After reading "From Teaching Texts to Teaching Chinese" 1, I believe most Chinese teachers will agree that texts are only materials for teaching Chinese, and they are "carriers", just like what Mr. Ye Shengtao said is just "examples", and Chinese class is to teach students Chinese with a "carrier" or "examples". However, although our teachers have accepted this idea, they are still teaching "texts" when they really enter our Chinese classroom. The teaching goal mainly points to the discussion of the ideological content of the text. After a Chinese class, the most students can sum up is the ideological or humanistic feelings of the text. How to really bid farewell to the teaching mode of content analysis is still an arduous task for most Chinese teachers. Because our Chinese textbook only provides one text after another, as for what the teacher wants to teach, except the new words after class, the teacher really can't grasp it.
From "teaching texts" to "teaching Chinese" is edited by Professor Wu Zhonghao of Shanghai Normal University. Based on the research contents of Chinese backbone teachers in national training classes, this book focuses on the hot topic that Chinese teachers are generally concerned about at present-how to realize the beautiful turn from "teaching texts" to "teaching Chinese", and collects 12 research classes in combination with specific lessons in primary schools. This 12 research class is aimed at the classroom hot issues that Chinese teachers are most concerned about at present, which can be roughly divided into four categories:
① How to use the text in Chinese teaching in reading class?
② How to choose and determine the effective teaching objectives in Chinese classroom.
③ How to design the teaching process around the goal.
(4) The goal-based exercise teaching design.
In fact, among these four kinds of problems, how to choose and determine effective teaching objectives may be the most urgent and difficult problem for teachers at present. In this regard, Professor Wu Zhonghao believes that the content of Chinese curriculum in primary schools should mainly include the following aspects:
(1) Basic knowledge of Chinese: Pinyin, Chinese characters, common words, common sentences, punctuation marks, simple rhetoric, common styles, etc.
(2) Chinese learning methods: understand words and sentences, understand the main content and center of the article, clarify the expression order of the article, and read various styles, in addition to reading methods, there are writing methods and listening and speaking methods;
(3) Study habits: preview, use reference books, accumulate excerpts, ask questions, collect materials, observe life carefully, listen to radio and television, read books and newspapers, etc.
Of course, the content of Chinese course should also include the content of humanistic education such as emotion, attitude and values. Fortunately, every text now clarifies the content of humanistic education, so we don't need to think too much. First of all, we should choose the course content reasonably according to the characteristics of students. Professor Wu Zhonghao vividly explained this problem with Vygotsky's "theory of the zone of proximal development". According to the theory of the zone of proximal development, there are two levels of students' development: one is the current level of students, which refers to the level of problem-solving that students can achieve when they are independent; The other is the possible development level of students, that is, the potential gained through teaching. The difference between them is the nearest development zone. Teaching should focus on students' nearest development zone, provide students with difficult contents, arouse their enthusiasm, give full play to their potential, surpass their nearest development zone and reach the due level, and then develop the next development zone on this basis.
Ausubel of the United States once said: If I can sum up all the principles of educational psychology in one sentence, I will say: The most important factor affecting learning is what students already know, and teaching according to their original knowledge.
In the book from "Teaching Texts" to "Teaching Chinese", Professor Wu Zhonghao also chose vivid cases to tell us how to choose and determine effective teaching objectives. Let us know that the determination of teaching objectives can not only be based on the characteristics of the text, nor can it be limited to teachers' subjective interpretation of the text, nor can it only consider the target requirements of the year, but should be student-oriented, strictly in accordance with children's cognitive laws, and should consider children's acceptance.
But in fact, we also know clearly that it is not easy for teachers to choose teaching objectives effectively, because it is directly related to teachers' personal level, the depth of teachers' lesson preparation and their teaching attitude. In today's classroom, teachers still follow their feelings and teachers. If even our teaching reference books can't accurately tell the teaching objectives of each class, how can we ask our front-line teachers to determine effective teaching objectives from their personal teaching experience? In fact, it is not just our front-line teachers. From the book "Teaching Texts" to "Teaching Chinese", it can be seen that the backbone teachers of the backbone classes of national training can't do this either. Although we can see the improvement and progress of teachers in every case, we should know that this is only a change under the direct guidance of experts. Can these backbone teachers make such great progress without the guidance of experts? The answer can be imagined.
