1. Goal - the unity of education and development
The "Chinese Curriculum Standards for Nine-Year Compulsory Education (Experimental Draft)" points out: "Chinese courses should cultivate students' love for The thoughts and feelings of the motherland...we should also pay attention to improving students' moral cultivation and aesthetic taste, so that they can gradually form good personalities and sound personalities, and promote the harmonious development of morality, intelligence, body and beauty. "This is the educational nature of Chinese teaching. . The goal of Chinese teaching should be to pursue "overall effect", emphasize diversity and comprehensiveness, and focus on "building people." Teacher Yu Yi pointed out: "Chinese teachers have the unshirkable responsibility to teach students 'literary' and provide students with strict basic Chinese training so that students can correctly understand and use the language of the motherland and have certain reading, writing, listening and speaking abilities; However, at the same time, we must attach great importance to cultivating students' ideological quality, moral sentiments and cultural literacy... If we focus on "literary" teaching without cultivating "people", we will lose the commanding heights of teachers' work. The true value of teaching. ”① Therefore, our Chinese teachers should not only teach students Chinese knowledge and cultivate students’ ability to understand language, perceive language, and use language, but also infiltrate moral education, emotion, and cultivate habits. Therefore, we must re-understand the "combination of literature and Taoism" mentioned in the past and redefine the connotation of "Tao" for an era. Just like Comrade XXX's new explanation of Han Yu's "preaching, teaching, and solving doubts": "We Teachers' preaching is to teach patriotism, collectivism, and socialism; teaching is to teach students the knowledge and skills to build the motherland; dispelling doubts is to guide students to think, innovate, and cultivate children's creative thinking . ” ② If there is no “Tao” in the new era in Chinese classes, the three-dimensional education goals will not be integrated. I don’t think this kind of class is a successful Chinese class.
Chinese teaching also has developmental aspects. We must pursue not only the explicit effects of classroom teaching, but also the implicit effects of classroom teaching, so as to lay a solid foundation for students' lifelong development. The developmental nature of Chinese teaching, I think, refers to the instrumental nature of Chinese and the humanistic nature of Chinese. Instrumentality is the means, and humanistic nature is the destination; instrumental nature emphasizes externality, while humanistic nature emphasizes implicitness. These two organically constitute the developmental nature of Chinese teaching. From a utilitarian point of view, students (especially rural students) do not live in a vacuum. If students want to survive in school and in society in the future, they must get high scores, go to a good school, and find a "good" job. All of this must pass the high school entrance examination and college entrance examination (this is an indisputable objective fact). But if a person can continue to survive and develop in society, and "sustain" well, he should not just rely on high scores, but also have strong abilities, which are manifested in reading, writing, listening, speaking, and communicative abilities in Chinese. , thinking ability, cooperation ability, self-learning ability, the ability to quickly and accurately collect and process information; we must also learn a little about the taste of life through learning Chinese, build a spiritual home, cultivate a noble character, healthy sentiment, and sound Personality, good living and study habits. These constitute many connotations of the development of modern people.
2. Methods - the unity of science and humanity
The Chinese language class is named after "Yu" and "Wen" instead of "Shu" and "Learning", and it must be reflected The personality itself must reflect that teachers and students are learning language. The teaching process should include language accumulation, language recitation, and thinking training (language and thinking are inseparable, and language is the reality of thinking and its external expression). Therefore, Chinese teaching methods should focus on language. Talking about "text" without language will be tantamount to wishful thinking no matter how wonderful your lecture is. We vigorously promote various teaching methods such as model reading, recitation, competitive reading, performance reading, analytical reading, theoretical reading, comparative reading, and appreciation reading, etc., and vigorously strengthen students' practical use of language, comprehensive use of language, etc., so as to make Chinese The scientific nature of the subject itself is revealed.
Some people say that "education is about human learning", and this is especially true for Chinese teaching. We must be people-oriented and student-oriented, so teaching methods must be full of the glory of humanity, especially in teaching evaluation, this point must be highlighted. Regarding students' learning behavior, we must implement the eight-character principle of "timely, objective, rich, and affectionate".
(1) Timely - "strike while the iron is hot" and know the "study situation". Timely evaluation allows students to know their learning results in a timely manner, which is conducive to learning feedback, improving teaching efficiency, and conducive to continuous learning.
(2) Objectivity - seeking truth and being pragmatic, pursuing "truth". It is necessary to distinguish right from wrong, guide students with the correct value orientation, and not mislead students, so as to cultivate students' pursuit of truth and persistence in scientific quality. This is conducive to the healthy development of students.
(3) Enrichment - "teach students in accordance with their aptitude" and "prescribe the right medicine to the case". Students have different academic temperaments and personalities. We must use different strategies to treat different students. If it is appropriate to "motivate", we should "motivate" more. If we should praise, we should praise more. If we should be solemn, we should be solemn. If we should be solemn, we should be solemn. The methods of evaluation should be rich and colorful, giving full play to the language skills of Chinese teachers. They can have different "says" according to different students' learning behaviors. In reading, they can focus on speech speed, stress, and tone; writing Aspects can focus on the beginning, the end, the expression, the language...
