Let our life be vivid and poetic.

-there is an attempt of "love education" in the reading and writing teaching of middle and primary schools.

Shangyu Qusongxia Town Hua Town Primary School Ye Yingchun

Chinese is people's spiritual home. Chinese education must pay attention to spiritual edification, learn to write in reading, awaken, inspire and inspire children to learn more confidently, independently and consciously through writing, realize free expression and equal communication between lives, and let every child love reading, enjoy reading and be able to read; Love to write, love to write, can write.

Exquisite mind, warm life, vivid poetry, Chinese classroom reading and writing

I don't know why, in our primary school Chinese class, in our primary school exercises, we often hear or see something that shouldn't have come from the child's mouth, but it flows smoothly from the child's mouth or from the child's pen. I am often deeply shocked by the indifference and roughness of some children's spiritual life and the disrespect and ravages of their words: what makes our children sometimes become so inhuman, unsympathetic and heartless? What makes a child who should be naive seem to become so precocious overnight? How incredible is this? When will the children's paleness of mind, lack of emotion and incomplete perception be gone forever?

As we all know, Chinese is the spiritual home of people. Suhomlinski said: "Childhood is the best period of life. This is not a preparation period for future life, but a real, wonderful, unique and unrepeatable life. " Teacher Wu Yong, an advocate of children's composition teaching, said in the article "Let children have a full" literary mind ":"In the current exercise teaching, teachers pay more attention to how to "teach" children to write, but lack sufficient understanding of the writing subject-children, and know little about the occurrence and movement of children's writing behavior. Teacher Wang Songzhou said in the article "Ideals and Beliefs of Poetic Chinese": "Chinese is the spiritual home of people, the expression of people's subjective feelings, the expression of inner feelings, and the display of personal opinions and wisdom. The real value of Chinese education lies in guiding students to get this feeling, experience this emotion, understand this opinion, transform this wisdom, accumulate this culture, and finally form their own rich spiritual world. "So in my Chinese teaching practice, I have been thinking hard about how our Chinese classroom teaching can let our children be influenced and nourished by the Chinese spirit since childhood. How to correctly grasp and handle the relationship between Chinese reading and practice, learn to write in reading, awaken, inspire and motivate children to learn more confidently, independently and consciously through writing, realize the free expression and equal communication between life and life, and let every child love reading, enjoy reading and be able to read; Love to write, love to write, can write?

This paper briefly reviews and summarizes a series of reading and writing attempts with the theme of "love education" in junior middle school Chinese classroom teaching.

Origin: a precious minute in silence "precious silence"

Shortly after the start of the second semester of Grade Three, just after the holiday in Tomb-Sweeping Day, I took a class of Precious Silence, which was an intensive reading text and an educational reading note. The teacher's name was Wang. The main contents of the text are as follows: in class, the teacher learned from the children that almost all parents knew their children's birthdays and congratulated them, so the children felt proud and happy; However, only a few children know their parents' birthdays, and none of them congratulated their parents on their birthdays. In this sharp contrast, the children were silent. Teachers seize this educational opportunity to guide children to know how to care for their parents and learn to repay their love with actions.

After the students read the text for the first time, I asked them to complete an assignment like this:

"This text tells such a thing: In class, the teacher asked the students," Do mom and dad know when your birthday is? "The children all replied," Yes! " The teacher asked again, "Did mom and dad say () to you on your birthday? "? The children all raised their hands, and some even raised their hands. But when the teacher asked who knew mom and dad's birthdays, suddenly, the classroom () came down and the teacher asked again. Only a few female students () raised their hands happily. No one can congratulate my parents on their birthdays. The children () are all gone. "

The children successfully found the relevant words from the text and completed this fill-in-the-blank problem. When checking and proofreading, I randomly contacted the students' real life and combined with the illustrations of the text to analyze and understand the related words. Then lead the students to recognize the dashes and find the sentences with dashes in the text-"I was silent for a whole minute, and I quietly took a look at these lovely children-their qia is in front of a fan who made a mistake."

After naming several children to finish reading, I told them: "In fact, this sentence contains two sentences. But now the author uses dashes to connect two sentences and make them into one sentence. Please read this sentence carefully again and pay attention to the words before and after the dash. What did you find? " One child stood up immediately after reading it and said, "Why are these children still cute?" Didn't they already make a mistake? "So I led the children to discuss. After learning the contents of the context, I came to the usage of dashes here: children made mistakes and should not feel cute, but the author said they were cute. Isn't that contradictory? The author just thinks that our readers will have contradictions when reading here, so he wants to explain, or explain, just use dashes and dashes before explaining. This is the value of the punctuation dash used here.

