Writing teaching in primary and secondary schools
03-27 18:05
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Li Huaping
Professor of Sichuan Normal University, tutor of master students in College of Liberal Arts; Secretary-General of Teacher Education Research Center of Chinese Professional Committee of China Higher Education Association, Vice Chairman of National Chinese Learning Science Professional Committee, Vice Chairman of Classroom Teaching Branch of China Chinese Newspaper Association; He is a member of the expert database of the "National Training Program" of the Ministry of Education, an expert in the evaluation of the National Training Program of the Ministry of Education, an expert in the evaluation of the National Basic Education Teaching Achievement Award, and an expert in the evaluation of the national-level teaching teachers of the "Ten Thousand Talents Program" of the Central Organization Department.
I have taught kindergarten, primary school, junior high school and senior high school, and now I wander between universities and primary and secondary schools all the year round, devoting myself to the cultivation and research of "China people", as well as the research of school management, curriculum reform and cultural construction.
Launch the national "Right Language", build the largest and most active educational research group "Right Language" QQ group in China, and build the "Right Language" WeChat public platform.
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Review and Reflection on the Road of Teaching and Research in China in the Past 25 Years
Li Huaping (Sichuan Normal University)
It's been 25 years. From kindergarten, primary school, junior high school and senior high school to universities, undergraduate courses and graduate students, teaching life is so colorful that I haven't missed a class. In the meantime, I have taught Chinese, mathematics, English, politics, history, music, sports and other subjects, and worked in the Education Bureau for one year. In the past 25 years, it has been the kind of language embedded in the depths of life that has been lingering in my heart, ears and pen. "Embrace Chinese with my whole life" has become an important creed in my teaching career and even my whole life.
First, embrace Chinese teaching practice.
I have been engaged in Chinese teaching practice in kindergartens, primary schools, junior high schools, senior high schools and universities for 25 years. Teaching practice has brought me endless fun. When learning the text, I gladly forget to eat, and give directions in classroom teaching. The wonderful experience is beyond words.
1987101On October 25th, I started my studies in a normal school as the last student in my grade. I passed the exam in the second half of the week, and I only passed Chinese in eight subjects. So, I think I am the material to teach Chinese. My dream of teaching life is to be a junior high school Chinese teacher in a town middle school. I can even see myself in Chinese class. In fact, most of them are my favorite Chinese teachers-Xia's first teacher, Deng's junior middle school Chinese teacher, Shu Zhanzhong and Pu Quanchao. As soon as the mid-term exam was over, I began to take the higher education self-study exam; On the eve of three years' graduation, I got the diploma of Chinese Language and Literature College.
1990 at the end of September, the weather was sultry. I could have taught junior high school Chinese, but I started my first job in life-kindergarten teaching by mistake. By this time, all my other classmates have been working for nearly a month. Happily, I quickly achieved the work goal set by the headmaster-children should not make noise in class. A month later, I started my second job in my life-teaching Chinese as a class teacher in the sixth grade of primary school. Then immediately teach junior high school Chinese and the class teacher. At the beginning of the work of Teenagers Don't Know the Taste of Sorrow, I got great pleasure from Chinese teaching. In class during the day, I am immersed in the interaction with students. I carefully collected every wonderful conversation and the shining eyes of the students. In the evening, I am immersed in the careful consideration of each text, and often read the text while dancing under the dim kerosene lamp. On the night when the moonlight shines all over the campus, I often play games, tell stories and recite poems on the playground with several children who live on campus. On a starry night, we will count the stars together and sing "Panda Mimi": "Bamboo bloom. Hey, Mimi is lying in her mother's arms counting the stars. The stars are beautiful. Where is the breakfast tomorrow ... "
1992 10, participated in the junior high school Chinese competition in the whole region (equivalent to the present town) and won the first prize; 1March, 993, I finally stepped onto the podium of my dream district middle school. Under the guidance of teacher Yi Hongfan, a district Chinese teacher and researcher, I began to seriously think about my classroom, which is reflection in the present words. I recorded my class with a small tape recorder and then played it to myself, thinking about what I didn't say and whether the random guidance for students was in place. In this way, prepare lessons for two hours every day, attend classes for one or two hours, and listen to lectures for four or five hours by yourself, enjoying it. Until1September, 994, he entered Quxian Middle School, the highest institution in the county, and still maintained his habit of attending classes. In this way, from junior high school to senior high school, 200 1, won the first prize of Sichuan senior high school Chinese competition. In 2002, I taught a demonstration class at the national seminar on implementing the new Chinese curriculum standards, and won applause for the novel and unique teaching of Yu Linling. The students in this class still kept in touch with me for many years after this class.
