? The road to Chinese is wide and long. In the past thirty-five years, on the road of Chinese teaching and Chinese teaching and research, I have trudged and pursued, studied, practiced and thought about many problems in Chinese curriculum and Chinese teaching, and gradually gained some knowledge, experience and understanding of Chinese. On the long road of China, I am a long trekker. Only with my love, faith and persistence, I trudged bit by bit on the road of China for a long time and slowly.
? one
From the beginning of teaching, my understanding of Chinese teaching was also confused. Without guidance and training, teaching and research activities are just meetings to arrange work. So, just like others, I must use textbooks to talk about the author, background, main ideas of paragraphs, central ideas and writing characteristics ... As long as I finish the text and teaching materials, my teaching task for one semester will be completed. What a text tells students is mainly based on teaching reference books, and basically only teaching reference books are far-sighted. In this way, I began to teach Chinese in Grade One after graduating from college, until the end of Grade Two. When the students are about to enter the third grade, the school leaders think that my teaching time is too short and there is no progress, so let me go back to the first grade and start teaching from scratch.
It is a great blow and humiliation for me not to be promoted to senior three with my students, which shows that I am incapable of teaching senior three and not qualified for teaching senior three years. From the first year of high school, a class teacher has two Chinese classes. From scratch, he gradually learns to interpret the text by himself. Although he often reads teaching reference materials, he does not copy everything, but uses them selectively in order to have his own understanding and views. Although lectures are still the mainstay, they are no longer so rigid "five links", but a breakthrough in the choice of key points and difficulties. In this way, students gradually feel that my lectures are ok and my grades are constantly improving. At the end of the second year of high school, the school leader actually asked me to continue to be a third year of high school and integrated my class into the only key class in the school. The first time I entered the third year of high school, the seriousness can be imagined. By the end of the college entrance examination, nearly half of the students in the class have been admitted to universities, and all of them are on the lists of famous schools such as Tsinghua and Fudan. My class's Chinese score is higher than that of key high schools, and it ranks among the best in the city.
In this way, I established my position as a janitor in senior three, and then I taught senior three or seven years in a row. I carved a lot of test papers and did countless questions. At that time, I paid special attention to Chinese knowledge in the 1980s and 1990s. Most of my Chinese knowledge, such as grammar, rhetoric and logic, was memorized at this time. In order to analyze sentence components, especially the hierarchical relationship between complex single sentence components and multiple complex sentences, I compiled a thick grammatical sentence diagram to solve the problem. In this period, for me, Chinese is to compile questions, engrave words, take exams, do questions, analyze and comment, and then improve my grades. Day after day, year after year, although there are many ideas, I still focus on the overall situation of the exam and take it as my responsibility to improve my Chinese performance. In this way, I became the best Chinese teacher in senior three, and I was smugly listed as one of the "Eight donkey kong" (the best teachers in all subjects in the school) and served as the head of Chinese teaching and research in the school.
? Teaching Chinese in this way, I also feel very boring. So, I went back to the first year of high school and started from scratch. Only at that time, we had almost no teaching and research, and there was no high-end guidance from famous teachers. We all grope slowly, practice slowly and understand slowly. I am thinking: Why is Chinese so boring? Is Chinese knowledge mainly grammar, rhetoric and logic for students? What is the ultimate goal of Chinese teaching? Can Chinese teaching steps not be carried out according to the fixed "five links" and how can we stimulate students' interest in writing? ..... With so many questions, there will be many practical explorations of our own.
In the future teaching process, I try to design key questions that can attract students first, stimulate students' interest with questions, and try to break the boring and monotonous atmosphere in the classroom; As for the teaching of Chinese knowledge, I try my best to integrate it with the teaching of reading and writing, instead of simply talking about grammar, rhetoric and logic. I don't think the purpose of Chinese teaching is to let students read, write and use the language flexibly after leaving school and teachers. In the teaching of the new curriculum, I try to find a better starting point, and then guide students into text reading comprehension and break the inherent teaching mode; In order to arouse students' interest in writing and improve their writing level, I wrote a water composition, reformed the method of correcting the composition, increased the number of writing, paid attention to guidance before writing and comments after writing, and asked students to rewrite it twice. In addition, I also founded Daisy Literature Society, carved Daisy magazine, and recommended students' compositions to be published in official newspapers ... Because of this exploration, I won some honors in various classroom teaching competitions in schools, districts and cities.
two
After being transferred to the municipal teaching and research section, my position, role and nature of work have changed greatly. I no longer prepare lessons, give classes to students, correct homework, and handle class affairs ... but I am still with Chinese, still paying attention to the dynamics of Chinese teaching, still studying textbooks, still going into the classroom to attend classes, still thinking about Chinese teaching, and occasionally returning to my old job and attending classes on the podium.
