How to teach Chinese well? How to be a good Chinese teacher? The experience of Yu Yi, a national model of teaching and educating people and a famous special-grade teacher in China, is worth learning.

First of all, be studious. As a Chinese teacher, you should have a foundation in literature, history and philosophy. Secondly, we should think deeply. A person who can't think can't be an excellent teacher. Finally, we should practice hard to gain real knowledge.

1

Many teachers in China don't do well in class because they are influenced by his beliefs.

Over the years, many of our teachers, including some excellent teachers, have little self-confidence in class and often don't know how to teach. I think this mentality will affect the further improvement of our Chinese teaching quality.

Mr. Chen Yinque, a master of Chinese studies and literature and history, has four "I don't talk" in his teaching. He said: "I don't say what my predecessors said, I don't say what I said today, I don't say what foreigners said, and I don't say what I said before." His self-confidence makes him have new ideas in every class, and he never follows others, which is admirable. However, the present situation of Chinese teaching in China is greatly influenced by his beliefs.

First, quite a few teachers believe in teaching.

In fact, compiling teaching reference materials is a last resort, because we must ensure the bottom line of teaching quality. But for thoughtful teachers and ambitious teachers, this is often a constraint. I have reviewed the teaching materials and the teaching staff, and every time I review, I really have an unspeakable taste in my heart. When can I teach without a teacher?

Second, believe in teaching fashion.

For example, we use multimedia to integrate Chinese teaching with advanced technology, which is beyond reproach; However, if you use it when you shouldn't, it will be redundant and even become a wart.

I once saw a video that taught Du Mu "Mountain Walk". That multimedia is beautifully done! "Frost leaves are redder than February flowers", and on the top of "Stone Path" is a house with white walls and black tiles. The whole class is talking about this painting. So I thought, how wonderful it would be to use this poem to cultivate children's imagination! "There are people in Bai Yunsheng". How many meters is this "Bai Yunsheng"? This can give full play to children's imagination. But our teaching frames this infinite imagination in such a narrow picture. Do you think this multimedia plays a positive or negative role?

What else do you believe? Evaluation criteria. Teachers are afraid of evaluation in class, and evaluation is like a spell on the Monkey King's head. I have participated in the thesis defense of some graduate students and doctoral students, and sometimes I see that the thesis has more than 30 indicators to evaluate a class. More than 30 indicators, how many projects? First-class indicators, second-class indicators, teachers laugh several times, students laugh several times.

I think what is the name of this course? I have also heard some teachers' opinions, such as: how to attend this class when I am here. I don't think this is called class evaluation, but the reviewer's own appearance and narration. No means can do everything, so we should have a clear head in these aspects.

Third, believe in a lesson and practice it.

If the improvement of students' Chinese level can be practiced one lesson at a time by means of question bank, what should Chinese teachers do? This kind of thing has influenced our teacher, leading to the collapse of teaching confidence, influenced by his belief: what is unclear about Chinese, how to teach Chinese, and what to teach. Chinese teaching in junior high school and senior high school is almost the same model and style.

2

Chinese teachers should have self-confidence, be eager to learn, be thoughtful and practice.

I hope that our excellent teachers should have self-confidence, set the goal of teaching life and build their own Chinese teaching life.

An American management master told a story about three masons building a church. Someone asked the first stonemason, "What are you doing?" The first stonemason replied, "I just make a living here."

The second stonemason asked, and the second stonemason replied, "I want to build one of the best churches in the country." After that, he will bury his head in the stone. He wants to be a skillful craftsman. Asked the third stonemason, the third stonemason looked at the distance and said, "I want to build the most distinctive church in the world!" " "The same masons have different goals and different roads and achievements.

Harvard University once conducted a survey. Among the graduates, 27% have no goals, 60% have vague goals, 10% have short-term goals, and 3% have long-term goals. Twenty-five years later, after a follow-up survey, 3% of the long-term goal became the elite of the United States. Therefore, on the road of life, we must have our own goals. The ability to set goals is the embodiment of comprehensive quality.

My goal is to be a lifelong teacher, and my goal is to be a qualified basic education teacher. I think the quality of each class is related to the quality of life of students and the period of study. Most students' lives are grown up in the classroom.

Therefore, teachers must construct teaching life. Daisaku Ikeda, a Japanese philosopher, said: People have been building all their lives, and life without building is a failed life, so we must go with the flow.

Chinese teachers should build a Chinese teaching life, and I earnestly hope that our young and middle-aged teachers can produce a large number of talents.

Bai Xianyong, a writer in Taiwan Province Province, once said that a hundred years of Chinese is a domestic problem and a foreign invasion. What is foreign invasion? The influence of western languages. Shanghai primary school must learn a foreign language in the first grade, parallel to Chinese. Students who leave junior high school take two subjects: mathematics and foreign languages, and don't take Chinese seriously.

Since the establishment of Chinese 100 years ago, I have always felt that Chinese is a difficult problem. If it is still a problem after 50 years and 100 years, what is our generation? So I think the teaching life we are building should have an ambition to solve this century-old problem of Chinese teaching.

Chinese teaching is mother tongue teaching. China's language and culture are the roots of our Chinese nation for thousands of years, but now it doesn't have much right to speak, which makes many foreign concepts and terms affect our Chinese teaching. Our teaching is often used as an example as evidence to prove the correctness of one of their concepts. So what do we do in China to train so many teachers?

Foreign troubles come from the outside, but internal troubles are servility-worshiping foreign things and obsessing foreign things. Chinese language and Chinese language are excellent double-brain characters in the world, which have their own unique things that others don't have. I think the revival value of our Chinese teaching lies not in the sky, but in the confidence of our strong team. If we constantly understand the laws of Chinese teaching in our teaching posts, this problem will be solved one day.

