One of the ways to cultivate students' Chinese literacy
The Chinese Curriculum Standard clearly points out in the Basic Concept of Curriculum that Chinese curriculum should "improve students' Chinese literacy in an all-round way". What is "Chinese literacy"? Zhao Zongqi's interpretation of Chinese curriculum standards should include "the accumulation of words and sentences, language sense, thinking quality, Chinese learning methods and habits, literacy, writing, reading, writing and oral communication skills, cultural taste, aesthetic taste, knowledge vision, ideas and so on". According to the needs of primary school students' cognitive ability, thinking level and subject development, I started to cultivate their Chinese literacy from the following three aspects in teaching practice.
First, pay attention to accumulation.
A lot of research and practice have proved that language learning can only be "spoken" bit by bit under the repeated impact and stimulation of a large number of languages, and can only be "rushed out" through years of accumulation. Pupils are at the best age for language development. For them, accumulating a large number of languages and enriching and developing their language ability are their main tasks in learning Chinese. The accumulation of language is not overnight, but a long-term process. Therefore, it is necessary for students to combine in-class reading with extracurricular reading, so as to pay equal attention to in-class accumulation and extracurricular accumulation.
1, accumulated in class
In view of the limited classroom time, the accumulation in class must improve efficiency. It is necessary to accumulate a large number of beautiful sentences while guiding reading methods and cultivating reading habits in the usual reading teaching. Teachers can guide students to accumulate language according to the specific circumstances of the text. For example, in the teaching of Pearl Spring, the second paragraph of the text describes the appearance of Pearl Spring, and the third paragraph focuses on the shape of the spring that emerges from the ground. The imagination is rich and the scenes blend. With the help of personification, parallelism, metaphor and other rhetorical devices, the vocabulary is rich, the language is concise and infectious. It is a good material for accumulating language and should guide students to read and remember. However, the teaching of other non-key paragraphs in this article should be ignored. This reasonable choice is time-saving and efficient.
2. Extracurricular accumulation
Chinese is a practical and instrumental subject. If we want to establish the concept of Chinese teaching, we must get through the classroom and realize the integration of Chinese learning and social life. For example, after the outbreak of the Iraq war, I actively used TV, radio, school newspaper and some magazines subscribed and purchased by students to guide students to pay attention to the development of the war, understand the war situation from many angles and sides, and let students practice and accumulate languages independently.
Second, cultivate a sense of language.
"Chinese Curriculum Standard" emphasizes that Chinese curriculum should "consider the influence of Chinese characteristics on literacy, reading, writing, oral communication and thinking development. Chinese teachers should pay special attention to cultivating students' good sense of language in teaching. "Cultivating a sense of language is also determined by the unique emotional characteristics and humanistic connotation of Chinese. Language sense includes both a correct and rich understanding of language and writing, and an accurate and vivid expression of life by language and writing. The process of Chinese learning should be a process of constantly cultivating a sense of language. As Xu Jilin said in "There are misunderstandings in our education system in theory": "We know that learning any language is definitely not based on rules, but on language sense. "
1, repeat reading
China culture is extensive and profound. Many times, our understanding of language and words is often unspeakable and can only be understood. Just as China's ancient literary theory said, words sometimes can't accurately reflect the meaning, and words have infinite meanings. There are many articles in primary school Chinese textbooks full of the beauty of music, painting and architecture, which are catchy to read and seem to immerse people. Reading these articles repeatedly can help students gradually feel the connotation of the language and the momentum of the articles, and understand the subtleties of their wording, sentences and layout, which is a wonderful material for students to understand the language.
It is worth noting that: it is necessary to ensure that the reading volume is high enough and not excessive; In order to achieve the effect of "since the enlightenment has his meaning" on the basis of "never getting tired of reading", we can't treat Chinese studies as metaphysics and make no distinction between the contents of our feelings.
2. Compare and ponder, and cultivate a sense of language.
Some words seem bland, but if you think about it carefully, you can feel and understand the subtle and vivid places. Therefore, it is necessary to guide students to think deeply about important words and sentences in order to understand the deep meaning contained in the text. For example, in Chinese teaching in Grade One and Grade Two, I often add or delete key words to make students feel the difference between image, concreteness, vividness and abstraction, emptiness and verbosity, cultivate students' sense of language and develop their language ability. Another example is the end of the lesson "Unforgettable Songkran Festival": "How happy, the Songkran Festival of 196 1 year!" "How unforgettable, the water-splashing festival of 196 1!" I showed two other sentences on the slide for students to compare: "How happy the Songkran Festival is in 196 1 year!" "How unforgettable the Songkran Festival of 196 1 is!" Although the second-grade students don't know that the first two sentences are inverted sentences, they are aware of the key points here and emphasize the happiness and unforgettable feelings of the Dai people because of Premier Zhou's arrival.
