On the Teaching Mode of Theme Reading and Writing —— On the Teaching Mode of Poetry in Primary Schools

The new curriculum reform is in full swing, and the teaching concept and practice are brand-new and full of vitality, like a pool of spring water wrinkled by the breeze. However, it also brings a series of puzzles to our classroom teaching practice. For example, the new curriculum requires classroom teaching for all students, so that the main body can really participate in cognition, exploration, research and even get all-round development. In concrete practice, individuals are completely different and have different differences, especially in knowledge cognition, ability improvement and emotional shaping.

Furthermore, in terms of curriculum, there are two modules, eight special topics, nearly 50 texts and writing series in one semester. I can't bear to give them up under the limited class hours. How can we arrange classroom teaching effectively and reasonably? How to identify credits in order to carry out teaching evaluation more effectively and reasonably? With these puzzles, we try to explore the teaching mode of "theme reading and writing" in combination with the layout characteristics of high school Jiangsu Education Edition, which is mainly based on humanistic themes.

Discussion on Teaching Mode of Thematic Reading and Writing

According to the layout characteristics of Gao Jinsu Education Edition and the needs of reading and writing teaching in senior high schools, 32 themes, such as youth, homeland, war, growth, classics and upbringing, are determined and arranged with classroom teaching as the main line. Teaching is divided into three types: classroom reading teaching, extracurricular expansion teaching and theme writing teaching, which are studied from the aspects of text knowledge learning, skill tempering, emotional edification, accumulation and expansion of reading knowledge and emotional vision, improvement of practical ability, accumulation of writing materials and deepening of feelings. This breaks the old formula of "one lesson at a time". According to system theory and emotion theory, the classroom teaching structure integrates teaching resources on the premise of respecting personality development and paying attention to the application of cognitive laws in the classroom.

In the specific operation, we flexibly arrange 10- 13 teaching hours according to the different teaching contents. The first lesson is used to preview perception-"Listen to the voice of the topic". Teachers and students * * * interpret the composition of the topic board and make practical goals; Use 2-5 class hours to explore and discover-"the beauty of research topic", teachers and students focus on exploring the representative text of this topic, questioning and asking questions, and exploring research; Then use 2-3 class hours for horizontal connection and vertical expansion ―― to "seek the truth of the topic", so that teachers and students can find the truth of the topic through comparative inquiry and seek truth and truth; Then 1 class is used for extracurricular reading-"opening up new horizons of learning". Teachers and students use the network or library to search for relevant knowledge, broaden their reading horizons, or carry out social practice to test their true knowledge. Finally, two classes are arranged for theme writing, so as to "reproduce the soul of the topic". One or several keywords of the theme can be deducted for theme writing according to the exploration of the textbook text and the materials expanded after class.

The reorganization and integration of teaching content will inevitably lead to the adjustment of classroom teaching plan, and the core link of implementing this model is the creative design of classroom teaching plan. The compilation of learning plans should be based on collective research and inquiry, run through the thinking method of "teachers' coordination and integration as the leading factor and students' independent inquiry as the main body", and present three lines in teaching learning plans-knowledge line, learning line and ability line. In the concrete operation, we should gather collective wisdom, prepare texts, prepare teaching methods and prepare students, and form a scientific learning plan by combining three-dimensional goals: first, we should determine the knowledge and ability characteristics of the text itself and its value orientation in this topic, module and learning section from macro and micro aspects, and determine the learning standards, learning priorities and difficulties of each class; Secondly, according to the differences of students' individual knowledge level, learning methods and attitudes, learning habits and other IQ and EQ, the main contents of students' learning activity design are determined in a targeted manner, and the massive contents of LH personality differences are explored, so that the teaching can be carried out in an orderly manner. Finally, according to the facts of teaching materials and students, we can find the relationship between knowledge points and integrate the knowledge system of teaching materials suitable for learning conditions, so as to determine effective teaching methods.

Second, the theme of reading and writing teaching mode of operation

(A) the operation of text reading teaching

1 operation process

2 operating instructions

(1) Explore the target

A educational goal: teachers should create language situations by means of introduction, experiment or audio-visual education, and guide students to explore the educational and teaching goals, so that students can understand the key points and difficulties of learning in specific situations, so as to achieve the effect of attracting jade.