There is a very special teaching case in the book. The tutor praised the class, and the second grade of People's Education Press was the first volume. When the teacher wrote the teaching design according to the conventional thinking and prepared to implement it, he found that the class he was going to take had already taken this lesson. After careful consideration, the instructor Xu Xiaoling decided to take this course, but overturned the original teaching design and took a simple Chinese single skill training class. Specific to this lesson, xu teacher's teaching focus is to "understand the inherent laws of sentence groups of continuous relations and turn knowledge into skills". In teaching, the teacher first shows the example sentences in the text to help students realize that the word order of the two sentences in the example sentences cannot be changed. Then tell the students that "these sentences are connected in a certain order, and the order of the sentences cannot be reversed." We call this group of sentences a continuous sentence group. " After that, the teacher shows some sentences outside the text to let the students judge which are continuous sentence groups, and then let the students practice arranging the sentence order. Finally, create situations so that students can learn to write sentence groups.
This teaching case has caused great controversy among the students in the national training class, with some in favor, some against and some questioning. Opponents believe that "teaching Chinese as a math class is too mechanical and does not conform to the humanistic characteristics of Chinese." Tang Maolong, a guidance expert, firmly believes that "it is the greatest humanistic concern to let students have solid basic Chinese skills". What is right and wrong? It's hard to draw a conclusion. However, it is debatable whether it is appropriate to teach the concept of "continuous sentence group" to second-year students. The concept of sentence group should be said to be complicated. If the teacher's own concept is unclear, will it mislead the students? In addition, if we don't grasp the degree of training, it is likely to drag students into the sea of questions and make Chinese learning dull. This course is basically divorced from text teaching, and it can even be said that the text is no longer necessary. Although the teaching effect of this class is very good from the classroom records, such a special case is not enough to explain the necessity of the existence of the Chinese single skill training class. Objectively speaking, this course type has yet to be tested.
From this case, we can also see how difficult it is to teach texts to teach Chinese! Imagine, how can we expect our front-line teachers to do something that even the backbone teachers in our country can't do? At this time, I can't help but sigh: The road is long and its Xiu Yuan is Xi, and its Xiu Yuan is Xi! But no matter how far the road is, we need to explore step by step. On this road of exploration, only learning is the bright light to guide us forward, and only by continuous learning can we know the answer.
I believe that as long as I keep learning and updating my ideas, my Chinese class will eventually achieve a beautiful turn.
Reflections on "From Teaching Texts to Teaching Chinese" 2 Last year, I met Professor Wu Zhonghao himself when I participated in the "Provincial Accompanying" program. His lecture made me feel refreshed and refreshed. I understand why Chinese teachers are "thankless", why Chinese teachers should do what Chinese should do, and why Chinese grades are poor. So, I began to chew every sentence, every point of view and every example of his lecture. So I began to buy his books and read them carefully.
From teaching texts to teaching Chinese is a book by Professor Wu that I have been reading recently. This book expounds the beautiful turn from text teaching to Chinese teaching from four chapters: text teaching, selecting teaching objectives around course content, goal-based teaching process and goal-based exercise teaching design.
This book is a 12 seminar in the fall of 20 10 "National Training Plan". These classes are the hot issues that teachers are most concerned about. It is put forward by students and solved by students themselves under the guidance of Professor Wu.
From this book, I understand that the text is only the material for teaching Chinese. As the old Ye Man Shengtao said, the text is just an example, and the Chinese class is to use the text as a "carrier" or "example" to teach students to learn Chinese.