It is worth noting that we can't ignore the overall understanding of the whole article because we appreciate and ponder some words and sentences. Fragmentation and fragmentation of an article are not conducive to cultivating students' sense of language.
Third, guide the application.
What is the ultimate goal of children's language accumulation and perception? I think it is the use of language, that is, to express your thoughts accurately in clear and specific language and communicate with others. Language use ability is a comprehensive embodiment of primary school students' Chinese literacy.
On correcting exercises. Not only can teachers know the real situation of students' exercises, but also can let students know the advantages and disadvantages of their own exercises. In my specific teaching, I adopt the following different forms: I teach the teacher first, and then let the students correct it themselves; Using teachers to approve students' corrections, I write a few concise requirements with some fixed symbols for students to modify accordingly; Sometimes, I use face-to-face criticism to solve individual problems of students; Sometimes I will adopt the method of mutual approval and mutual revision, and several students will be a group, and one student's work will be chosen to discuss with each other and revised as * * *.
Comments on exercises. This is a summary of an exercise, and it also has certain guiding significance for future exercises, and it has the nature of connecting the preceding with the following. It doesn't matter what the students write in practice. What matters is whether they can write actively and seriously. If they can do this, they should be qualified. A comment may have many questions. Therefore, it is not necessary to cover all aspects of the job. Just use * * * to guide students to comment on examples and modify their homework. The key link is to organize the whole class to make appropriate comments and revisions on the examples, and then combine the students' self-evaluation to achieve the purpose of drawing inferences from others.
In short, as the Chinese curriculum standard points out, "Chinese teaching should pay attention to the accumulation, perception and application of Chinese, pay attention to the training of basic skills, and lay a solid Chinese foundation for students." Lu Zhiping's New Exploration of Chinese Curriculum also pointed out: "The formation process of Chinese literacy is also a cultivation process." In our usual teaching work, we should make Chinese courses "devote themselves to the formation and development of students' Chinese literacy" and promote students' all-round development and lifelong development under the constant subtle influence.
Method 2 of Cultivating Students' Chinese Literacy
First, interest is the cornerstone.
Interest is the best teacher, and students' interest in learning needs to be cultivated by teachers. Only when students are interested in what they have learned can they have the desire to learn and take the initiative to explore learning. Stimulating students' interest in learning is the premise of realizing "students' active learning and improving teaching efficiency". Years of teaching practice tell me that Chinese class must understand students' reading, knowledge and emotional needs, avoid indoctrination, and focus on stimulating interest and mobilizing students' enthusiasm. Therefore, I use various ways to stimulate students' interest in learning, or intuitively demonstrate, or learn from others, or skillfully set suspense ... to stimulate their reading desire and motivation and create a positive teaching atmosphere of "I want to learn" and "I want to learn".
In order to stimulate students' interest in learning, when teaching the text "The Sun", I found relevant videos to enjoy with the students. When the vast universe appeared in front of children, I really felt their eager eyes! They want to know more about the sun! I sincerely asked, "What do you want to ask the sun? What else do you want to say? " The children are all in high spirits and eager to try. "Stimulating interest" greatly mobilized students' initiative and enthusiasm, and the teaching process also "turned pain into pleasure".
At the same time, I also use various methods to create situations, infect students, stimulate their interest and emotion in learning Chinese well, and then break through the difficulties in teaching. When I was teaching the article "Memories of Sixteen Years ago", I read a passage of Li Dazhao's heroic sacrifice, and I put a piece of sadness and joy. The children read this article with sadness, which deepened their admiration for Li Dazhao. Some students even shed tears when reading the article, which really touched the emotional depths of bloody sadness and left a deep impression on them! In the teaching of "Let's Be Stronger", first let the students recall their sports activities and games, and the children's interest will be aroused at once. They will raise their hands and tell their happy experiences. I wrote the names of the sports they talked about on the blackboard for literacy teaching. At the same time, it permeates the truth that life lies in exercise, and educates students to exercise more and make their bodies stronger! Only in the future can we become the pillars of the motherland! When I was teaching "drawing an egg", I asked the students what shape an egg was. Most students said they were oval, and then they recognized what Da Vinci said to the teacher. Yes, eggs are oval. Why does the teacher always let Da Vinci draw eggs? This is also a difficult point in this paper. In order to break through this difficulty, I adopted the method of physical demonstration, and took out an egg for students to observe from different angles. Students saw different shapes. Finally, I pointed out that the teacher asked him to draw eggs in order to train his eyesight and painting skills. Through hard training, his basic skills can be solid and excellent.
