Model essay on Chinese teaching in primary schools 1: the application of children's literature in Chinese teaching in primary schools Abstract: At present, there are widespread problems in Chinese education in primary schools that teachers can't grasp the literary and aesthetic characteristics of children's literature and children's literary literacy is not high. The new teaching objectives and textbooks put forward higher requirements for Chinese teachers in primary schools. They must grasp the stylistic and aesthetic features of children's literature texts and constantly improve their children's literature literacy. Based on the current situation of Chinese children's literature teaching in primary schools in China, this paper analyzes the existing problems and puts forward corresponding countermeasures in order to improve the efficiency of Chinese teaching in primary schools.
Keywords: children's literature; Chinese teaching in primary schools; Current situation; Countermeasures
Since the implementation of Chinese curriculum standards, Chinese teaching and children's literature in primary schools have aroused widespread concern in society, and the new curriculum reform has also achieved satisfactory results in the long-term promotion process [1]. However, as far as the current situation of Chinese teaching in primary schools in China is concerned, there are still great deficiencies, and there are still great deficiencies in children's literature in Chinese teaching in primary schools. This study discusses the present situation of children's literature in Chinese classroom teaching and primary school teachers' teaching, and summarizes the concrete measures to solve the problems, in order to better guide practical teaching and provide reference for related research.
1 the current situation of children's literature in Chinese teaching in primary schools
1. 1 Chinese classroom teaching in primary schools failed to grasp the basic characteristics of children's literature.
1. 1. 1 failed to grasp the stylistic features of children's literature.
Children's literature works contain many different themes, but primary school Chinese teachers don't know enough about the basic knowledge of children's style, so there is often a problem of applying fixed teaching mode to explain articles with different themes. For example, when explaining the text of fairy tale genre, only the stylistic features such as fiction, exaggeration and narration are recognized, but the connotation of stylistic knowledge is lacking; This paper briefly expounds the rhetorical methods used in fairy tale articles, from which students can't realize that exaggeration and fantasy are both expressions of writing, and only by contrasting with each other can the significance of fairy tale texts be highlighted [2]. Teachers can't make an overall analysis from the overall perspective, which will affect the illusory color of fairy tale articles and make them more real, which will greatly hinder the divergence of students' thinking and the cultivation of imagination.
1. 1.2 failed to grasp the aesthetic characteristics of children's literature.
Different from other literary works, children's literary works have their own unique aesthetic character. If the teachers' literacy of children's literature is not high, they will not feel the artistic individuality of children's literature works, thus ignoring the aesthetic characteristics of children's literature texts in the classroom teaching process. The specific performance is: (1) making the teaching of children's literature texts over-adult. Teachers look at children's literature texts from the perspective of adults, and understand the main idea of the texts through the thinking mode and psychology of adults, which will inevitably be mixed with some interests and secular thoughts, and excessive adults will lose the value of children's literature works themselves; (2) The teaching of children's literature works only pays attention to instrumentality. Chinese teachers in primary schools do not regard children's literature works as children's literature texts when explaining them. They use traditional teaching methods to force students to understand the meaning of words, sentences and paragraphs in the article, mechanically summarize the main idea and clues of the article, and pay one-sided attention to instrumentality, which will not only affect students' interest in learning Chinese, but also lose the aesthetic characteristics of children's literature, resulting in the boring teaching process.
1.2 Primary school Chinese teachers' children's literature literacy is not high.
Chinese course in primary school is a basic course, which is of great significance to the growth and development of students. As a primary school Chinese teacher, it is a long way to go. Chinese teachers in primary schools must have high literacy in children's literature. However, after the implementation of the new textbook, the lack of children's literary literacy of Chinese teachers in primary schools in China is becoming increasingly serious, and improving teachers' children's literary literacy has become an urgent task at present [3]. Because most teachers have not studied children's literature before taking up their posts, they are not aware of the importance of children's literature to their own educational development after work, their self-study ability is not strong, and they lack professional and systematic training in children's literature, which leads to the low literacy of children's literature of primary school Chinese teachers. The lack of children's literature literacy of Chinese teachers in primary schools is manifested in: (1) insufficient understanding of the basic theory and knowledge of children's literature. Teachers have not mastered the basic knowledge of children's literature, such as aesthetic characteristics, stylistic characteristics, functional value and genre; (2) Modern concepts and children's literature concepts have not yet formed. Some teachers have misunderstood the connotation of children's literature and their views on children's literature are quite backward; (3) Children's literature works are read less and their knowledge is narrow. Teachers don't do in-depth research on children's literature works and seldom read related works, which leads to poor aesthetic imagination, understanding and feeling ability of teachers.