From this book, I also understand what "collective power" is. For example, in the first section of the first chapter, "understanding" and "application" are equally important in reading teaching. They raised this question and started a special study. First, appoint a teacher to design the teaching content according to personal teaching experience, and then discuss it in a team. On the basis of discussion, the teacher who does the class designs the teaching plan, attends class, then discusses, then attends class on the basis of practice and reflection, and then comments. In every seminar and class, Professor Wu Zhonghao personally gave detailed guidance. In such a team, they have a detailed division of labor and work closely together. This kind of "collective force" is both tense and not hectic, and every student participates in it, which has more benefits. This reminds me of a proverb summed up by my ancestors: everyone gathers firewood and the flame is high. There are many ropes to rub, and there are thousands of pounds to carry. Unity is strength.
I am thinking, if we can form a team led by experts in this way and discuss, practice, reflect and practice each class in this way, how fast each of our teachers will grow up! How wonderful our class should be! How much should our students benefit! However, for many reasons, it cannot be done. But the teachers in our office can finish some contents when preparing lessons collectively.
Reflection on "From Teaching Texts to Teaching Chinese" 3 Standing on the three-foot platform, I always say to the children: Reading a good book is like making a mentor. Learning knowledge from it will produce * * * sounds. Some time ago, I was lucky enough to get the book "From Teaching Texts to Teaching Chinese" presented by the famous teacher's studio.
The book is so thick that it looks like a treasure in your hand. It is no exaggeration to say that it is a treasure. I have been teaching for four years since graduation, and I think I am diligent in teaching. I have been specializing in teaching materials, and I always hope that students can learn knowledge, cultivate their abilities and apply what they have learned in a limited classroom. After reading Professor Wu Zhonghao's "From" Teaching Texts "to" Teaching Chinese ",I have made my efforts more clear. At the same time, I have a correct teaching concept and found my own shortcomings from many teaching examples.
Chinese class should "teach Chinese with texts", and the majority of Chinese teachers agree with this view in theory. Texts are only materials for teaching Chinese and are "carriers". As Mr. Yip Lao said, they are just "examples". Chinese class takes the text as an example to teach students to learn Chinese.
First, how to use the text to teach Chinese in reading class.
At present, Chinese teaching emphasizes both "understanding" and "using", and the task of Chinese teaching is to improve students' Chinese literacy in an all-round way. Chinese literacy mainly includes two aspects: Chinese knowledge ability and literary humanistic literacy. Second, micro-thinking on the level of teaching theory. When choosing the teaching content of a text, we should choose it according to its category and combine it with students' life experience and learning practice. In short, in teaching, we should pursue a Chinese classroom with both "speech" and "meaning".
Second, how to choose and determine effective Chinese classroom teaching objectives.
First of all, the setting of teaching objectives directly affects the direction of a class. Therefore, the teaching goal should not be too bloated, and we should understand the truth that "it is better to break one finger than to hurt its ten fingers". It is necessary to set teaching objectives scientifically and reasonably and give full play to the role of role models. After determining the goal, we should carefully choose the language training point. Only by grasping this point can we really grasp the text.
Third, how to design the Chinese teaching process around the goal.
"Teaching text" mainly focuses on the understanding of the ideological content of the text to design the teaching process; Chinese Teaching needs to design the teaching process around the implementation of Chinese objectives, refine the guidance process around the implementation of each item, and delete those unnecessary links that seem necessary but have nothing to do with the teaching objectives in essence.
Fourthly, the goal-based exercise teaching design.
Composition teaching is one of the important contents of Chinese course. When setting teaching goals, we should grasp the age group and be clear. Exercise teaching should make clear the guiding points and attach importance to the teaching of exercise methods; In exercise teaching, evaluation, revision and guidance are equally important, guiding students to master the methods and laws of exercises in the process of completing exercises.
What should be taught in Chinese class and how to teach it? Only by grasping the correct teaching concept can Chinese class be more like "Chinese class".
