and pay attention to tourism advertising words; You can talk freely about the tourist attractions you and your parents have been to; In the form of being close to nature, students can also walk into nature, talk to nature, freely say what they want to say to nature, and exchange some collected advertisements with scenic spots. In this way, students are naturally closely linked with family, society and nature in Chinese learning.
"Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum, which is the latest understanding of the essence of Chinese curriculum. Since the new curriculum reform, the instrumentality and humanity of Chinese teaching have always been a hot issue for teachers. Needless to say, in the past, Chinese teaching paid more attention to the tools to embody Chinese and the training of words and phrases. Relatively speaking, the humanistic characteristics of Chinese itself are ignored intentionally or unintentionally.
Since the implementation of curriculum reform, this tendency has undergone great changes. However, looking at the reality of Chinese teaching at present, there is another extreme trend: some teachers despise the training of basic Chinese knowledge and skills in classroom teaching, and pursue so-called humanism unilaterally, which makes Chinese classes have no "Chinese flavor". How to combine instrumentality with humanism and make it organically unified is a problem that needs to be solved in Chinese teaching at present.
Many teachers think that the new round of Chinese curriculum reform is weakening the foundation and diluting knowledge. Special attention is paid to the excavation of China's humanistic spirit in class, but basic knowledge such as vocabulary and expression is hardly mentioned. Some teachers even think that engaging in these teaching is backward and outdated, and they don't attach importance to teaching at ordinary times. Classroom teaching is vivid and diverse, but you can't hear the sound of reading, and you can't see your taste in language and writing. I can't appreciate the necessary original analysis opinions for beautiful and wonderful paragraphs, and I lack the necessary training and accumulation. Students stutter when reading short passages. Imagine that if a student can't even read and write some very commonly used words, writing a composition is a typo and a series of ill sentences, then even if he has a strong literary perception, it is difficult to express it. For example, some teachers teach the West Lake green, and then communicate where the West Lake is, whether they have been there, and how they feel after playing; Then let the students draw pictures of the West Lake, sing songs about the West Lake and so on. A class can be said to be highly "comprehensive", but Chinese learning is marginal. This is more prominent in large-scale open classes, for example, a class should have both independent inquiry learning and cooperative learning; It is necessary to have understanding and absorbing reading, as well as critical and creative reading; It is necessary to guide students to talk with texts and carry out comprehensive practical activities. The study of the above contents can be arranged at the appropriate time, but if we deliberately pursue the "brand-new" classroom, we will ignore the implementation of the task of Chinese ontology teaching and affect the adoption and development of students' basic Chinese literacy.
I think, compared with literary appreciation, Chinese literacy is the main thing. If the tool of Chinese is not well mastered, it will be difficult to achieve the ideal goal of human nature, which plays a guiding role in instrumentality. If instrumentality is a timely help, then humanity is the icing on the cake. As far as reading, writing, listening and speaking ability is concerned, students live in a mother tongue environment and have many opportunities to learn spoken English. Therefore, Chinese textbooks and Chinese teaching should focus on helping them learn written and literary languages, enhance their sense of language and learn more about ancient Chinese. In a certain humanistic atmosphere, give full play to the advantages of Chinese in convincing people by reasoning and emotional people, and guide students to improve their reading ability and writing ability, then the humanistic spirit is among them, and naturally it will be improved. Mr. Ye Shengtao once said: "The essence of Chinese teaching lies in listening, speaking, reading and writing. It is the excavation and innovation within listening, speaking, reading and writing, not the fancy renovation outside listening, speaking, reading and writing." For example, when studying the Great Wall, I learned, "Look at those countless stones, each weighing two or three thousand kilograms. At that time, there were no trains, cars and cranes, so we climbed this steep mountain step by step with countless shoulders and countless hands. " The teacher said with emotion, "What a touching scene, what a touching picture, what an admirable ancient working people!" "As a result, the students couldn't help reading aloud in chorus, and their voices were full.