2 children's literature in primary school Chinese teaching countermeasures
2. 1 Grasp the aesthetic features and stylistic features of children's literature in the teaching process.
2. 1. 1 Mastering the stylistic features of children's literature
In order to grasp the stylistic features of children's literature in class, primary school Chinese teachers need to do the following:
(1) correctly understand the stylistic classification and elements of children's literature, because it faces children's groups, and its stylistic form is obviously different from other literary forms, including many different genre forms, such as prose, stories, fairy tales and nursery rhymes. Chinese teachers should understand the stylistic classification, factors and characteristics of articles;
(2) In the actual teaching process, according to the characteristics of children's literature, we should rationally adopt teaching methods, formulate targeted teaching plans in combination with different genres of articles, determine the key points and difficulties of teaching, and flexibly use teaching methods to improve teaching quality. When explaining rhyming styles such as children's poems and children's songs, we should strictly grasp the characteristics of such articles and help students deeply understand the musical beauty contained in the articles through reading aloud [4]. However, there are some differences between these two forms of children's literature, which need to be distinguished. Reasonable use of the combination of playing music, games and singing can deepen students' impression and improve students' enthusiasm and imagination in learning.
(3) Distinguish adult literature from children's literature, and accurately grasp the differences and characteristics between different styles. Children's literature has its own special language and style, which is significantly different from adult literature and has a unique style. Children's literature and adult literature are different even in the same style situation. In addition, children's songs, poems and other styles have their own emphasis on language use style and writing purpose, which play different educational roles. Only by doing the above can children's literature play a better role in Chinese teaching in primary schools.
2. 1.2 Grasp the aesthetic characteristics of children's literature
The artistic and aesthetic characteristics of children's literature, that is, the aesthetic characteristics of children's literature, are mainly manifested in children's interest, because children's thoughts are extremely simple, imaginative and unique. The children's interest contained in children's literature can have a positive impact on children, help them form good aesthetic and perceptual abilities, improve their enthusiasm for independent learning and ensure their physical and mental health. This requires primary school Chinese teachers to have professional teaching ability, be able to actively discover and explore children's interest in children's problem works, and run this concept through the whole teaching activities [5]. Teachers can study from the perspectives of children's life, children's behaviors and actions, expressing children's pure feelings or children's psychology. And amplify the child's emotions, think about the problem on the same level as the child, and feel the child's inner thoughts. However, this process is not achieved overnight, and teachers need to keep exercising, accumulate experience in teaching practice and cultivate insight. Children's interest in children's literature permeates their works. In the process of explaining these works, teachers must make in-depth analysis to grasp the aesthetic characteristics of children's literature. On the basis of grasping children's aesthetic characteristics, teachers should be good at making use of children's emotions and make teaching plans according to the expression of children's emotions in their works, so that children can deeply feel the aesthetic characteristics of children's literature, stimulate students' childlike innocence and interest in learning through flexible and diverse ways, and skillfully use children's innocence to make students feel the fun of learning and improve their interest in learning.
2.2 Effectively improve children's literature literacy of Chinese teachers in primary schools.
2.2. 1 Expand the reading of children's literature works and enhance teachers' aesthetic imagination and sensibility.
After years of development, children's literature has accumulated a large number of excellent children's literature works. Teachers should increase their reading of children's literature, often read excellent articles at home and abroad, try to understand the views and opinions of different authors on children's literature, understand children's internal characteristics, broaden their horizons, and look at children's literature articles from a brand-new perspective, from rational understanding to perceptual understanding, thus improving children's aesthetic imagination [6].