At this time, I found that my biggest defect was that I had basically no accumulation of educational and teaching theories, and only a little knowledge of pedagogy and teaching methods was still learned at the university. In other words, in the ten years since I graduated from college as a Chinese teacher in high school, I have only learned to lecture and do problems, and I have hardly read any educational and teaching theoretical works. Therefore, I only have practice, not theory. Even if I have some feelings, reflections and experiences in practice, I can't explain them with educational and teaching theories, let alone summarize them at the theoretical level.
Aware of my own shortcomings, I began to shift my reading interest from past literary works to books on education and teaching theory. However, the reading of educational theory books is not as relaxed and enjoyable as literary works, giving people aesthetic enjoyment. Often, the more professional theoretical books, the more boring and difficult to read. Reading Ye Shengtao's Chinese books, Lv Shuxiang's and Zhang Zhigong's Essays on Chinese Education, I feel cordial and easy to understand. Rereading Chinese teaching design theory, Chinese teaching situation theory, Chinese teaching art theory, Chinese teaching strategy theory and other professional books, although it is also very laborious to read, is basically understandable; When I read the professional works such as Curriculum Theory, Learning Theory, Curriculum and Teaching Theory, and Classification of Educational Goals, I basically have a little knowledge. Nevertheless, I still crustily skin of head to continue reading. Although I read slowly and laboriously, I persisted in reading these professional books. Later, my studio members told me that professional theoretical books were too boring to read. I told them that you can understand as much as you can, not completely. The key is to keep reading, maybe you will have an epiphany later. If you read more theoretical books and accumulate more, you will naturally know more. As long as we keep reading, we will gain a lot. While reading theoretical monographs, I subscribed to various professional magazines such as Chinese Learning, Chinese Teaching in Middle School, Chinese Teaching Newsletter, and Chinese Teaching Reference in Middle School, so as to keep abreast of the research trends of Chinese teaching in middle school and broaden my research horizons.
? With dozens of professional theoretical works at the bottom, coupled with the reading of Chinese professional magazines, and looking back at Chinese teaching, we will not blindly follow the trend, and we will have our own views and opinions on many issues, even very different from the past.
Chinese curriculum has its own unique characteristics, it does not have a complete knowledge system, and as the carrier of the curriculum, Chinese textbooks are not textual, but selective, and Chinese knowledge is scattered in one text and full of rich humanistic connotations. So there are instrumental theory and humanistic theory. Chinese is a course devoted to the study of the use of national languages. However, it is not an isolated and simple study of the use of language and characters, but a study of the use of language and characters in texts with rich humanistic connotations. As for its rich humanistic connotation, "we should pay attention to edification and infection according to the characteristics of Chinese subject and infiltrate these contents into the daily teaching process." (20 1 1 Edition "Chinese Curriculum Standards for Compulsory Education") Therefore, Chinese is to learn the use of language and characters in rich humanistic content, and to understand and express rich humanistic connotations through the taste, study and use of language and characters.
? The classroom teaching goal is unclear, and the three-dimensional goal of the course is used to set the classroom teaching goal, which leads to the vagueness of the classroom teaching goal. Knowledge and ability, process and method, emotional attitude and values are three aspects of curriculum goal design, which penetrate and blend with each other. Many people understand three-dimensional goals mechanically and apply them to classroom teaching goals stiffly, resulting in as many as seven, eight or even ten teaching goals in a class. There are many and miscellaneous classroom teaching objectives, which expand the teaching scope at will and have no clear direction. Teaching objectives are generally discussed and difficult to measure. Such a vague and general teaching goal is actually the same as no goal, and the effectiveness of classroom teaching can be imagined.
? There are various teaching methods, each with its own advantages and disadvantages. One teaching method should not be regarded as the best, and other teaching methods should not be excluded. For example, group cooperative inquiry is a good teaching method, but it is not the only teaching method. Any class, no matter whether the problem has the value of cooperative inquiry, whether there is enough time, whether it can explore the results and so on. Just blindly exploring in groups, busy for two or three minutes, brings impetuous learning. Only according to the teaching content, students' learning situation and teachers' style to choose teaching methods, teachers and students like it, and teaching is effective, which is the most suitable and best teaching method.
