First, the teaching objectives should be concise and to the point.
Teaching objectives are the core and soul of classroom teaching and the foundation of classroom teaching. It is both the starting point and the end point. It has many functions such as guidance, adjustment, encouragement and evaluation. At present, the main problems in the formulation of teaching objectives are: (1) the three-dimensional goal of formalism. The "three dimensions" of knowledge and ability, process and method, emotional attitude and values are simply understood as "three items" or three parts, thus the formalism with the goal as the purpose appears. (2) Empty teaching objectives. Some teachers set more than a dozen goals in a class, and too many goals will inevitably lead to no goals; Some goals are set too high and difficult to achieve, but the most clear "double-base" goals have become missing or vague. (3) Lack of step-by-step teaching objectives. Some teachers do not accurately understand and grasp the relationship between three-dimensional goals, do not organically integrate the goals, and simply superimpose them.
"Conciseness" in teaching objectives means "simplicity, understandability and appropriateness". "Simple" means that the difficulty of teaching objectives is not higher than the cognitive level of most students in this class; "Understanding" means that teachers and students can understand the teaching objectives well; "Appropriate" means that the teaching objectives vary from class to class and from student to student.
The formulation of concise teaching objectives should be based on the learning objectives of curriculum standards, and clarify what students learn and what they don't learn; What to teach and what not to teach. Only with this as the goal, can we not lose our way, let Chinese teaching go into battle lightly and improve the effectiveness of classroom teaching. There are many things to learn in a class. Teachers don't need to complete all the three-dimensional goals in every class, but they can grasp one of the key points and do enough articles. The clearer and more targeted the teaching objectives of a class, the easier it is for teachers to grasp the core and essence of the article. Students can also define their learning tasks in this class, better adjust their learning psychological orientation, and quickly enter the learning role state. Some teachers worry that the teaching goal of a class is too single to reflect the spirit of the new curriculum reform. This is a superficial understanding.
Second, the teaching content should be simple.
There are too many things to teach students in Chinese classroom teaching, but the time of classroom teaching is limited, and students' learning energy is limited, so it is not necessary and impossible to cover everything in a text. This requires teachers to study teaching materials and teaching contents deeply, dig out what students really need and are useful, and give full play to the value of teaching materials. "You are weak, I only drink with a ladle", do something. So, how to make the teaching content simple? The author thinks:
First, the teaching content should be integrated. Integrating curriculum resources is one of the important ideas advocated by curriculum reform. Unit 5 * * * in the second volume of the seventh grade chose four texts, with "exploration" as the unit direction. The four texts answered the question of who is the "real hero" from different angles and interpreted the meaning of hero. The genres of the four texts are biography The Great Tragedy, novel The Remains of a Desert Island, newsletter Climbing to the Top of the Earth and speech The Real Hero. The total reading is about 17280 words. Because of the language characteristics of the four texts and the readability of the stories, there is no obstacle for students to read and understand the content of the articles independently, so the textbook editor will set the learning focus of this unit as "practicing reading the text quickly and silently, mastering the main information of the text and summarizing the main points of the content". If the conventional teaching organization and teaching methods are adopted, it will take at least 16 class hours and four weeks to complete the teaching of four texts. If the teaching contents of these four texts are integrated, the teaching topic of this unit is determined as "real hero" The integration of the four courses adopts the method of "teaching reading → reading guidance → writing reading → self-reading" to construct a unit teaching classroom model: "Climbing to the top of the earth" focuses on "reading guidance", which guides students to extract effective information quickly in teaching, and the teacher's duty is to guide students to use skip reading method; The real hero focuses on "writing and reading" and guides students to imitate parallel paragraphs in teaching; The focus of Life on a Desert Island is "self-study after class", and the teacher emphasizes that students should try to skip reading when reading Life on a Desert Island after class.
Second, we should design the teaching content. Using "main questions" to form classroom teaching steps often shows the beauty of a "clue" and the novel creativity of "the beauty of this topic" Taking the Cao Gui debate as an example, the traditional teaching is mostly: let students read, translate, and then analyze the framework of the characters. One teacher carefully designed the main question: "Do you think Luzhuang is vulgar? Read the text carefully and find evidence to prove your point. " This challenging question suddenly aroused the students' interest. They read the text carefully and find out the sentences that can support their views. "I think Lv Zhuang is underestimating his enemy because he has no combat experience and is impatient and aggressive. When "the strange stone cuts me", it will "fight with the public"; The battle of ladle,' the public will drum it', and the public will rush it'. "I don't agree. In fact, Duke Zhuang of Lu is brave and not timid. You see, when' Kistler attacked me', he immediately prepared to fight, instead of being helpless. " ..... In the heated debate, the students thoroughly read and understood the text. Where is the necessity for the teacher to analyze the two characters of Duke Zhuang of Lu and Cao Gui?