Since 2005, he has entered Sichuan Normal University, engaged in the training of Chinese teachers, taught junior college students, undergraduates and graduate students, and trained in-service Chinese teachers. No matter what stage of teaching, I am very attentive. Liu Xiaofang, an in-service graduate student and teacher in Chengdu Shuangliu Middle School, wrote in her lecture experience:
July 20 14, summer heat soared in the middle of Sichuan, and summer waves rolled. On the hottest day, everything in the outdoor world is roasted by the scorching sun, and more than 100 China people in the room are also receiving high-temperature steam therapy. This steam therapist is Professor Li Huaping from Sichuan Normal University. Professor Li's postgraduate course is four days. During the four days, Professor Li was full of passion and his clothes were wet, guiding everyone to touch the theoretical temperature, learning the method of analyzing cases and mastering the essence of teaching design. The intensity of the class, the fast pace, the large capacity and the in-depth thinking have brought high tension to every student. In his powerful spiritual atmosphere, everyone was violently impacted by thoughts, which triggered a strong earthquake in his heart. Get rid of bad habits, inertia, cowardice, hesitation and ignorance; What is injected is Chinese interest, Chinese methods, Chinese ways and Chinese feelings. Everyone has a vision in his heart: to be a pure China person and go further and better on the right road of China people!
Teacher Liu also wrote down the ideas of other students in class:
"After listening to Teacher Li's class, you are hungry faster!"
"In Teacher Li's class, thinking needs high-intensity running!"
"I'm so nervous. I have been dreaming day and night in class these days! "
"Lao wang is explained like this? ! "
"It turns out that I don't understand" Gui Xi Ci "at all!"
"I never thought about it. The emotion behind is guilt! "
"How to put this method into practice, we need a demonstration from Miss Li."
"After listening to Teacher Li's class, I really feel that graduate school can improve my teaching."
From 2005 to 20 12, I also took part-time Chinese classes in Shishi Middle School in Chengdu and Jiaxiang Foreign Language School No.7 in Chengdu. In addition to research needs, I am reluctant to leave the front-line Chinese classroom. I like the process of Chinese teaching. Lead students to shuttle through the jungle of language, experience adventure, find surprises and gain happiness. During these seven years, I attached great importance to "the practice of teaching theory" and consciously applied the research results of colleges and universities to Chinese teaching practice; Through practice, the theory is verified and revised to improve its practicability.
Second, embrace the reform of Chinese teaching materials.
From 65438 to 0994, I rearranged junior high school Chinese textbooks according to the basic law of improving students' Chinese ability. I was trying to explain the text. Because the language of expository writing is "boring", students are unwilling to learn and teachers are unwilling to teach. Explanatory words are indispensable in daily life. Reading and writing expository texts are problems that students must solve in junior high school. I boldly rearranged the textbook and finished teaching the instructions in it in less than half a semester. The reorganization is based on the basic elements of the interpretation text: the object of interpretation, the characteristics of the object of interpretation, the order of interpretation, the method of interpretation and the language of interpretation. With these elements as the core, I teach the items in the textbook more than once, while some specific items are often taught more than once. Every time you teach, grab an element and hammer hard. Students learn interesting and profound.