2.2.2 Cultivate the concept of modern children's literature and correct the concept of children's literature.
The key to improving children's literature literacy of Chinese teachers in primary schools is to fundamentally change their ideas and concepts, so that teachers can independently realize the important role of children's literature works in children's growth, deeply understand the spirit of children's literature works, cultivate new views on children, modern early childhood education and development, and establish a correct view on children's literature. Teachers must be clear about the following concepts:
(1) Children are the main objects of children's literature. Children are at a special age and can be treated as individual spirits. Children's literature is formed for underage children, meets children's aesthetic and spiritual needs, and integrates education, cognition and aesthetics [7];
(2) The literature system covers a large number of literary works, and children's literature is just one of them, which conforms to the basic literary form and is the language art for the author to express his life feelings and thoughts and feelings;
(3) Different from other literary works, children's psychological activities are the basis of creating children's literature, and the works can fully meet the needs of children in all aspects and are favored by children. Improving the literacy of children's literature of Chinese teachers in primary schools is the basis of giving full play to the educational role of children's literature in Chinese education. Only by accumulating a lot of reading experience, forming thinking in images, understanding the basic theories and knowledge of children's literature and forming modern concepts and concepts of children's literature can the teaching quality of children's literature articles in primary school Chinese textbooks be improved.
3 Conclusion
To sum up, children's literature works occupy a large proportion in primary school Chinese textbooks, and teachers with good children's literature literacy can effectively improve the quality of primary school Chinese teaching. In view of the problem that children's literature fails to grasp the basic characteristics of children's literature and teachers' lack of children's literature literacy in Chinese teaching in primary schools in China, teachers should improve their own children's literature literacy, fundamentally grasp the stylistic and aesthetic characteristics of children's literature texts, cultivate modern children's literature concepts, correct children's literature concepts, broaden the reading scope of children's literature works, broaden their horizons and enhance teachers' sensibility and aesthetic imagination. Deeply understand the connotation and spirit of children's literature works with different themes, and use this as a starting point to carry out classroom teaching, gradually improve students' aesthetic feeling ability and give play to the aesthetic function of children's literature works.
References:
[1] Zhu. Effective use of children's literature resources in Chinese teaching in primary schools [J]. Teaching and Management, 2006(33)
[2] Wang Quangen. Opportunities and challenges faced by the discipline construction of children's literature in China in the new century [J]. Journal of Kunming Normal University, 2004 (February)
[3] Sun Jianguo. Philosophy education of Chinese children in primary schools from the perspective of children's literature [J]. Education guide, 20 1 1(03)
[4] Zhu Ziqiang. The importance and urgency of strengthening the construction of children's literature in normal universities [J]. Journal of Loudi Teachers College, 2003(0 1)
[5] Zhao Jing. Children's Literature and Chinese Education in Primary Schools? Historical perspective in the early 20th century [J]. Educational Science, 2003(02)
[6] Li Huifang. Practical research on the value of Chinese education in children's literature primary and secondary schools [D]. Fujian Normal University, 20 13.
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Model essay ii on Chinese teaching in primary schools: an analysis of the advantages of flipping the classroom in Chinese teaching in primary schools;
Flipping the classroom teaching mode has greatly improved the teaching quality, effectively promoted the teaching reform and helped to optimize the teaching quality. Students' dominant position is gradually highlighted in the flip class. This paper talks about its own views on its advantages.
Keywords: flip the classroom; Primary school Chinese; superiority
1 changed the traditional teaching concept and improved the communication between teachers and students.
Students' ability to understand knowledge is directly related to their own characteristics and the actual situation in life, and directly related to the teaching content. Through the relevant questionnaires, we can clearly find that students are very fond of flipping classroom teaching mode and accept this teaching mode very quickly. This teaching mode helps students to systematically classify knowledge when learning Chinese knowledge, and can update their understanding of Chinese teaching content through the video teaching mode before class. And most importantly, they can link the teaching content with their study habits, ask their own questions by arranging teaching materials and watching teaching videos, and then communicate and discuss with others in the classroom where Chinese teaching is carried out. This teaching mode really puts the status of students and teachers at the same height. Teachers are not only disseminators of knowledge, but also explorers of problems. Students have gained their own life in this Chinese teaching environment and realized their own development direction. Students can no longer cope with the Chinese teaching tasks assigned by teachers. They are more willing to finish their homework on their own initiative or to share their ideas with their classmates. Teachers in China can communicate with students through various chat software with the help of online teaching platform. For example, QQ, WeChat, Weibo, forums and so on exchange opinions with students. Understand the students' inner thoughts. Help them solve the problems they encounter in their studies. Starting from the practical problems encountered by students themselves, classroom teaching activities are carried out, combined with centralized teaching and individual counseling to help students solve problems.