Third, the teaching content should be appropriate. This often happens in the classroom, because the teacher has a deep understanding and wonderful preparation, and wants to instill all the contents into the students, but ignores the students' acceptance ability. Often, they talk too much and students are listless. This kind of class only does addition without subtraction, ignoring students' feelings. If students don't like it, the teaching effect will naturally be greatly reduced. Therefore, we should boldly give up the teaching content that is not suitable for students, so that the teaching effect can be concentrated and efficient.
Thirdly, the teaching process should be simplified
In many teachers' Chinese classroom teaching, there are six teaching links in a fixed order: author introduction, overall perception, key exploration, extension, class summary and homework assignment. Teachers attach great importance to the integrity of classroom teaching, but they kill a lot of precious time for students. Concise teaching links should be concise, to the point, the content should not be repeated, the teaching objectives should be clear, the teaching focus should be prominent and the teaching effect should be obvious. If we want to simplify the teaching process, we need to work hard on the treatment of teaching materials. Make full preparations before class, carefully study the teaching materials, try to dig the connotation of the teaching materials, thoroughly understand the key points and difficulties of the teaching materials, skillfully use the teaching materials and effectively organize the teaching content.
A Chinese class does not need to pursue completeness, but should pursue originality; Do not need to pursue large capacity, but pursue income; Listening, speaking, reading and writing don't need to be balanced, so we should improve our ability. Do not need to pursue big and many, but pursue new and deep; There is no need to pursue the excitement of the classroom, but to pursue a relaxed and comfortable teaching atmosphere. If others do four things and you do two things, your teaching will be simplified. You will be calmer and deeper than others.
As a practical and applied course, Chinese course does not need to be colorful or mysterious. Instead, we should return to the essence of "reading" and "understanding", that is, let students be closer to the text, read more, think more and understand more. If so, the teaching process will naturally be simplified. Chinese teaching is too complicated and can only be boring; Too flashy, only flashy; Too much noise can only be superficial.
The novel and unique breakthrough point can not only simplify the teaching process, but also stimulate students' interest in reading and thinking. Reasonable text cutting is not only the art of teaching design, but also a very important and effective reading method for teaching students. Qinyuanchun has excellent teachers? In Xue's first class, the whole class is devoted to "reading": understanding, comprehension, passion and ambition. In the use of teaching methods, it is also unpretentious, that is, "reading", "discussing", "speaking" and "writing". Teachers teach easily and naturally, and students learn happily and efficiently. Such a teaching link is a "simplified" teaching link.
Fourth, the teaching method should be simple.
Since "electricity" broke into the Chinese classroom, the Chinese classroom has become colorful and colorful. When we enjoy many conveniences and benefits brought by multimedia teaching in class, many Chinese teachers feel more and more deeply: because of our abuse of modern media, the "Chinese flavor" of Chinese classroom is getting weaker and weaker, students' imagination is getting weaker and weaker, and the teaching effect is getting less and less ideal. The use of multimedia makes the teaching methods "bloated", which is mainly manifested in: (1) There are a lot of pictures and videos in the classroom, and the Chinese class has become a "picture reading class" and a "TV appreciation class". Students can only listen and watch passively and answer and respond mechanically. (2) Overreliance on multimedia courseware leads to the immobilization of teaching content, the presentation of knowledge and the immobilization of teaching procedures, and also leads to the immobilization of students' learning, ignoring that students are the masters of learning. (3) A cursory screen reading can only make students read and think superficially, but can't really understand the subtle expressions in the language, and the Chinese classroom lacks spirituality and poetry. (4) The classroom is lively, and flashy activities crowd out students' chanting, studying, pondering and feeling of the text itself. The teacher threw out one or several questions, and at the command, several students immediately got together to discuss it, which was very lively. In fact, only a few top students really enter the role, and most students just act as "spectators" and "spectators" With the excessive fashion of Chinese teaching methods and the excessive performance of teaching methods, Chinese classes have become "obese".
In fact, there are many Chinese teaching methods, which may not be a good thing for Chinese learning. The most basic teaching method of Chinese class should be to let students face the text directly, read the text and feel the text. Chinese class should let students spend a lot of time reading, concentrate on understanding, reciting and feeling. Chinese teachers should let students read, speak and write more, and teachers should hold cameras to give directions and guidance. This is the real thing. In this regard, the practices of some famous teachers are worth learning: solid training in simple Chinese teaching, implementation of "reading and writing" in teaching, ensuring that teachers simply teach Chinese and students learn Chinese in a down-to-earth manner.
