For a long time, the concept of exam-oriented education has been deeply rooted in people's hearts. Getting good grades in exams is the ultimate goal of teachers and students. Under the influence of this goal, students rarely dabble in things other than textbooks. Although they have been studying Chinese for many years, their accumulation is still relatively shallow and their reading range is relatively narrow. When writing an article, there is nothing to say and no life; Studying hard has little effect, and fewer and fewer students are interested in Chinese classes, and they are more tired of learning.
It is not difficult to find that there are often such classes in teaching: students have thinking, but no wisdom; Action, but no enthusiasm. Because the teacher didn't introduce the vivid facts of life into the classroom. On the surface, the facts of life do not appear in textbooks, classes or homework. Unfortunately, this fact is just an example. When a teacher tries to explain an idea, prove a conclusion and consolidate a memory, the facts are temporarily pulled into the classroom. At this moment, the fact of life is not the kind of fact that can give people enthusiasm, impulse, intuition and reverie, but a kind of props or characters that have been made and fabricated. The teacher spoke very hard, but the student didn't feel anything, because it wasn't the fact that he had experience, thoughts and feelings. He is passive and unwilling to know the facts, so it is even more difficult for him to write about this kind of life. This rigid textbook and rigid classroom teaching finally froze their thoughts.
Chinese is an important communication tool, which is used to reflect and serve life. In order for students to master and use Chinese as a tool of life, we must break the "thick barrier" between Chinese and life, let Chinese teaching communicate with students' hearts, let Chinese classes border on the social world, and let Chinese teaching break through the shackles of "exam-oriented Chinese" and become "living Chinese" and "living Chinese". As Teacher Yu Yi said: "Turn the self-enclosed language into an open language, open up the space of Chinese education, face life, face society and face lively students." The subject of Chinese is rich in connotation, thinking, aura and poetry. These characteristics determine that real Chinese education must not be limited to textbooks, but only to classrooms. Instead, we should closely combine Chinese with life and achieve the ideal realm of "Chinese life" and "life language culture".
Su Shi said in a poem: "Ask where the canal is so clear, because there is flowing water at the source." This "living water" refers to a rich social life. Our topic "Research on Life-oriented Chinese Teaching in Primary Schools" is put forward in view of the present situation that Chinese teaching is for teaching's sake and far away from life and students' interests.
Second, the concept definition
"Living" means liberating students from abstract and virtual textbooks, giving them opportunities to feel nature, society, facts, events, people and processes, and letting them love the world and life in the collision and communication with the real world, so as to acquire knowledge spontaneously and actively.
"Chinese life-oriented teaching" refers to the combination of Chinese teaching with social life and students' life, making classroom teaching a life process in which students actively participate and are willing to participate. It includes three meanings: (1) the teaching goal of life, that is, the teaching goal is not only knowledge and skills, but more importantly, it is to cultivate students' desire and ability to learn and their basic quality to adapt to future life. (2) Life-oriented teaching content. That is, the educational content is combined with social life and students' life experience. (3) Life-oriented teaching activities. That is, teaching activity is a life process in which students are willing to participate and take the initiative to participate. Teaching is life-oriented, paying attention to students' needs and rich social life, so that students can actively develop Chinese literacy while learning knowledge. Third, research objectives: (1) teachers.
Let teachers work hard to study and improve traditional and outdated classroom teaching methods that are not suitable for social development and improve teaching efficiency; On the basis of emancipating teachers' teaching ideas, changing teaching concepts and improving teachers' teaching ability, we should actively guide students to closely combine Chinese learning with life practice, so that students can absorb life materials from extensive life practice and excellent reading, increase their life accumulation, and improve their Chinese practical ability, aesthetic taste and creative thinking.
(2) students.
Summary of courseware teaching plan exercises in primary school grades one, two, three, four and five.
Through the research and implementation of the subject, students can closely combine Chinese learning with life practice; Expand students' reading range and knowledge; Highlight students' learning subjectivity and stimulate students' learning enthusiasm; Enrich students' study life, improve students' practical ability and comprehensive ability to learn Chinese, and let Chinese really play its due role.
(3) Construct a new Chinese teaching system with Chinese activities and Chinese environment as its wings. Fourth, the research content:
(A) the classroom teaching as the main position, the full implementation of Chinese classroom teaching research.
