First, study the school situation, students' feelings, choose teaching materials and carefully choose teaching methods.
The trial of activity elective courses in our school is not long, and there are basically no reference materials for reference, so there is no valuable experience to guide practice. In this case, it is very necessary to pay attention to the analysis and research on the school situation, grade situation and students' situation, which has a guiding role in selecting teaching materials and educational methods. This year's activity elective course is arranged in the fourth class every Tuesday and Thursday afternoon, twice a week without special circumstances, and each activity lasts for 45 minutes. As middle school students, heavy Chinese, mathematics and foreign language learning make them overwhelmed; Even if literary lovers are interested in this kind of motivation, if the materials and teaching methods are improper, they will still stay away and avoid it. When choosing materials, I think it is not appropriate to choose novels or novellas, nor can I choose operas and poems that are more time-consuming and need cultivation than Gao. So, I chose short stories. What's more, most textbooks and teaching materials are China's ancient and modern works. To this end, I further narrowed the scope to foreign short stories. Finally, after comparison, I chose The Road to Suicide by French writer Mo Bosang for my students. After selecting materials, it is more important to choose teaching methods and teaching methods. First of all, the teaching methods and methods on weekdays, from the author's introduction to the background of the times to the analysis and explanation, and then to the theme and writing techniques, are definitely not good for this group of students who are interested in literature and have some literary literacy in this place. But in what way? I think it is more appropriate to use self-study and guidance. For these students who come here voluntarily, they are fully capable of reading, analyzing and summarizing easily under the guidance of teachers. Experience the novel, exchange feelings and enjoy it together at the teacher's point.
Second, reaffirm discipline, create an atmosphere and stimulate interest.
Everything is class-centered, and everything is measured by effect. Because the students in the activity elective course are almost all classes in the whole grade. Apart from the mid-term and final exams, it is very rare to get together on such a large scale for the first time. It is inevitable to say something when you know people you don't know. It is particularly important to emphasize organization and discipline at this time. My practice is: each class appoints a classmate to be in charge of the post and reports the situation to the teacher; Reaffirm discipline, which can't be violated in class; The purpose of reminding is to take elective courses here because of interest, and the purpose is to improve literary literacy. Discipline alone is not enough. I also used my brain in the classroom environment. This classroom is clean, with neat tables and chairs. On the upper beam of the north wall stand two pictures that are knowledgeable, reasonable, diligent and inquisitive. A map of China and the world is posted on the south wall, and the font is "Thinking about the motherland and looking at the world". The most significant thing is that there is also a bookcase on the back wall, in which all kinds of books, periodicals and magazines are neatly placed.
Emotion is an attitude of people towards objective things, an inner experience of whether objective things meet subjective needs, reflecting the relationship between objective things and people's needs, and a unique and advanced need of people, which is of great significance to students' learning, especially Chinese learning. In order to stimulate students' interest in learning and appreciation, I only give simple hints on the three elements of novels after class, and actively encourage students to read independently and speak boldly. While admiring the necklace, I noticed the students laughing and whispering while watching it. Grasping this point, I took laughter as the breakthrough point, adopted questioning method, and asked the students: Why are you laughing? . A stone stirs up a thousand waves. Many students have different views: some say that the heroine is stupid, and some say that the plot twists and turns are designed to design opposites to debate. I intentionally ask: Is the heroine useless and has nothing to learn? Under the guidance of this problem, many students dig deep and find that the hostess is honest and trustworthy, and has a strong sense of responsibility. After the incident, she didn't run away from her family, but dared to bear it. In this process, their views are in opposition to that the hostess is vain, overreaching and making mistakes again and again, which leads to arguments. When some students talk about the honesty and trustworthiness of the hostess, I still don't forget to connect with the reality, reminding students of the bad phenomenon of grandpa who paid back the money and grandson who borrowed money. At the end of the novel analysis, I wonder what the heroine will think and do when she learns that the necklace she bought with ten years of hard work is fake. Ask students to think, create new thinking situations for them, mobilize their own life accumulation, spread their imagination wings, give play to their creativity, and analyze, think and judge in various possibilities. Through this kind of study and appreciation from the inside out and from ancient times to the present, students have a comprehensive and in-depth understanding of the novel, and the effect is quite good.
Third, pay attention to theoretical knowledge, method guidance and students' future development.
In junior high school, Chinese focuses on the foundation. For these children, I don't think we should talk too much about literary theory. On the one hand, they have no good theoretical basis and are difficult to understand. Second, students are active and don't like to listen to the theory of this taste. So in teaching, I only talk about some very basic and necessary literary knowledge, and enough is enough. At the same time, cultivating students' interest in literature and reading habits and methods has become the top priority of my teaching. In addition to using various teaching methods to stimulate students' interest in learning and appreciation, I also encourage students to read more extracurricular books on weekends and winter and summer vacations, and express their feelings and understanding of reading by writing reading notes and feelings after reading.
Fourth, encourage students to make progress, realize children's dreams and improve citizens' quality.
Achievement is everyone's lifelong pursuit. Achievements, big or small, are equal to the glory of life. The greater the achievement, the greater the struggle and the greater the achievement. This is a basic law of Chinese teaching in middle schools. Therefore, during my time as an instructor of activity elective courses, I always create every opportunity for students to fully display their writing talents and make them see the big picture from the small. For example, I choose excellent works (or students' works that have made great progress) from the school, in-class learning garden or blackboard newspaper, or post them in relevant newspapers; Help students to create various types of literary societies; Instruct students to establish various writing newspapers and periodicals, both handwritten and mimeographed, and hold competitions regularly; Assemble excellent composition collections of classes and schools, and bind students; Students are required to use the winter and summer vacations to enter the classroom, rearrange and revise their compositions, and compile a book of their own. Students design their own cover and layout, and ask their parents, teachers, classmates or others to write a preface. After school starts, an appraisal will be held.
Chinese literacy is an important part of population literacy, and students in elective courses generally improve their literary literacy when taking elective courses. At the same time, in their study and improvement, they will inevitably have contact with their families and society, which will have an impact and promote the improvement of people around them. Further thinking, the literacy rate of this generation of children is high, and their next generation will also improve. Generally speaking, citizens' literacy will gradually improve and improve.
Chinese teaching plays an important role in junior high school subject teaching. As far as its task is concerned, it should not only teach Chinese characters, words, sentences, texts, grammar, logic and rhetoric, but also cultivate students' ability of listening, speaking, reading and writing, as well as carry out healthy ideological education and emotional cultivation. Chinese activity elective course is the second classroom of Chinese teaching, and it is an important means and a useful supplement to realize the goal of Chinese teaching. Under the background of the new curriculum standard, it is very important to make full use of and run well the elective course of Chinese activities for comprehensively improving the quality of students and gradually improving the quality of citizens.