Reflections on "From Teaching Texts to Teaching Chinese" 4 The so-called language training point refers to the part of the text that is used for more adequate language training, that is, the sentences used for student training. Words, phrases, sentences and sections can all be training points. When choosing a language training point, besides paying attention to the characteristics of different years, what other problems should be paid attention to?
First, the choice of training points should be conducive to the overall understanding of the text. Every language training link should be conducive to students' understanding of the text and must play a certain role in students' final understanding of the text.
This is bound to require the selection of language training points from the perspective of perceiving the text as a whole, otherwise the training function of some contents may be inappropriately enlarged, thus separating training from understanding the text content. All parts of an article are centered, and each part has an appropriate positioning order to form a complete text. The choice of language training points in each part of the text should also be determined by combining the sorting of the text content in the lower part of the center under the unified control of the article. For example, in the article "Li Shizhen", he thought it was dangerous for patients to take the wrong medicine, so he decided to rewrite a perfect medicine book. Organize students to carry out research study;
1, why should the word "perfect" be changed to complete?
2. Why is the old medicine book imperfect? What are its main shortcomings?
3. Where can I see that Compendium of Materia Medica is a perfect drug book? (Recorded 1800 kinds of drugs, each with a picture. )
4. Why did Li Shizhen compile such a perfect drug book?
(Determined to cure poverty since childhood; Learn medicine from my father, learn medicine while learning, collect medicine in person, and learn with an open mind. The design of this training point starts with "perfection", extends to sentences and sections, and then radiates to the full text. From point to point, it closely follows the compilation center of Compendium of Materia Medica, and integrates the internal relations of some texts with the full text.
Second, the choice of language training points should be conducive to the accumulation and application of language knowledge, which comes from the regular summary of a large number of language phenomena.
Because language knowledge and language are inseparable, language training must involve language knowledge. It is undoubtedly helpful for students to master some basic and common language knowledge to improve their language expression ability. This requires teachers to consider students' accumulation and application of language knowledge when choosing language training points. Through training, students can have a certain perceptual knowledge of typical and commonly used language knowledge contained in the text, and can imitate and use it in their own language expression after migration and internalization. For example, the seventh volume of "Nine-color Deer" published by the Soviet Union conveyed that the nine-color deer saved his life. Later, when I saw the king's royal list offering a large reward for catching the nine-color deer, I told the king the trace of the nine-color deer. What word can be used to summarize this behavior text? Which idiom in the text has the opposite meaning? This arrangement not only helps students to understand the content of the text, but also makes it easier to summarize, generalize, accumulate and use words expressing this kind of behavior in connection with students' real life.
After reading "From Teaching Texts to Teaching Chinese", I have carefully read Professor Wu Zhonghao's "From Teaching Texts to Teaching Chinese", from which I have benefited a lot. Combined with my own teaching practice, I also have some ideas.
This book aims at the classroom hot issues that teachers in China are most concerned about at present. These problems are the most puzzling and urgent problems that front-line excellent teachers want to solve in long-term Chinese teaching, and they are quite universal. These problems are roughly divided into four categories in the book:
1. How to use the text in Chinese teaching in reading class?
2. How to choose and determine effective Chinese teaching objectives?
3. How to design the Chinese teaching process around the goal?
4. Goal-based exercise teaching design.
"Chinese class should bid farewell to the content analysis of the text." This theory is easy for teachers to accept, but it is not easy to operate in classroom teaching. Chinese teachers have the same theoretical understanding of whether to teach texts or Chinese in Chinese class, which should be "teaching Chinese with texts". However, in the actual classroom teaching, many teachers objectively design the teaching process around "teaching the text"-the teaching goal is mainly to understand the ideological content of the text; Teaching time is mainly spent on reading and discussing the text in sections; After reading the text, the main gain of students is to deepen their understanding of the plot of the text or the thoughts and feelings of the characters, but the ability of "Chinese" seems to have not improved significantly. Such a Chinese class can be regarded as "teaching Chinese". On the other hand, if students can clearly tell what Chinese knowledge or learning methods they have learned in this class, what training they have received in listening, speaking, reading and writing, and what new gains they have made, such a Chinese class can generally be regarded as "teaching Chinese".
