Reading and practice are the most important tasks in Chinese teaching. Teacher Jasmine Zhang once said that Chinese teaching is nothing more than reading, writing, writing and reading. In the comprehensive test, we also give great marks to reading and homework, especially after grade three. Generally speaking, from grade three to grade six, reading scores account for 25, 35, 40 and 45 respectively, and homework scores account for 20, 25, 30 and 30 respectively. Gradually increasing the weight of reading and homework is a direction of Chinese evaluation in the future. Therefore, we should constantly explore effective ways to cultivate and improve students' reading and homework level. To do this work well requires the efforts of both teachers and students. Here are some suggestions from the perspective of teachers and students: First, reading teaching-a lot of practice, accurate guidance, the use of methods, improve efficiency. (1) Teacher 1, What exactly should Chinese teaching do? Each of us can talk a lot about this problem, such as the needs of life (finding the way, going to the toilet, recognizing money, watching TV and so on). ), the needs of the work (writing a resume, writing a plan summary, writing a speech, etc.). ), as well as future needs (exams, applications, etc. All this makes sense, but as Chinese teachers, we should stand higher and understand more comprehensively. The curriculum standard is written like this. The fundamental purpose of Chinese teaching is to comprehensively improve students' Chinese literacy. Specifically, it is to "cultivate students' thoughts and feelings of loving Chinese language and writing, guide students to correctly understand and use Chinese language and writing, enrich language accumulation, cultivate language sense, develop thinking, and enable students to have literacy, reading, writing and oral communication skills to meet actual needs. Chinese courses should also focus on improving students' moral cultivation and aesthetic taste, so that they can gradually form a good personality and a sound personality, and promote the harmonious development of morality, intelligence, physique and beauty. " Our editing and research teaching is to unify our thinking with this big goal. Chinese teachers are people who shoulder the mission of the party and the people and teach students to learn with the spirit of curriculum standards and the intention of editors. 2. Establish a correct view of teaching materials-use teaching materials instead of teaching them. Teaching textbooks and using textbooks are two different strategies. Teaching textbooks is to equate the presentation of knowledge with teaching methods, and using textbooks is to flexibly handle and develop textbooks according to teaching needs. The editor made a first-class screening for us, and provided a good article that was deeply liked by students and had its own load. It is said that students like it because the articles in the current textbooks have a strong sense of the times, rich and colorful contents, diverse language styles and different forms of expression. In the past, the phenomenon that an article managed several generations basically disappeared. When it comes to responsibility, first of all, they are arranged in a certain cultural unit. When their position is determined, they have actually become used materials. For example, "diving" used to let students understand the relationship between things in their studies, but now it is put in the unit of "boat" to look at and express the tool of boat from one angle. Textbooks bear different loads, mainly humanistic and instrumental. Judging from the past reality, in most cases, human nature is still the most important. Like exotic lasers. If it is a textbook, it is a popular science article, with a lot of academic content and some boring figures, but if you really remember it, it will not play much role in improving students' Chinese literacy. If we use textbooks from the perspective of Chinese, it is important to pay attention to writing methods, such as the use of subtitles, such as pictures, examples and comparisons, on the basis of a general understanding of the main idea of the article, which will give students many examples and inspiration. 3, handle the relationship with the editor. We often say that the normal relationship in teaching should be the integration of editing, research, teaching and learning, and students are the protagonist and foundation. The curriculum standard is a program and a road map, which specifies our specific tasks and how to do a good job in the relay. The editor is the provider of our teaching materials, and the person who compiles the teaching materials according to the curriculum standards and students' reality. They have done some things, including selecting articles (why choose them-contemporary, exemplary and readable), where do they put them? (Appropriate, responsible) Teaching skills (unit theme, after-class exercises, practical activities in the Chinese world), etc. 4. Three points should be strengthened in teaching. First, what did the article say? Cultivate students' generalization ability, of course, this should be done according to the differences in each learning period. It is really not easy for students to condense an article into one sentence or several sentences by their own efforts. We should start from the first grade, paragraph by paragraph, and teachers should not do everything and instill it. We can't replace students' lifelong ability. Of course, in the process of curriculum reform, we often emphasize respect for students' personality, which is conducive to encouraging students' creative learning and development, but there are also some misunderstandings. For example, in the study of The Fox and the Crow, the teacher encouraged students to innovate, and some students praised the fox for being clever, which went against the meaning of the author and editor. As an expert said, a thousand readers read a thousand Lin Daiyu. Although it is a thousand, it is Lin Daiyu after all, but it has not become Xue Baochai. Second, how to write? Including structure, methods, language use, etc. If we don't pay attention to this, then students will grope in the reading tunnel for a long time. The previous teaching paid too much attention to the hierarchical structure of articles, and every article had to be done, forming a fixed model, and the