Second, habit is the key.
Good habits will affect a child's life. In Chinese teaching, we must pay attention to the cultivation of good Chinese learning habits, and then form good Chinese literacy. We should attach great importance to personality, study and methods. Teachers should strive to actively guide students from all aspects, strictly demand and cultivate them bit by bit, and cultivate students' good habits. Both positive guidance and forced training are needed.
For primary school students, the following eight habits bear the brunt: First, the habit of actively studying hard; Second, careful and serious habits. Third, the habit of diligent hands-on, diligent writing and diligent thinking; Fourth, speak Mandarin boldly and write in a standard and neat way; Fifth, cherish the habit of books and stationery; Sixth, the habit of asking questions; Seven, the habit of actively participating in cooperative learning; Eight, the habit of finding problems and solving them in time.
To cultivate habits, we should carefully guide and strictly demand them, bit by bit. For example, to cultivate students' writing habits, when I teach, I first ask students to write clearly and neatly in their notebooks. Once a week, I will stick a small red five-star on his notebook to show my reward for my good classmates. Summarize once a month, and all the excellent ones are replaced by a big yellow five-pointed star. In this way, an atmosphere has been formed in the whole class, and students have gradually developed a serious, neat and orderly writing habit.
When good study habits are formed, students' Chinese learning will improve steadily.
Third, the classroom is the main position.
Chinese classroom is of great significance to the cultivation of students' Chinese literacy. The new curriculum standard requires us to establish a teaching model based on autonomy, cooperation and inquiry, to activate students' curiosity and desire to explore, and to cultivate students' ability to think, question, seek and be good at capturing new information, and to cultivate this ability as the ultimate goal of classroom teaching. How to create a scientific and efficient classroom teaching requires teachers to prepare carefully before class, be flexible and resourceful in class, and embody the concept of "student-oriented".
Chinese classroom should let students participate in the whole process of acquiring knowledge, savor the fun of exploring knowledge, and strive to bring external interests into internal interests. Create vivid teaching scenes to stimulate students to study actively and creatively. For example, when learning fairy tales, I always let students choose their own roles to perform the plays in the textbooks. In addition, I often use riddles, read aloud in different roles, perform small plays, and create vivid scenes in the text, thus activating students' enthusiasm for learning Chinese. At the same time, Chinese teachers should give full play to their teaching personality and integrate their personal hobbies, thoughts and feelings into teaching design, so that classroom teaching can not only show the uniqueness of Chinese teaching, but also show a distinctive personal style. At the same time, we should also pay attention to the individual differences of students so that our teaching design can meet the needs of students at all levels. Let students actively participate in the classroom teaching process and truly become the main body of learning. Students must be given the opportunity to speak and exercise their thinking ability and oral expression ability. For example, when teaching two fables, I ask students to read the text with notes, and then discuss in groups, asking each group to choose a representative to tell stories, and then evaluate each other's story kings. Every student is eager to be a story king. I was very attentive when I taught myself, and the discussion was extremely enthusiastic. The whole class showed great interest. After one class, students have a clear concept of the content and master the key words, which lays a good foundation for further study in the next class. Whenever enlightenment is involved, I always tell them that it makes sense, encourage children to speak freely and give them a positive evaluation. In this way, students will be happy and good at expressing themselves in class.
Fourth, comprehensive practical activities are catalysts.
"Chinese Curriculum Standard" points out: "Chinese is a practical course, and we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability is Chinese practice ..." Chinese practical activities have broken through the limitations of classroom teaching and become an extension and supplement of Chinese classroom, enriching students' cultural heritage and playing a catalytic role in cultivating students' Chinese literacy. Its practice mainly includes the following points:
1. "One sentence a day, one song a week" activities, famous ancient poems, two-part allegorical sayings, idioms and allusions, famous sayings and epigrams, etc. In the process of accumulation and display, students discover the aesthetic value of Chinese characters and find the fun of learning, which is conducive to the development of education and teaching, and is more conducive to cultivating students' feelings for national culture.