After a preliminary understanding of the usage of this dash in the text, I expressed a doubt: I want to find something extremely precious hidden in their hearts that they haven't realized yet-

Then he said to the children, "Do you know what this extremely precious thing is? Please be quiet and let us think for a while, ok? "

After the children spent a minute thinking, I asked the students to write their ideas on the homework paper and communicate after writing. Finally, back to the topic of "precious silence": these lovely children feel a lot of love from their parents in this minute of silence. The children reflect on themselves in silence, think about how to repay their parents' love in silence, and learn the truth of accepting love and returning love in silence. What a precious silence! Students grow up, understand, be considerate and care. How gratifying it is for a teacher like you, a group of lovely children who live together day and night! So the teacher finally said (reading the last paragraph of the text with deep affection): "Ah! I'm so happy! How much enjoyment this silence has given me! "

This is my first class. After a long time, I remember that after the Yushu earthquake, I went to Class 2 and Class 3 again. The second class is the teaching and research class of our school. After class, I often meditate like this: As a Chinese teacher, how should we teach our lovely children their mother tongue and how should we infiltrate the teaching of writing into our reading class? In this way, I began to regard every Chinese class as a process of enjoying life, thinking, groping, moving forward and practicing all the way.

Commitment: Comfort Carona who lost her mother in The Education of Love.

When I studied the article "Carona" selected from the book "Education of Love" by Italian writer Armitage, it was in the fourth grade last semester. This is a skimming text. The article tells that when the little boy Carona suffered great misfortune of losing his mother, people around him sincerely understood him, comforted him warmly and cared for him silently. The text captures the special day when Carona came to school on the first day after losing her mother, and is written from two aspects: the great grief he suffered and the infinite care of the people around him. The language of the article is vivid, the description is exquisite, and the love for Carona is revealed between the lines, which is easy to arouse students' emotional singing. So, finally, in order to let the children feel the emotions of the characters better and be influenced by them, I designed and arranged such a writing exercise-let the children write how you would comfort Carona if you were her classmate. The following are some of the contents written and exchanged by several children in class:

A child said, "Carona, don't be sad." Let's go home together! " ! Although you lost your dear mother, you still have us! We will give you love and warmth as much as possible. "

One child said, "Carona, you can cry all you want. It's not your fault you don't have a mother. Everything in the world will have ups and downs, and people will always die. Although your mother is no longer in this world, we will accompany you. You must be strong! "

A child said, "Don't be sad any more. People can't be resurrected after death. It's no use crying again! " ! Your mother will watch you from the sky. She doesn't want you to cry all the time. So don't be sad, let your mother rest in peace! "

Another child said, "Don't be too sad. We will all care about you and help you together. We won't leave you alone. You must pull yourself together. Your mother is watching you in the other world! Your mother will be very sad if you don't cheer up. She has been watching you and loving you in that world. "

Another child said, "Don't be sad, Carona. Although your mother died, you still have our good friends! We will definitely give you warmth. In fact, you are not the only one who has lost his mother in the world, and many children have lost their loved ones. What's more, you have your father. I believe your father will give you mother-like care. "

In class, I listened to the children's exchange experiences and was deeply moved. Who can say that our children have no compassion or love? The children's hearts gradually become delicate and moist. At that time, I really wanted to say something like this to the children-"My lovely children! The teacher is so proud of you! " I found that in my Chinese class, children like Chinese classes more and more, whether it is reading or writing, whether it is oral communication or comprehensive Chinese practice activities.

Transformation: Calling for the peace called by dad with the voice of a China child.

Not long ago, when we were studying the tearful and touching text "The Voice of a China Child" in lesson 15 in the second volume of grade four, my children and I were in tears. This article is an epistolary article. This is a letter written by a China boy named Rowley to Gary, then Secretary-General of the United Nations. This is a child who originally had a happy family in our peaceful country, China. However, because of the turmoil in the international community, his father died heroically in United Nations peacekeeping operations. It's been more than two years since he lost his loved ones, so this China boy picked up a pen and wrote this letter to the then UN Secretary-General, Mr. Ghali, on the day of1996+065438+1October 8, hoping that Mr. Ghali would appeal to the whole international community: "Save the children, don't fight for peace! Maintain peace and stop the war! "

So I guided and studied the "blue helmet" that appeared twice in the letter, the most beautiful "flower" that the child and the mother met to meet their father's heartbreak, and the two comparative descriptions in the article. Finally, according to this passage in the article: "Now this blue helmet is back, but it was nailed to his father's coffin. We held flowers as promised, but we received the body of dad covered with the national flag. Blood stained his clothes and the watch on his wrist was soaked with frozen blood. Dad's mouth was open, as if calling for something. Ah! I heard it, my mother heard it, my uncles and aunts present heard it, and the whole world heard it. He called for peace! Peace! Peace! " Let the children think of themselves as children who have lost their fathers in the text, that is, the author of this text, and do this imaginative writing exercise: Dad's mouth is open, as if to say to my mother and me: "—————————————————"

Children write so well! When the children are writing, I write like them. After the children exchanged all their works, I read what I wrote to them. After reading it, I finally couldn't help crying again. Because the day before the holiday in Tomb-Sweeping Day this year, I had my first class. When I read this letter that day, I cried when I looked at it. After I finished reading, a child stood up and advised me to say, Teacher Ye, don't cry. He also said that dad is the "pillar" of the family. This is the oldest boy in our class, from Yunnan, named Huang Wei. I finally learned to control my feelings in the second class after Tomb-Sweeping Day, but a boy stood up and said, "Teacher Ye, I saw the tears in your eyes." Then this kid named Huang Wei said he saw it, too. The other children nodded and whispered, "I saw it, too." In class, we sing, study, call and feel together.