? Teaching expansion is to extend students' similar or similar aspects, broaden their learning horizons and strengthen teaching effects after completing teaching tasks. But if you don't even understand the text and finish the classroom teaching task seriously, you will rashly expand and extend, that is, expand for the sake of expansion and extend for the sake of extension. This is a way of putting the cart before the horse. Or the so-called extension has little to do with the study of this class, or it is a kind of "performance show" in class, just like the indiscriminate use of group cooperative inquiry teaching method.
three
? 20 15 Shaanxi Provincial Department of Education and Shaanxi Provincial Department of People's Social Welfare jointly named and awarded the first batch of famous primary and secondary school teachers' studios in Shaanxi Province, and Cao Studio was among them. The establishment of the studio marks the shift of my work focus. I read, think, study and write with the members of the studio. The members of the studio come from all over the province, and they are basically provincial teaching experts and provincial academic leaders. They are young, keen, enthusiastic and energetic, and they are a group of young teachers who are fascinated by Chinese. Together with them, I studied the theoretical monographs such as Reconstruction of Chinese Teaching Content, Essentials of Reading Teaching Design, and Ye Shengtao's Essays on Chinese Education, thought about Chinese teaching together, and practiced the educational theory through seminars, open classes, observation classes and other forms, and wrote my own reflections and experiences. On the platform of the famous teacher's studio, we learn from each other, promote each other, have a new understanding of many problems in Chinese teaching, and have made a lot of achievements.
? Chinese is to guide students to learn the use of language in a down-to-earth manner, that is, to let students be influenced by humanistic feelings in the process of Chinese learning. Divergent core literacy and key teaching objectives of Chinese teaching, excessive pursuit of novelty, strangeness and dissimilarity in text interpretation, wishful undertaking of too many tasks for Chinese teaching, blind pursuit of new forms of Chinese teaching and emphasis on performance and display are all manifestations of deviating from the track of Chinese teaching. We need to return to the normal track of Chinese, adhere to the authenticity of Chinese, develop students' ability to use Chinese characters, improve students' thinking quality and ability, cultivate students' elegant aesthetic quality and ability, and inherit the excellent tradition of Chinese culture.
? Therefore, we must first solve the problem of "what to teach" in Chinese teaching, that is, the choice of Chinese teaching content. Together with the members of the studio, I get nutrition from theoretical works, based on teaching practice, and start with the selection and research of the teaching content of each text and lesson. First, according to the essential attributes of Chinese curriculum, curriculum standards, textbook writing style, text style characteristics and students' learning situation, we solve the most basic problem of "what to teach" in Chinese teaching. In this way, Chinese teaching will not replace "teaching content" with "written content", nor will it always do things like "planting other people's fields and destroying your own land", nor will it always try to confuse students with various "forms and tricks". Only by carefully selecting the content of Chinese teaching and further studying the art of "how to teach" can we build a high-rise building on a solid foundation, make Chinese teaching really effective and improve students' Chinese literacy.
? Text interpretation is a basic ability of Chinese teachers. Every Chinese teacher should be able to understand the connotation of the text according to his own reading, understanding and experience, and gain the aesthetic feeling of reading. Text interpretation in classroom teaching is an important symbol of Chinese teachers' teaching ability. Personality interpretation is very important, but everything has a "degree". Exceeding this "degree" is counterproductive. Over-interpretation, over-in-depth interpretation, over-biased interpretation, over-unfamiliar interpretation, not paying attention to language learning, not paying attention to the cultivation of students' good habits in Chinese learning, not paying attention to students' actual understanding and understanding, and only pursuing the so-called "novelty" and "strangeness" can only show the uniqueness of teachers' interpretation. This kind of text interpretation is a kind of "personality interpretation" at best, but it is not the text interpretation we need in Chinese teaching in middle schools. Teaching text interpretation is a teaching process of reading carefully, thinking deeply and appreciating repeatedly according to the expression of the text on the premise of students' cognitive level, so as to understand the connotation of the text.
? Chinese learning is inseparable from exams, but exams are not the ultimate goal of Chinese learning. Chinese teaching can't start with staring at the test center and doing a lot of questions, turning the fun of reading into boring problem-solving training and turning the happy writing experience into a skill score that everyone is afraid of. Chinese literacy can't be improved by doing many questions. Chinese teaching should focus on students' use of language, develop students' thinking, improve students' aesthetic ability, and then inherit Chinese excellent cultural traditions. If we insist on following the law of Chinese teaching, guide students to study seriously and extensively, accumulate language and writing in a down-to-earth manner, actively guide students to improve their language expression ability, and let students be influenced and infected by excellent culture in the process of learning Chinese, then the exam results will come naturally. Therefore, although Chinese teaching is inseparable from exams, we don't have to aim at exams all the time. But according to the normal Chinese teaching order, we should lead students to swim freely in the Wang Yang sea of Chinese and soar in the blue sky of Chinese.
Chinese has a long way to go, with ups and downs. I'm just a hiker. I have been on the road in China for more than 30 years. Although I have no great promise, I always have some experiences, some experiences and some insights. These may give young teachers a reference, so that they can take less detours and understand the true meaning of Chinese teaching as soon as possible. Therefore, I will continue to trudge on the road of Chinese with the young members of my studio and keep moving forward!
(Published in Language Learning, No.3, 20 17)