Teacher Cui Luan gave a 16-character policy at the seventh reading teaching seminar, "Eat the right goals, lay a solid foundation, guide learning and encourage innovation." Say "goodbye!" Content analysis reading teaching. How to effectively implement and embody it in teaching requires us to change our teaching ideas and accumulate teaching wisdom. In the process of classroom teaching, Chinese teachers should identify three teaching points. The first is the implementation point of imparting Chinese knowledge, because accumulating Chinese knowledge is to lay the foundation for increasing Chinese ability. The second is the growing point of cultivating Chinese ability, because Chinese ability is the foundation of students' development. Chinese ability refers to the ability of "listening, speaking, reading and writing". Thirdly, it affects the penetration point of Chinese humanities, because Chinese humanities is the foundation of students' development. Chinese humanistic spirit refers to the interest, habit, method, attitude, quality and emotion of Chinese learning. Why is China's spirit edifying infection rather than cultivating it? Because the humanity of Chinese is inseparable from language.
From the book "Teaching Texts to Teaching Chinese", I learned that in the gradual transition from teaching texts to teaching Chinese, we should pay attention to the reasonable selection of course content according to the text and make clear what this text should teach. The selection of Chinese curriculum objectives should aim at the teaching of Chinese knowledge, Chinese methods and the cultivation of Chinese ability, reflecting the characteristics of Chinese curriculum. To design the teaching process around the goal, we need to design the teaching process according to the learning rules of Chinese knowledge or methods, and organize the teaching according to the steps of "understanding knowledge (method)-practical application". This is the teaching process of "learning Chinese". It is also necessary to design expression exercises reasonably to improve the quality of language accumulation. Understanding the language of the text is only the first step in learning a language. Students can understand but can't use it, and students will only accumulate negative language. Only by guiding students to try to use it can students effectively transform negative language into usable positive language. In this way, students' language accumulation quality can be greatly improved.
In short, learning is a process without an end, and growth is also a process without an end. Only those who have no distractions and have been fighting for it; People who are strong-willed and always on the road can expect to reap the happiness of success. Chinese teaching is a high mountain. If you climb high, the scenery will be infinite. Chinese teaching is a deep pool, and the deeper you dive, the different world will exist.
After reading From Teaching Texts to Teaching Chinese, I feel very lucky to meet you in Wei Huige's Chinese Teacher's Studio. It is you who make me feel that more than ten years of Chinese teaching work is a waste of time, and you have given me direction. Believe me at this moment, it's not too late to get lost.
I've been thinking, "How can I teach?" problem Once upon a time, when I was preparing lessons, I always took pains to string together questions related to the content that can be extracted from a text for teaching. I think that the teaching method of "string sugar gourd", complete content analysis and "ingenious" interlanguage have made such a Chinese classroom "perfect". But at the moment, I hold you affectionately, but I am ashamed. It turns out that I have been blindly teaching and misleading children.
Fortunately, I met a group of famous teachers who are good at thinking and researching in this book. Fortunately, a group of senior professors did not hesitate to give advice and timely guidance when they were confused. I think for a long time every time I look at the product. As a Chinese teacher, we should not only change our ideas, but also change our practices. At present, we should first think about "what do I teach?" The problem is to determine the curriculum for your own classroom, and the curriculum should be "precise and concise", so that after you have a clear direction, you can make good use of the examples of "literature" and teach Chinese well. As the saying goes, "Listening to your words is better than studying for ten years". Today, I was suddenly enlightened by the inspiration of Professor Xu Jialiang. It turns out that the text is only a "microcosm" of Chinese, and we must make good use of Chinese texts to achieve the substantive purpose of teaching Chinese well.
Every reading is a spiritual collision, which causes me to think for a long time. Although it is superficial, I believe that perseverance will definitely bring unexpected gains. In order to help me grow up, I would like to be friends with you!