Ensemble: Touch the quiet and colorful inner world in Touch Spring.

Then there is a set of texts arranged around the topic of Unit 5 "Life". Four selected Chinese and foreign literary works reflect the thinking about life from different angles and express their feelings about life. Touching Spring tells us that everyone has the right to love life and can create a colorful world of their own. The eyes of eternal life inspire us that life is more meaningful only if we bring happiness to others with our love. Life Life by Xing Linzi, a writer in Taiwan Province Province, teaches us to cherish life and let the limited life show infinite value. Feng Jicai's Courage of Flowers inspires us that cold wind and rain are not terrible on the road of life, so we should face all difficulties and obstacles with fearless courage. In the process of learning, I mainly guide students to connect with their own life experiences, combine specific people and things with the thoughts, feelings and truths to be expressed, and connect with the touching stories they have read and happened around them to realize the value and significance of life, thus helping students to be emotionally edified and infected.

Touching the Spring is the first text in this group. After reading this text, a vivid picture comes into view: in the beautiful scenery of bloom in the warm spring, a little girl shuttles among the flowers. She stopped in front of a Chinese rose, slowly stretched out her hands and quietly picked a butterfly that stayed among the flowers. Butterflies fluttered between her fingers, and the little girl's face was full of surprises. For a long time, she opened her fingers and the butterfly fluttered away. The little girl looked up. This little girl is the protagonist in the article, gentle and quiet. She is a blind child, but she can feel the information of spring, touch the pulse of spring and capture the traces of spring in her own unique way. On such a fragrant morning, as the author of this little girl's neighbor, I also touched a kind of vitality that I have never seen before and realized the true meaning of life: everyone has the right to grasp spring, and only by feeling the beauty of life with heart can we create a spring of our own. There are many profound sentences in the text. How to guide students to experience blind children's quiet love for life, feel the author's concern for life, and understand the profound truth revealed by the author at last is the key and difficult point in learning this lesson. So I asked the children to be blind children as much as possible, give full play to their imitation and imagination, and guide them to write down their thoughts and feelings in these three places in the book.

The first place was behind "the fragrance of flowers leads to silence", and the children said, "Wow, what a fragrant flower!" The second place is after "Stop in front of a Chinese rose". What did Quiet find? How did she find it? The children said, "Hey! ..... "The third place is behind" Butterflies Flying Between Fingers "and in front of" Quiet Face is Full of Surprises ". Let the children write down their feelings at this time. The children said, "ah! ..... "Some say-surprise, some say-interesting, some say-unexpected, some say-comfortable.

Because yes, this is a brand-new experience for tranquility, and Ningjing's mind has come to a place she has never experienced before. For our students, I think this kind of classroom learning is also a brand-new experience, so I slowly guide the children into the quiet heart and touch the colorful and silent inner world. These rich modal particles used by children, as well as their heartfelt yearning for a better life and a better spring, and their vivid and poetic feelings about life, are not just an ensemble that touches spring and praises life?

Teacher Zhou said in the lecture entitled "Guidance of Children's Composition Rules under the Premise of Free Expression": "Composition is the expression and exchange of life, the free expression of life and the happy exchange of true feelings. As a Chinese teacher, we must awaken the students' life state and make their thoughts and lives closely linked! Based on the free expression of life, the guidance of rules is hidden behind the free expression, so that childlike innocence can be better played and a person's writing skills can be reflected. "Therefore, in the teaching of reading and writing, it is an important value orientation to guide each of our children to feel and describe all objects with delicate and warm hearts. We want children to pay attention to and understand life with the best feelings of human beings, such as care, sympathy, kindness and respect, so the words flowing in the pen must be true, kind and beautiful.

As Professor Pan Xinhe said, "Knowing that reading points to verbal expression and writing, we can consciously shift to the cultivation of writing ability in reading teaching, and try our best to transform reading ability into oral and writing ability to improve teaching efficiency." Let's embark on a journey of reading and writing with a soft childlike heart, guide each of our children into a state of reading and writing with relish, tirelessly participate in reading and writing activities, and show themselves freely and confidently in reading and writing, so that each of our children can taste the happiness of childhood from verbal expression, make our hearts delicate and moist, and make our lives lively and poetic. This is not a dream!

refer to

1, Zhou consistent "On the Teaching of Children's Composition" Ningbo Publishing House, June 2005.

2. Wang Songzhou's "Wang Songzhou's Teaching Thought and Classic Classroom" Shaanxi Education Press in February 2006.

3. Wang Songzhou's "writing standard": the reconstruction of reading and writing concepts —— An interview with Mr. Pan Xinhe, a famous Chinese educator.

4. Wu Yong's "Let Children Have a Rich" Literary Heart-the Ideal Purpose of Children's Composition Teaching ",Chinese Teaching Newsletter No.2, 20 10.

5. Wu Yong's "Let Every Child Write with Happiness and Dignity-Construct Exercise Teaching Suitable for Children" and "Chinese Teaching Newsletter" No.4, 20 1 1.

? Written in May of 20 1 1 year.