Some classic lesson examples enlighten us that a really good lesson is not shaped by games and performances with innovative teaching methods, nor is it packaged by modern media with sound, color and shape, but is naturally generated in Chinese practice activities of reading, speaking, writing and reciting. Learning Chinese is not left analysis and right analysis. The key is to read more, recite more and write more. Putting this aside is tantamount to giving up the basics.
Five, the teaching language should be concise.
The teaching language of Chinese is mainly divided into two parts: one is the organizational language to promote the teaching process, including the introduction of the text, questions and inspiration to students. Second, teachers interpret, appreciate and evaluate the language of the text content itself for students. Classroom language is the key to the success or failure of each class. Only by designing every class language well can we make every class lively and free.
Too much spoken English will make the teaching language not concise. Spoken words are words that are often spoken unconsciously in speech, and these words have no substantive meaning. It may just be blurted out habitually, or it may become a transition between speech pause and thinking about the next sentence. Generally speaking, spoken English can be divided into two types: one is at the beginning of a sentence, such as "so" and "this this ……"; The other is spoken English that appears at the end of a sentence, such as "right", "yes" and "good". Spoken English turns sentences into similar patterns, which makes students feel bored, even funny, secretly imitating and making fun of them. The reason is that the teacher is not fully prepared before class, thinking and talking while giving lectures. There are too many pauses, and some unnecessary and complicated things often pop up in my mouth. Verbal or repetitive words. If teachers fully prepare lessons before class, study the teaching materials, know the teaching contents by heart and strategize, they can speak eloquently in class and avoid the appearance of mantra.
The teacher's over-emphasis in class will make it difficult to concise the teaching language. Whenever assigning homework, many teachers are used to saying, "Today's homework is after-school exercises 1 to 5. The teacher will check one by one in the next class, and everyone should finish it well. Students who haven't finished speaking can't come to class next class. " Teachers use some mandatory or threatening language to assist, which reflects that teachers show great distrust of students' ability and habits to complete homework. Such a teaching language is neither concise nor effective.
Hello, children, monash Willy! "The book says," (Teachers) should carefully shape every tiny part of children's hearts here, so that every cell in their hearts is full of passion for people. "Teachers' colorful and appropriate teaching language is a living water that touches and washes students' hearts. Our teaching language may not be all words, but when we face the classroom and the shining eyes of children, can we change our classroom language with our heart?
Six, homework layout should be concise
At present, there are some problems in the homework assigned to students by Chinese teachers in middle schools: (1) The content of the homework is monotonous, and the way to complete the homework is single. It discourages students' learning enthusiasm, restricts their creativity, and is not conducive to cultivating students' cooperative consciousness, cooperative ability and habit of using other methods to complete homework. (2) Unity of operation requirements and rigidity of evaluation criteria. The homework assigned requires all students to complete it without any choice. Such one-size-fits-all homework will often make some students "unable to eat", regard it as a burden of schoolwork and lose interest in learning; However, some students "don't have enough to eat" and their language ability is limited.
Middle school Chinese teachers assign students a lot of mechanical repetitive, tedious and boring homework that binds students' hands, feet and brains. In this way, it increases students' academic burden, stifles students' personality and makes them tired of dealing with teachers' homework. In today's new curriculum reform, Chinese homework must be innovative and concise;
1. Personalized job. Homework design should aim at students' personal specialties, give students full freedom and choice space, and make homework truly become a garden for students to display their talents and specialties and publicize their individuality. Students choose independently according to their own specialties, feel the interest in doing homework, and have the pleasure of success.
2. Differentiated management. Facing students with different foundations and abilities, Chinese homework assignments should take into account students at all levels and be flexible and diverse. Only in this way can students avoid inferiority and decrease their interest in learning. Different difficulties and different assignments can make each student gain something on the original basis and enjoy the joy of success.
3. Cooperative operation. Now the society needs to strengthen cooperation more and more. For today's students, we should cultivate the sense of cooperation and team spirit from an early age, so that students can learn to cooperate in their studies and learn to learn in cooperation. With the development and utilization of Chinese curriculum resources, the traditional concept of completing homework independently has been challenged unprecedentedly. Cooperation is necessary, and cooperative homework has become a necessity for Chinese homework.
4. Life-oriented homework. Chinese homework should be linked with students' real life, so that homework can be the link between teachers' Chinese teaching and students' social life. Chinese teachers should let students make use of some valuable living resources, learn Chinese in life, learn to live, use life and serve life in Chinese homework. For example, before the annual "Touching China" award party, students are required to watch the party and write a comment.
Teachers give students some innovative thinking assignments, which is equivalent to giving them a space for their own progress; Give them a question and let them find the answer by themselves; Give them a little difficulty and they will solve it themselves. The process of students completing their homework is the process of finding, analyzing and solving problems actively and continuously. This will make the homework concise.
[Author Tong Lian: Linhai Middle School, Linhai City, Zhejiang Province]