2 increase students' knowledge and improve their aesthetic ability.
In Chinese teaching in primary schools, an important part of developing classroom teaching mode is the part where students discuss problems in class. To carry out the flip classroom teaching mode, students are usually taught before class, and students are organized to discuss problems in groups and draw conclusions in class. In order to make students' discussion in class present wonderful links and broaden their horizons, teachers need to provide students with more targeted and meaningful learning materials as an aid between lectures. By increasing students' knowledge, improving students' understanding of things and enriching students' viewpoints and consciousness, Chinese teachers in primary schools are also using various methods to increase students' reading and knowledge reserves in ordinary Chinese teaching classes. However, the class time is limited after all, and it is very difficult to carry out. However, it is difficult to achieve good results if students are allowed to read knowledge completely by their own consciousness. We all know? Flip the classroom? Our teaching mode is to let students learn independently before class, and then impart knowledge in class. This saves a lot of time in class. At this time, teachers can use it to enrich students' knowledge and arrange some representative knowledge that can broaden students' cognitive ability. Help students cultivate and improve their Chinese ability. Chinese learning is a process of continuous accumulation, and anyone with high Chinese ability is not formed overnight, but a gradual process. With the increase of knowledge content, students' horizons will naturally broaden and their understanding of the article will gradually rise to a new height. In order to let the students know more about Lu Xun, I introduced another novel, Hometown, to the students. While explaining the book, I analyzed the author's thoughts and feelings and told some things that happened between me and that boy. Based on his hometown, this paper analyzes the characteristics of Lu Xun's creation, strengthens students' understanding of Lu Xun, understands the characteristics of Lu Xun's works and improves students' reading ability. It is easy to improve students' knowledge level through such joint explanation. At present, all the contents in primary school Chinese textbooks are the essence left after being screened by the textbook writing department. Some articles are written by famous writers in China, and some contents are of great significance to students' thinking. Most of the contents in the textbook are wonderful and beautiful. In order to enrich the content of the article and better express the author's inner feelings, you usually use sentences with or without to render and create an environment with or without. At this time, if only the teacher gives a one-sided explanation on the stage, it is difficult for students to understand the beauty and characteristics. At this time, using the flip classroom teaching mode, through careful conception, the teaching content is presented to students through video, and the combination of words, pictures and videos can help students understand the true artistic conception and emotion of the article. Teaching video can stimulate students' sensory nerves through vision and hearing, thus making students interested in this form and then loving learning. This method makes the teaching content richer and more vivid, with strong aesthetic feeling and artistry. Literary works have strong artistry and contain all kinds of beauty. ? Flip the classroom? In the classroom, teachers are no longer boring to instill the terminology used in reading appreciation, but help students get richer aesthetic experience with the help of modern scientific and technological means.
3. Increase the interaction between teachers and students in Chinese classroom.
Students encounter many problems in learning Chinese knowledge and will adopt various methods to solve them. Under the background of flipping the classroom teaching mode, students can solve the problems they encounter in their studies through various methods, without being afraid of not getting guidance and getting into trouble in their studies. When there are problems in the study of basic knowledge, students can find answers from teaching videos, teaching materials and related learning materials. As a primary school Chinese teacher, teachers are more about helping students solve some problems other than basic knowledge. Only in this way can the true meaning of teachers be revealed, and helping more students master knowledge and learn to be human is the important role of teachers in teaching and educating people. For some students with higher Chinese proficiency, under the careful guidance of teachers, they can broaden their thinking, innovate and better master Chinese knowledge. For those students with poor Chinese learning ability, with the help of teaching videos, teachers and students, we can better master Chinese knowledge, construct basic knowledge in time, help them develop good Chinese learning habits, fully communicate with Chinese teachers and solve the difficulties encountered in learning. Through multi-directional educational exchanges, teachers' teaching efficiency and students' learning efficiency can be improved.
refer to
1, Problems and Strategies in Ancient Poetry Teaching in Primary Schools: Taking B Primary School as an Example, Fang Jie Yangzhou University 20 14-05-0 1