(4) Affection - enthusiastic encouragement and increased motivation.
After all, students are students, and they come here to "learn". Correct learning behaviors and results must be praised. Evaluation of incorrect learning behaviors must pay attention to strategies. Change straightness into crookedness, change into guidance, change into criticism. To inspire, turn serious into humor. Everything is designed to increase students' interest and enhance their drive to learn.
3. Means - the unity of practicality and advancement
To improve the efficiency of classroom teaching, teaching methods must be reformed, which is inevitable. The means must serve teaching, and advanced teaching methods must be used to improve teaching efficiency. It is not good to always "conquer the world with a piece of chalk and a book", but we must also consider the actual situation of the school, adapt to local conditions, and fully explore Various teaching resources mobilize all available factors. Therefore, from the perspective of the Chinese subject itself, I think Chinese teachers should not fall into the misunderstanding of teaching methods. When talking about teaching methods, they should not refer to multimedia, which is "electric". As everyone knows, a piece of white paper, a stick of colorful Chalk... used just right, can also add bright colors and set off a climax in the classroom. We must adhere to the principle of "don't use it if it's necessary". If some teacher's Mandarin proficiency test has reached Level 1 B, but she uses audio tapes instead of her own emotional reading, this is not necessary. Have you not seen that many famous experts go out to give lectures? How many people use multimedia? This reflects the practicality of teaching methods.
Of course, we should not reject the advancement of teaching methods. Every semester, I also try to independently produce several pieces of multimedia courseware, not high-end, not high-cost (especially in our rural areas), but adding vitality and freshness to the teaching, so that I can maintain a good and enterprising attitude of continuous learning. . A few years later, when the school has new and sufficient teaching methods, the reform of teaching methods and teaching methods will be a matter of course. Traditional teaching methods can withdraw from the stage of history. By then, we will have the opportunity to display our talents. But the main premise is that we must always maintain a pursuit of advancement.
4. Activities – the unity of diversity and adequacy
“Chinese is a very practical course, and we should focus on cultivating students’ Chinese practical ability, and cultivate this ability The main approach should also be Chinese practice." ("Chinese Curriculum Standards")
The so-called diversity of activities means that the forms of classroom activities should be diverse. The current situation of Chinese language teaching in rural areas is not optimistic. Due to the pressure of entering higher education, rigid teaching methods, backward teaching content and other factors, it is common for students to be tired of Chinese language. Our survey found that as students’ grades increase, their interest in Chinese learning decreases. Therefore, different activities should be organized according to different teaching content, different class types, and different teaching requirements. They can perform, group, cooperate with teachers and students, debate, and give speeches... so that students can enjoy Chinese learning in the activities. Have fun, have a strong interest in Chinese, feel the true meaning of Chinese learning, and be willing to learn Chinese, so as to "learn" Chinese and "learn" Chinese; teachers make full use of the charm of Chinese and personality to attract students and make them Students integrate into the language and closely unite students around themselves. What we currently lack is this kind of "happy language" with a "magnetic field effect".
The adequacy of activities means that when we carry out activities, we do not do "activities" for the sake of "activities", it is not superficial "grandstanding" and lively, but it is to allow the activities to reach a certain level and depth. It can activate students' thinking and cultivate students' innovative consciousness and practical ability.
The most important sign of sufficient activities is that students emerge from the class as the main body of learning. The "surfacing of the lesson" mentioned here does not mean that students do not need the role of teachers. As Mr. Guo Yongfu said: "Emphasizing respect for students' subjective status does not mean laissez-faire. Students' subjectivity cannot be made absolute." ③ As a teacher, you must not only be a calm bystander, but also act as a calm Those who wait should pay full attention to students' learning, but this kind of attention is not arranged, nor is it "breaking out of the cocoon for the butterfly". Let the "butterfly" try to struggle hard and break out of the "cocoon" independently. This is respect for the subject of learning, and it is also the continuous practice of independent, cooperative, and inquiry-based learning.
When creating activities of diversity and adequacy, we must handle two relationships: First, the relationship between more and less. It does not mean that the more student activities in each class, the better. The number of activities should be related to the content of classroom teaching and coordinated with the teaching form. The second is the relationship between movement and stillness. This does not mean that students are always "moving" in every class. Teacher Ning Hongbin once said: "Whether it is heuristic teaching must not only look at the formal questions and answers, but also its actual effect." , that is, whether students’ thinking is in a state of active activity. ”④ Therefore, explicit “movement” is necessary, but this should be a necessity in the classroom; and sometimes students’ deep “quietness” (thinking) is also a matter of students. The highest level of autonomous learning should also be vigorously promoted.