2. Classic reading activities. Combined with the theme activity of "Reading Classics, Cultural Fitness" in our school, I carry out irregular reading activities and reciting in my class. Combining with the new curriculum standard, select excellent ancient poetry works, which involve writing scenery, determination, cherishing time, being a man, reading and so on. Ask students to read and recite, and talk about their own views. Through such training, students not only mastered a large number of classic poems, but also exercised their reading memory, cultivated their temperament, cultivated their aesthetic ability and deepened their cultural accumulation.
3. Carry out reading activities of literary classics, and advocate the education of Chinese studies. Guiding students to read famous works is also an effective way to cultivate students' literary literacy. Select ancient classics and guide students to read.
4. Students can also be instructed to do handwritten newspapers, surveys and interviews. Handwritten newspaper can train students' ability to process information and use media, and investigation and interview can train students' language expression and learn to communicate on the spot. Reading report is a practical activity that combines reading with oral English and internalizes reading experience.
In short, in our Chinese teaching practice, we should always focus on students' independent development in order to achieve the ultimate goal of cultivating students' Chinese literacy. This requires Chinese teachers to start from themselves, strengthen learning, improve their quality, promote learning with love, guide students to do every step of Chinese learning in a down-to-earth manner, and let students fly their dreams of tomorrow with solid and rich Chinese literacy.
The Third Method of Cultivating Students' Chinese Literacy
"Chinese literacy" is an eye-catching core concept in curriculum standards. The so-called "Chinese literacy" means that primary and secondary school students have relatively stable and basic listening, speaking, reading and writing abilities to meet the requirements of the development of the times, as well as knowledge literacy and personality literacy in literature and articles in Chinese.
In the past, Chinese classes generally only focused on Chinese ability, such as "listening, speaking, reading and writing ability", but now "Chinese literacy" is proposed, which covers a wider range, including both listening, speaking, reading and writing ability, not only the requirements of skills, but also the requirements of comprehensive quality. That is to say, in the process of cultivating Chinese basic ability, Chinese curriculum must pay attention to the influence of excellent culture on students, improve students' emotions, attitudes, values, moral cultivation and aesthetic taste, and cultivate good personality and sound personality. At the same time, let Chinese education play an irreplaceable role in inheriting and carrying forward the excellent traditional culture of the Chinese nation, enhancing national cultural identity and enhancing national cohesion and creativity.
All this is especially considered not addition, not one plus one, not wearing shoes and hats, but a real organic combination and natural development. For example, primary school students' literacy and writing is not only a kind of ability training, but also a kind of cultural influence, or a habit and accomplishment, especially to cultivate the feelings of loving the language and writing of the motherland. Therefore, the concept of "Chinese literacy" represents a new and broader educational vision.
Some people may not agree with the formulation of Chinese literacy, and think that "two basics" (basic knowledge and basic ability) are relatively clear, and the reference to Chinese literacy ignores "two basics". In fact, Chinese literacy includes "double basics". It is not enough to mention "double base", and "double base" must be reconstructed according to the requirements of the times. Therefore, Chinese literacy is not only the enrichment and development on the basis of "double basics", but also the reconstruction of "double basics".
We should talk about "training" in particular, which is more concerned by front-line teachers. Curriculum standards advocate heuristic, inquiry, discussion and participatory teaching, which helps students learn to learn, stimulate their curiosity, cultivate their interests and hobbies, and create a good environment for independent thinking and free exploration. Therefore, "training" is no longer regarded as the only teaching implementation mode and the core concept of Chinese curriculum. But this does not mean that training is excluded, and there is still necessary training in Chinese learning. In the expression of curriculum standards, the word "cultivation" does not appear frequently and is often included in the new curriculum model of "Chinese literacy cultivation".
Teachers should pay special attention to some key words and new expressions when reading Chinese curriculum standards, which contain new educational ideas and should be the main points of learning. Here are a few examples: first, people-oriented, comprehensively implement quality education, infiltrate socialist core values in teaching, and cultivate students' sense of social responsibility, innovative spirit and practical ability; The second is to advocate independent, cooperative and inquiry learning methods, and cultivate students to learn to learn, cooperate and innovate; Third, pay attention to the unity of humanism and instrumentality of Chinese curriculum, pay attention to accumulation, perception, practice and comprehensive learning, and pay attention to the edification of Chinese; Fourth, follow the law of Chinese education and reflect the gradual progress of subject objectives and contents; Fifth, reasonably design the course objectives and contents to reduce students' excessive burden.