"Training-oriented" Chinese textbooks should first highlight three basic functions: (1) define "thinking"-choose the "most basic and useful" Chinese "training point" by using the principles of overall consideration and system theory, according to the basic laws of middle school students' learning psychology and Chinese teaching, and according to the general principle of "standardization, conciseness, coherence and appropriateness" in language use. (2) Show "Examples"-Show the "Examples" that can best carry the "training points" to teachers and students, so that teachers and students can carry out training with "Examples". Through training, students can understand the laws, principles and methods. For example, it can be a sentence, a paragraph, or of course the whole article. "Example" belongs to Chinese training, with "training points" as the main point. When training a "training point", you can also show multiple examples or multiple examples for repeated training. (3) Means "Tao"-showing students the way to achieve the training goals and requirements through "examples". As a part of "text", "method" should closely focus on "training point" to guide students from "example" to "practice" and realize its transfer function of "drawing inferences from others". The "training method guidance" in the "text" also leaves room for teachers and students to create thinking, so it must be "concise, easy to understand and effective" and should not be complicated. This kind of "training-oriented" textbook "takes" thinking "as the key link," examples "as the basis and" methods "as the bridge", which trains students' listening, speaking, reading and writing abilities in a solid, vivid and orderly way and can improve students' Chinese literacy in an all-round way.
The following three relationships should be well handled when compiling "training-oriented" Chinese textbooks: (1) the relationship between Chinese training and the implementation of basic knowledge. The basic knowledge of Chinese is also for Chinese training, which runs through the whole process of Chinese listening, speaking, reading and writing training. (2) The relationship between Chinese training and forming good habits. They are mutually conditional, interdependent, causal and complementary. (3) The relationship between Chinese training and the cultivation of humanistic spirit. Compared with the cultivation of Chinese literacy, humanistic spirit is not external. Textbooks should compile "examples" and "exercises" that can best bear the humanistic spirit (ideological, aesthetic and emotional), but the cultivation of humanistic spirit must rely on Chinese training.
Third, embrace the study of China Theory.
1990 when I first started working, I memorized many Chinese teaching newsletters from Mr. Wang Chang's family. He once taught Chinese in junior high school and still loves Chinese. This pile of magazines starts from 1983 and is available in every issue. If I get the treasure, I will take apart the magazines and bind them in different categories. Then I will read them carefully one by one, outline them in circles, focus on Chinese education experts such as Yi, Yi, Ning Hongbin, and pay attention to the "theorization of teaching practice". I don't want to be a teacher all my life
From 1994 to 2004, I spent 10 studying a key word-"Chinese studies training".
"Training" refers to the strategy of relying on each other, activating (arousing and stimulating), infiltrating and transforming the dynamic contradiction between "training" and "practicing" until the Chinese teaching principles and methods are unified. The word "training" is both a combined structure (training+practice) and a verb-object structure. I have interpreted the operational significance of training: (1) "training": a. Guidance-stimulating interest and motivation, promoting students' speech practice according to certain scientific procedures, discovering students' "real problems" and "real interests", and adjusting teaching plans in time according to the dynamic situation in the classroom; B. explanation-imparting knowledge to students by virtue of knowledge with teaching function; C. pointing out-pointing out the key points, grasping the key points and difficulties, and suggesting the key points; D. Pick and choose-clear the fog of difficulties and highlight the light of thinking; E. evaluation-affirming, praising and pointing out the shortcomings on this basis; F norm-make it correct by directly correcting or inducing students to correct it. Collectively referred to as "six trainings". (2) "Practice": a. Practice thinking-improve ideological quality, thinking quality and thinking ability ("thinking" is the "internal motivation" that runs through listening, speaking, reading and writing activities and promotes their healthy development); B. Practice listening-adjust your listening attitude, learn to smile and nod, so that "when you are listening to a person's opinion, let him feel that he is the most important person in the world at this moment", and improve his listening ability, such as distinguishing voices, judging meanings, sorting out priorities, combing language context, grasping differences, etc.; C. Practice speaking-learn to express your opinions confidently and appropriately, and improve your pronunciation, field control, expression assistance and other abilities; D practice reading, feel the pleasure of reading, and improve the ability to use methods such as recognition reading, speed reading, intensive reading, skimming, participatory reading, reading aloud and memorizing reading and text interpretation methods; E. Practice writing-improve the ability of writing (posture, skills and habits) and taking notes, be willing to express in words, and improve the ability of writing articles (examining topics, conceiving, selecting materials, conceiving, writing, revising and polishing). Collectively referred to as "five exercises". In a word, "students speak is practice, and all places where languages are used are practice".