Study and improve classroom teaching, reduce Chinese text teaching hours and improve teaching efficiency; In the short-term and efficient classroom teaching, strengthen students' Chinese literacy: highlight the cultivation of self-study ability; Highlight the cultivation of reading ability and habits; Highlight the training and cultivation of writing and expression skills; Highlight the training and cultivation of oral expression ability; Highlight the training and cultivation of thinking ability; Highlight the influence and infection of emotions.
(B) to build a new Chinese teaching system with Chinese activities and Chinese environment as two wings, and implement "life-oriented Chinese teaching in primary schools"
To implement quality education in Chinese teaching, we should strengthen Chinese extracurricular reading and other extracurricular activities, communicate Chinese teaching with other disciplines, Chinese education and other educational activities in schools, create a good Chinese environment and build an open new Chinese teaching system.
1, the accumulation of students' life. This paper studies how to guide students to increase reading and writing after class and improve their overall Chinese quality. Learn to absorb other people's life experience in extensive reading and introduce the "living water" of life into Chinese teaching. At the same time, students should get out of the narrow classroom world, integrate into the broad social classroom, absorb nutrients, and cultivate their ability to absorb and use culture flexibly.
2. Research on students' life practice. This paper studies how to establish an extracurricular activity base and carry out colorful extracurricular activities to actively guide students to observe life and let them understand the truth that "Chinese can be learned everywhere". Finally, we will go out of the narrow classroom, to nature, to society and to the world. Learn to create life on the basis of going deep into life and absorbing life. On the one hand, this creativity should be reflected in students' writing, and all exercises are the reflection of inner experience, with words, thoughts, imagination and innovation; On the other hand, it should also be reflected in students' creative Chinese activities, such as running their own publications, newspapers, TV stations and radio stations, and setting up drama clubs.
Preliminary results of verb (abbreviation of verb)
After a year of research and exploration, students have made great progress in collecting and processing information, reading experience and understanding. 1, which stimulates reading interest and reduces students' schoolwork burden. Reading teaching is life-oriented, returning from the "knowledge standard" of traditional education to the "human development standard" and to the perceptual, concrete, realistic and mobile life of human beings. The methods are diverse and appropriate, the classroom efficiency is high, and the ineffective labor in teaching is greatly reduced. Students generally have the qualities of wanting to learn, learning, learning and learning, and learning activities are carried out in a conscious, active and happy state. Therefore, students' schoolwork burden is obviously reduced.
2. Students' personality has been well developed. Teaching life attaches great importance to practice and emotional experience in life. Students have rich accumulation and a good sense of language. Life-oriented teaching attaches importance to carrying out various forms of activities, cultivating students' various hobbies, and developing students' personalities and specialties.
3. Expand students' reading. Extracurricular reading is the content of students' life, and it is also an important way to improve students' quality of life and enrich their life content, and it is also an important channel for students to enrich their language expression ability and life cognitive ability. Extracurricular reading plays a great role in the formation of students' cognitive ability. To carry out research on teaching life, we should not only grasp the forty points in class, but also encourage students to read in life. In the past year, every student in the experimental class has a reading record book, and reads out extracurricular articles for half an hour every day, records the reading content, and asks parents to supervise. Up to now, students have developed good reading habits, and they can't sleep without reading for half an hour every day. Reading has become an inseparable part of life.
The spirit of cooperation has been greatly strengthened. In the process of life-oriented learning, only through group communication and cooperation can students' individual Chinese learning achieve better results, so we attach great importance to the cultivation of students' cooperative spirit in teaching. Six, the main problems and difficulties in the research.
1, this topic has a strong practicality, which requires teachers to summarize and refine some phenomena, ideas and feelings in time in their usual practice and rise to the theoretical level. In this respect, I feel that I am still far from it.
2. The level of students is uneven, and the existing conditions (such as students' family conditions) are limited, which makes the research of the subject affected to some extent.
3. The research results of this topic are mainly presented in the form of summary reports and teaching research papers. However, it is also a research difficulty how to make these achievements profoundly reflect the envisaged "life-oriented" educational thought and truly implement it in the daily concrete teaching process.
"Let the podium become a stage, let the classroom become a society, let students become actors and let teachers become directors", organically combine Chinese with life, study and activities, make the process of students applying Chinese knowledge interesting and life-oriented, let students feel that Chinese comes from life, thus stimulating students' interest and desire in learning Chinese and cultivating students' comprehensive Chinese literacy. This is the main direction of my future research.