Method 4 of Cultivating Students' Chinese Literacy
Recently, the overall framework of "Core Literacy of Chinese Students' Development" was released, which defined "the necessary character and key ability that students should have to meet the needs of lifelong development and social development" from three dimensions: cultural foundation, independent development and social participation. After publication, the significance and implementation path of core literacy have become the focus of current education circles.
At the 20 16 China Education Mingde Forum held recently with the theme of "Developing China Students' Core Literacy", thousands of educators and principals from home and abroad discussed the connotation and implementation methods of core literacy construction, emphasizing that core literacy is a top-level design in the education field with international vision and in line with China's national conditions, but how to implement it still faces challenges.
Different countries have different expressions for the word "core literacy". For example, the United States 265438+20th Century Skills Cooperation Organization called it "2 1 century skills", the Organization for Economic Cooperation and Development called it "key literacy" and Australia called it "comprehensive ability". Although the expressions are different, they all express the doubts of different organizations, countries and regions about what qualities future citizens should have.
Lin Chongde, a professor at Beijing Normal University and the head of the research group of "Core Literacy for Chinese Students' Development", pointed out earlier that the core literacy for Chinese students' development is the "educational DNA" that deeply answers "what virtue to build and who to cultivate", which effectively integrates the requirements of individual, society and country for students' development and enriches and deepens the connotation of quality education.
"The proposal of core literacy is an important embodiment of China's education and education concept in line with international standards, marking the change of domestic education direction from focusing on knowledge and skills to focusing on' people-oriented'." Peng Kaiping, head of psychology department in Tsinghua University, said.
"At present, the society has the strongest demand for education reform, but it is also the most difficult and slow to get results." In some places, there are some phenomena in education, such as ability differentiation, personality authentication and moral labeling. Zhu Yongxin, vice chairman of the Central Committee of the Democratic Progressive Party, pointed out that "the direction of education reform must be humanization, diversification and individualization, so as to form a happy and complete educational life."
Xie Weihe, deputy director of Tsinghua University School Affairs Committee, particularly emphasized the practical orientation of core literacy. Studies have pointed out that the most important factor that determines a child's success lies in whether his parents' school can help him cultivate a series of personality traits, such as "perseverance, self-control, curiosity, responsibility, courage and self-confidence". The United States and other developed countries in the world have incorporated similar understanding into school curriculum and teaching practice. However, the problem of taking test scores as the main evaluation criterion in China has affected the implementation of the action. To solve these problems, we need to take core literacy as the key link and promote the deep-seated reform of education as a whole.
Literacy education is embodied in the education and teaching of the whole school, and its implementation cannot be separated from curriculum reform, teacher training and scientific evaluation. At present, the education department and many schools have begun to explore the implementation path of core literacy. According to Yu Han, deputy director of the Examination Center of the Ministry of Education, the future core literacy will be reflected in the college entrance examination reform.
In addition, Zhu Yongxin emphasized that "in the future society, the monopoly position of schools as providers of educational resources will be further challenged, and the role of social forces as educational carriers will be further exerted." The effective promotion of core literacy can not be separated from government policy guidance and social education innovation.
Peng Kaiping pointed out that we should pay special attention to the education of social relations and emphasize the importance of social communication. The best class is on the road. Students can make comprehensive use of the off-campus education service system, enhance social participation and strengthen social responsibility.
2065438+In August 2005, the State Council issued a document, and for the first time, the study trip was included in the category of comprehensive quality education for students. 20 16 the work points of the Ministry of education once again emphasize promoting the integration of education inside and outside the school. At present, a considerable number of primary and secondary schools in China have introduced extracurricular education research as a supplement to in-class education. Some teachers and students from the middle school affiliated to Tsinghua University recently went to Shandong Mingde for a five-day and four-night study tour. The cultivation of core literacy can be effectively improved through students' independent design of research programs.
"Flowers and plants are hidden in greenhouses, and it is difficult for teenagers to be responsible for fences." Wang, the representative of the study tour organization and the chairman of Century Mingde, said that it is difficult to put forward and implement the core literacy overnight, which requires top-level design, and it is also necessary to combine training indicators with specific courses in practice and promote it scientifically in stages and steps. In addition, experts stressed that it is necessary to effectively use the Internet and big data to track and analyze the information of students' education process, thus providing technical support for the implementation of core literacy and comprehensive quality evaluation.