I explained the strategic relationship between "training" and "training". "Training" is the dominant, "training" is the main body, and "training" serves "training". "Training", as a strategy, refers to the blending, interweaving, sticking, interdependence and activation of the two, which becomes a braid-like "clue", making the Chinese classroom a compact, rhythmic, multi-channel open and three-dimensional network system for the multi-directional exchange of Chinese information between teachers and students. In this system, students get all-round and efficient language training. When students are "self-obedient, self-speaking, self-reading and self-writing", the expression of "training" is often based on the active self-training and self-practice of students. Students arrange their own training procedures, set their own pace, try to answer questions, consult materials or consult others, evaluate themselves and improve their level. At this time, "training" and "practice" really reached the highest sense of harmony and unity-"similarity", that is, "training and practice are one." This is the ultimate goal of implementing the "training" strategy.
In the following eight years, I conducted a series of studies around Chinese training: (1) the relationship between training and the main concepts in Chinese curriculum reform-the relationship with Chinese literacy, the relationship with instrumentality and humanity, the relationship with edification, perception and experience, and the relationship with dialogue. (2) the principles of Chinese training-motivation, interest, quantitative change and qualitative change, structure and ability, goal integration, harmony between presupposition and generation, and equal emphasis on openness and migration; (3) the process of Chinese training-the elements, dimensions, structure and optimization of Chinese training process; (4) the focus of Chinese training-language sense training; (5) Basic features of Chinese training courses; (6) Analysis of teaching examples of Chinese training courses; (7) Assumption of Chinese training materials.
From 2004 to 20 14, the second year of 10, I devoted myself to the study of "text interpretation" in Chinese teaching. I read a lot of books and articles, wrote a series of theoretical articles and examples of text interpretation, and published them in magazines such as Chinese Teaching in Middle School, Chinese in Middle School and Educational Science Forum. He wrote the first comprehensive monograph on Chinese text interpretation in China (being published), with a total of one million words, which comprehensively combed the theoretical and practical problems involved in text interpretation: (1) He put forward a scientific interpretation view of Chinese text with "one body and two wings"-taking the text intention as the main body and the author's original intention and the reader's understanding as the two wings; (2) Theoretical examination of "text interpretation" from different angles; (3) Put forward the basic principles of Chinese text interpretation-self-consistency, economy, integrity and circulation; (4) Refined nearly 20 basic methods of text interpretation.
From 20 14, the basic theory of Chinese teaching was studied and publicized. 20 13 12 giving lectures with Mr. and Mr. Xiao in Kunming. During the discussion, the teachers were puzzled by the "back" teaching taught by a special-grade teacher. Although they think he is wrong, will it be wrong if the other teacher is a famous special teacher? I feel the seriousness of this problem-famous special-grade teachers, if their classes are good, have a great positive impact; Taking bad classes will have a great negative impact. The "back" teaching of special-grade teachers is innovative for the sake of innovation, which seriously deviates from the right path of text interpretation and Chinese teaching, so I put forward the proposition that "Chinese teaching should take the right path" The theory of "Zhengdao Chinese" has been strongly supported by many front-line teachers and researchers, such as,, and Ni. 2065438+In April, 2004, he presided over the first national academic seminar of the high-end forum "Zhengdao Language". Mr. Qian Menglong and Mr. Ni Jinwen made keynote speeches. Mr Yu Yi was unable to attend the meeting due to physical reasons, and his written report was read by Professor Liu Yongkang. The article "Chinese Class Lost in the Discipline Jungle" written by me was published in No.2014 of Chinese Teaching Newsletter, which caused a fierce response: a teacher said that my article said what he "wanted to say for a long time but didn't say"; Some teachers said that my article was "timely rain" and "clarified some chaos in Chinese teaching"; Some teachers said that my article "fired the first shot of Chinese teaching returning to the right path". Some places organize hundreds of teachers to study and discuss collectively.