Learning makes you knowledgeable, and learning makes you courageous. Teaching self-confidence comes from teachers' profound knowledge and accomplishment. A courageous teacher must be diligent, thoughtful and able to practice. There are three points here.

The first is studious.

As a Chinese teacher, you should have a foundation of literature, history and philosophy, and a cultural accumulation. Knowledge is not equal to culture, knowledge is skill and culture is quality. Knowledge is a small part of culture and the foundation of culture.

In the past, teachers in some universities and middle schools had a deep cultural accumulation. They don't have any teaching reference books If they pick up a textbook, they can break even. They have a good cultural foundation and are not afraid of students asking questions. We are all afraid of students asking questions in class now, and we don't know what to do when asking questions, so we can't answer them.

We really need a little cultural accumulation. Our Chinese language is rich and complex, with many family members and complicated social relations. Choosing words and making sentences, reading, writing, listening and speaking involve many disciplines. Therefore, we must think philosophically about these problems.

As a Chinese teacher, you need wisdom. Wisdom is the ability to recognize and distinguish things, judge, invent and innovate. If you have a foundation, you can tell whether this is science or pseudoscience; Is it really a reflection of the law or third-rate makeup? Third-rate makeup is face makeup, and second-rate makeup is spiritual makeup; What we want is the first-class makeup, not the makeup of life. I am the language, and I am integrated with the language. I should devote myself to Chinese teaching, not wearing makeup, and be content with third-rate makeup.

The second is deep thinking.

A person who can't think can't be a good teacher. This is true in all walks of life, and we must think deeply. For example, why do we read lightly and wrongly? We just don't see its core through complicated text representation.

Without careful consideration, how do you know what is behind these words? Perceptual cognition is blind? Yes, so if students really want to understand and get a clear understanding, they must rise from sensibility to rationality, form a systematic language and form rational thinking.

Why can't our class be unforgettable? Can't shake students' hearts? Can't touch a corner of their hearts? Because we often read widely and wander on the surface of words. Any sentence is a part of the whole language, seven pagodas. If you take it off, it won't work. That's not a pagoda, and it's not a pagoda. If you add one sentence, it's not an article.

Teaching, one is to study Chinese and Chinese textbooks, and the other is to study students.

No excellent teacher can replace the growth of students. Teachers are beginners, and practice on their own. The teacher's role is to guide, your direction is correct and your method is correct. Practice depends on students themselves. Tang Xianzu wrote in The Peony Pavilion that when Du Liniang stepped into the garden, he couldn't help saying, "How can you know the spring scenery unless you are in the garden?" Similarly, language and writing must be practiced in person, reading, speaking, writing and listening.

Teachers should form the good habit of listening to students. Students have many ideas and opinions, which are worth thinking about. You must teach him, teach his heart. Be intimate and get into the habit of listening. Therefore, the classroom is not only a place for teachers to show, but also a place to guide students to learn and think, and a place to practice languages, so that students can practice by themselves.

The third is practice.

Things are done, not blown out, not propped up. You can't win a good teacher or a leader. We must work hard, step by step, and constantly sum up our own experiences and lessons. What we did right and what we did wrong, in common words, is reflection. Only practice can gain true knowledge.

three

1, persistent pursuit: form your own teaching personality

I very much hope that our Chinese teaching will have more schools and more flowers. With many schools, we can promote each other.

Whenever we have a teacher to teach Chinese from the perspective of aesthetic education, we can let our students wander in the beautiful world. You can also use people from the perspective of classical Chinese, from the perspective of reading people, from the perspective of writing people, and so on. We should study teaching, students and ourselves.

Teachers must enrich themselves, study themselves and know themselves. It's called confidence. What are my strengths? What's my specialty? Where can I lay off people and give full play to my strengths and advantages? In teaching practice, gradually form their own teaching personality, and grow into outstanding top figures.

2. Does the teacher want to teach personality?

If we can produce a group of outstanding teachers with distinctive personalities all over the country, it will certainly support our Chinese teaching, not "almost". This is almost the same, definitely not what Mr. Hu Shi said. But our classes are basically the same. We have listened to many classes, especially those of young teachers. The teaching process can be said to be seamless, one link after another, and every minute is not bad. Considered a lot about how to teach, but obviously not enough about what to teach.

In 1980s, many teachers all over the country had their own distinctive teaching personality. I'm not saying that all these personalities are perfect. From the scientific level, from the philosophical level, from the ontological level of China, there may be some shortcomings: but this person's teaching belongs to this person, not to others, which is called personality. Almost a pattern, I am more opposed. What if everyone uses a model? Standardized teachers.

Standardized teachers can't publicize their personality, and your talent and potential will naturally not be displayed. Many of our young and middle-aged teachers are very talented, but they are trapped and their potential cannot be exerted. Because after a pattern is finalized, it is already a pool of stagnant water.

How can so many colorful articles in Chinese textbooks be a model? Different articles have different teaching methods, and different schools have different educational targets. Can you trap it with a pattern? Cann't be trapped, so I think it's a kind of injury.

Our Chinese subject needs a leading teacher too much.

We should also think deeply about Chinese teaching. Chinese is the root of our national culture, and we need national excellent leading Chinese teachers too much. But without personality, it is impossible to lead and excel. Excellence requires wisdom.

Our classroom is the focus of time and space, the intersection of traditional culture and modern culture, including the spirit of the times, and the place for teachers and students to communicate with each other. Chinese teaching needs not only knowledge, but also wisdom. The starting point of wisdom is thinking.