students were overburdened. Therefore, the new curriculum standard relatively downplays this kind of training, but it does not mean that the analysis structure is not desirable. For some distinctive texts, we should lose no time to guide students to practice. For example: the use of the central sentence, the coordination between the beginning and the end, the description of the characters' language and action psychology, etc. It may be because junior high school students have developed the habit of previewing before class, which is relatively solid. Classroom is more of a "point" dialogue between teachers and students, mainly around the words and paragraphs of the text, and there are few step-by-step learning contents in primary school classrooms. If you have just taken such a class, it may be difficult to keep up with the pace of teaching. In my opinion, primary school teachers often rise and fall in Chinese, and junior high school teachers often jump out of the text and look down at it. The former mainly solves what to say, while the latter focuses on how to say it. This also coincides with Professor Wang Shangwen's words: "For Chinese teaching,' how to say it' is the first and has an ontological position. The Chinese surname "Yu" is also reflected in the teaching of speech forms. Of course, "how to say" can't have nothing to do with "what to say", and Chinese teaching can't completely ignore the content of words. What we want to emphasize is to shift the focus of teaching content from' what to say' to' how to say it'. " Later, when comparing the classroom teaching in primary and secondary schools, I suddenly thought of such a poem: Mei Xu Xun's snow is three points white, but there is a plum fragrance missing from the snow. In the future teaching, primary and junior high school teachers should learn from each other, learn from each other's strong points, find out how the author wrote the text on the basis of knowing what to write, improve the awareness of combining reading and writing, and effectively promote the improvement of students' comprehensive Chinese ability. Third, why write? Here, I would like to remind everyone not to ignore the background of the author or article, such as the "gunman" lesson. If you don't introduce or ask students to search for relevant materials, the depth of understanding of the article will be discounted. Why are German troops here? Why did France fight the Germans? For another example, there is a saying in Magnolia grandiflora called "I can't, I can't". As a great writer, Chen Huangmei can't express it in words. Doesn't this explain the characteristics of Magnolia grandiflora? Another example is the poem praising Lei Feng. Now 600 million people and students have doubts after reading it. 5. Study teaching methods. Teaching method-used to be component teaching, word by word, step by step teaching. Now it's holistic perception. The "teaching" here is not indoctrination in the traditional understanding, but teaching with teaching and heuristic teaching, encouraging students to replace their so-called "teaching with troops", giving students a direction of understanding. As for the teacher's position, it should be the podium in most cases, which is a symbol of responsibility, reminding us to face students with full confidence. If our ideas don't change, even if we sit in the students' seats, we will silently control the classroom. Isn't "Behind the scenes" the director? (2) students. 1, do more reading exercises. Give three examples to infer. But it needs the teacher's timely guidance. Keep a cool head when reading. In the test of students' reading and writing ability organized by us, we found that we didn't fully absorb information when reading, and individual students lacked the patience to read independently and the ability to study texts. I got an article and started to do the problem without reading it carefully. For example, copying poems, our requirement is "If you find a white seed, where are you going to plant it and what poem will it grow?" Many students only know imagination, but don't pay attention to "white" and planting places. You can draw inferences from this and that. Enables methods to be migrated. When reading an article, we should also ask ourselves from three aspects, find answers in reading, and annotate our gains and doubts. Practice makes perfect, and every little makes a mickle, so as to form ability and improve literacy. 4. The test of reading effect, different grades have their own emphasis, basically based on the reading method in the textbook. From the first grade, we began to examine students' reading ability. The main types of questions are: counting natural paragraphs, finding out the specified content (such as words, actions and central sentences), drawing or copying it down, finding out the basis for drawing a conclusion, explaining the meaning of words (original meaning and specific meaning) in the context, choosing meaning items, choosing appropriate words, extracting good words and sentences, grading, summarizing the meaning of layers or paragraphs, answering related questions, writing feelings, and reading ancient poems by yourself according to the prompts. Extracurricular articles may seem strange, but as long as you look carefully, the designed exercises are not difficult. Second, exercise teaching-step by step, focusing on practice, from quantitative change to qualitative change. (1) teacher. 1, the status quo: the intensity is less than reading, and the understanding is insufficient-spreading clouds for rain; This problem can be solved by surprise; Things are often out of proportion to work. There are not many ways-be good at taking shortcuts. If reading and writing are not well combined, the more you teach, the smaller the world will be, and all your efforts will only be implemented in one article. Insufficient number-the total number of articles is small, and each article has few words. Low quality-blind imitation, similar exercises are more. Evaluation can't keep up-look at students' works with the same glasses and want to see fine works, but there are too many restrictions, which can't tolerate and encourage students' innovation. For example, at the end of last semester, many teachers said that they couldn't think of such a topic, and some teachers thought that association was enough. The ninth unit of this book is Fantasy and Imagination, in which there are exercises to make up stories by looking at pictures, and the design of pictures completely conforms to the editor's tips. When correcting the paper, a teacher called me and said that most of my classmates wrote that it was snowing and making a snowman. Some students thought of the earthquake-stricken area and the mother taking blind children to feel the nature, so our marking teacher gave them a lower score. As we all know, there is still a big difference between association and imagination, not to mention giving greater affirmation to students' creation. 