Fourth, embrace life in China.
I am not polite to people in China. I advocate sincere and low-key, and sincere and high-profile academic discussions. I have China people in my heart, and I don't care much about other people's eyes, other people's comments, or other people's faces. I often say, "I never let go of anyone in front of China people." I always appear in front of everyone with a penetrating and sharp trend. Mr. Liu from People's Education Society said that I "don't treat Chinese as human feelings". Ma Xiaotao, a young friend of Sichuan University, said that I "see the bones of things", not only to see the bones, but also to pick out the fishbones and clean them up. He called me a "thorough man". Teacher Zhong Liang, a Chinese teacher and researcher in Qingyang District, Chengdu, wrote to me like this:
People call it "sharp eyes and pungent words", but I feel the situation of "deep love and strong hatred" alone. Why words often contain passion, because they love Chinese deeply; Why is the word in front so sharp? Because I bravely shoulder morality with my iron shoulders. The phenomenon of "misreading the text and misleading students" worried Mr. Wang; Some Chinese exclusion phenomena in the classroom of key teachers shocked Mr. Wang. So I sighed: This gentleman is a true China man, and his love for China people is deep and sincere. Only defend the truth and the value of Chinese, don't give the snake a lip. Hello, I'm good, everyone.
Now in my life, I have a lot of time to manage the QQ group of "Zhengdao Chinese". The group won the unanimous love of teachers, and teachers greeted them in the group at five or six o'clock in the morning; In the evening, teachers should say "good night" to each other before going to bed. Discuss Chinese life in the group every day, especially Chinese life-the language and culture of daily life. Before the group was upgraded and expanded for the first time, a teacher refused to have lunch in order to let his friends and colleagues who also love Chinese join the group, leaving a phone on the left and a phone on the right. A teacher said: "The right language group has warmed too many China people who were desperate!" (Wujiang) A teacher said: "This is the most positive energy in the group I added." (Tong Io Cheng) A teacher couldn't restrain his passionate love: "I never tire of looking at each other, only to the group." (Jin Zhiping) "Zhengdao Chinese has become an indispensable landscape in life." (Xin Huang) Teachers are full of trust and dependence on the life of the group "Zhengdao Language": "As long as I see the logo of this group flashing on QQ, my heart is full of expectations." (Zhong Liang) "I think about hanging QQ every day just to step into the right path of Chinese." (Zhai Zhouxiao) "No matter how busy you are every day, you have to wait until the last person says goodbye." (Xin Huang) This is a touching concern: "care about this group, care about the discussion in the group, care about the guidance in the group, care about the strangers in this group, and care about the right spirit of the language in the group." A teacher told me that the greetings from their colleagues and friends have changed from "Have you eaten" to "Are you on the right track". This kind of care and trust is the driving force for our progress.
Since its establishment eight months ago, the group has more than 5,200 members, and it is the largest educational research group in China, bringing together the Chinese teaching and research elites from all over the country. We hold seminars regularly, and the atmosphere is very warm. According to the statistics of Tencent software system, the group's weekly activity ranks first in the world. "Zhengdao Chinese" is becoming a banner, calling on Chinese teachers all over the world to "reread Ye Shengtao and learn from that generation" and "explore Zhengdao Chinese and stick to it". A teacher said affectionately, "Let Zhengdao Chinese accompany us to grow up slowly until we are old." (Li Kaixian)
On the road of Chinese teaching and research for 25 years, I have received sincere help and guidance from many people in China. I would like to take this opportunity to thank those who have spent precious time in my life, or in my articles, to enjoy every ups and downs with me, to experience the joys and sorrows of Chinese education with me, and to touch the spring flowers and the autumn moon with me.