2. Some suggestions: (1) Step by step and pay attention to the relay of teaching; (2) Real "work" is an armchair strategist. (3) Try to bring students into a broader context and let them express themselves in a harmonious environment. There are many factors that affect the expression quality of students' exercises, such as interest, time, methods and writing. This requires us to adopt a new method different from oral expression. No matter when, we should give priority to stimulating students' interest. With interest, you can get twice the result with half the effort. In the teaching of exercises, we should adhere to four combinations: First, combine exercises with reading to open the channel from reading to exercises, so that students can have inspiration and impulse from reading, learn writing methods from reading, and enrich exercise materials and language from reading. The common methods are continuation (continuation, wonderful idea, strange writing), imitation (seeing clearly, not imitating the content but imitating the form), rewriting and so on. Second, the combination of homework and life can make students feel that I am talking about my own affairs with a pen and communicating my experiences and feelings with others in words. Let colorful life be a good material for exercise. Third, practice should be combined with activities. The process of activity is the process of thinking, and the satisfaction of activity is the satisfaction of thinking. Many activities designed in textbooks are loved by students, so we should make good use of them. For example, speak freely, show your skills from the beginning and integrate activities. Let students see, touch, taste and listen in the relaxed environment created by teachers, which is conducive to innovative thinking. Fourth, personal writing is combined with peer communication. Find your own value in communication, and use success to motivate and strengthen your determination to write. Writing here includes drafting and revision, and communication includes reading, speaking and writing comments. (4) Study the tips of textbooks. In fact, the exercise content of our comprehensive exam is closely related to the textbook. As long as the teacher pays attention to some details in the textbook, he should be able to think of what to test. For example, at the end of last semester, the title of the fourth grade exercise was "He (she) is really a dignified person". Why do students write this content? First of all, this is the theme of a unit in the next volume, and then look at the tip of the golden key on page 75: the people written in these words are very dignified, but their personalities are different ... On page 77, Tintin and Dongdong have such a dialogue: I admire a dignified person very much, and I try my best to understand his mood and thoughts when describing it. The flower in the pen also has a topic: telling a story with dignity or without dignity. Imagine that a story without characters can show dignity? (5) Pay attention to the effect, and find the deficiency of teaching from the results of students' practice. Encourage students' personality development. (2) students. 1, practice writing more and do every exercise assigned by the teacher carefully. When reading, do four kinds of note-taking exercises: abstract notes, annotation notes, outline notes and experience notes. 2. Write real content and guide students to learn to use materials. For example, it is brick and cement, but it can build many strange projects. It is very important to examine the questions, otherwise it will do the opposite. The theme is determined. With good materials, good methods and good language, you can write a good article. Third, we should avoid several misunderstandings. 1, the more luxurious the situation is, the better, and it is not necessary to "electricity" in every class. It should vary from person to person, from time to time, concise and efficient. 2. Less teacher activities do not necessarily mean more student activities. Teachers should be "inaction" and "promising". Class is not for teachers, but for students. 4. You don't have to use all the preset content. Pay attention to both preset and generation. "If you plan ahead, you will succeed. If you don't plan ahead, it will be abolished. " Therefore, the curriculum standard suggests that teachers should carefully study teaching materials and carefully design teaching. But "learning" is alive, so should "teaching". The method of teaching should come from the method of learning, and the adjustment of teaching should follow the change of school situation. Regardless of the learning situation, blindly "taking teaching plans" is arrogant teaching, and the teaching effect is bound to be greatly reduced. 5, the introduction of whimsy, always want to do people without me, people have me new. As we all know, our import is not for students, but for students. The first is efficiency, and the second is innovation in practice. Outstanding link design, unwilling to step by step, step by step. Sometimes it violates the teaching rules. Third, students want to shine in the form of expression. Aren't there many styles of words arranged around a theme? Students' exercises can also be open-minded. This ignores the phased requirements of the curriculum standard for exercises. 6. When is the teacher going to use water literature? I think if the place we use is of little use, we should change it. If it's useless anywhere, just get rid of it. Otherwise, it will take time and easily overlap with the examples. Can students express it in many forms? Such as poetry, prose, etc. In my opinion, it is still mainly narrative, so don't let examples have too much influence on students. Use examples instead of reviewing. Even the examples recommended by teachers should be used well, otherwise students will be bound. May 2009 15