B Research goal: Students can cooperate and explore from the created situation under the guidance of teachers, practice in the teaching framework provided by teachers, and finally form a learning and exploration goal suitable for their own characteristics.

(2) Cooperative Inquiry A teachers solve doubts and participate equally: while students are exploring independently, teachers should solve doubts, provide necessary reference materials and give some guidance and help in methods. Teachers patrol, manage students with poor self-control, give active help to silent students who are unwilling to ask questions and answer questions at will, and deliberately collect learning information to accurately grasp the doubts and difficulties faced by students.

B. Students' independent verification and cooperative inquiry: According to the individual study plan, students master knowledge by observing models, field trips, verifying materials and personal experiences, breaking the original knowledge structure and forming their own knowledge network through group cooperation. (3) Linking up and deepening Teacher A's timely adjustment to the problems found in the tour and preparing lessons for the second time. Teachers should integrate related questions and discuss them in groups, so that students can discuss them in groups with questions and expand and deepen the connotation of the text through inspiration.

Under the guidance of the teacher, the students in B discuss in groups, and the adjacent groups complement each other. Finally, the group leader gives feedback to the teacher. Students discuss in groups, get the results of cooperative experimental exploration, and then communicate with each other. Complement each other to make it complete and reach a * * * knowledge; Of course, different opinions are allowed. (4) Self-test feedback A teacher should patrol the students' answers when they are self-testing, collect students' answers as comprehensively as possible, pay attention to participating in group discussions, correct, explain and evaluate the answers of the study group in time, or give a certain scoring standard for students to evaluate themselves. Teachers inspire and induce students at an appropriate time, so that students can answer questions effectively, analyze problems effectively and sum up problems effectively.

After collecting students' answering information, teachers should prepare lessons for the third time, screen and evaluate the thinking process, choose the key points to solve doubts and doubts, standardize the students' answering process, and truly ensure that there are laws to follow, laws to be observed, law enforcement to be strict, and offenders to be prosecuted.

B students mobilize the role of eyes, brain and hands, and strive to complete standardized training in a limited time to achieve the best results. After completing the self-test, students discuss in groups, cross-check the answers, discuss and exchange solutions, form group results after completing the group discussion, and reflect on the laws of the knowledge they have learned and the thinking methods of solving problems, so as to get twice the result with half the effort.

(B) the operation of extra-curricular expansion teaching

Textbook text is nothing more than a teaching case. According to the needs of reading and writing development of this topic, we should choose appropriate forms and media to carry out extracurricular reading teaching, so as to build a bridge between reading and writing teaching. The richness of teaching topics requires us to go beyond the text of teaching materials. Within the scope of teaching theme, the extracurricular reading plan is made with four elements: content, time, reading method and expected learning effect, and the reading goal is clear and specific.

In the specific operation, the time and content arrangement are concrete and reasonable, and the feasibility is strong; The reading method and expected reading result are correct, concise and easy to operate. For example, in the first question of compulsory education in the Soviet Union, you can go to the library to find the poems about youth that students like, extract and appreciate them, organize poetry recitation, and enhance spiritual experience; Topic 4: You can go out of the campus, look for local tourist attractions or cultural monuments, stimulate students' potential humanistic consciousness through local culture, and learn to think like a mountain.

This link focuses on the connection of knowledge and the transformation of thinking. Teachers and students * * * choose widely questioned and thoughtful texts to express their thoughts in words. If you are knowledgeable, you should form a summary or knowledge card, while if you are thoughtful, you should describe and evaluate it according to your own inquiry, and finally form a reading report, which will be reported by the reading interest group, and finally compiled into a book for exchange and archiving.

(C) the operation of writing teaching

1 Determination of writing theme in the teaching of "Thematic Reading and Writing"

The ultimate goal of Chinese teaching is to let students write beautiful articles. Through "the beauty of the title", "the truth of exploring the title" and "the truth of expanding the title", students are immersed in a beautiful artistic conception. At this time, the desire to write is gradually strong, and creative ideas are on the verge. The key point of this link is to guide students to express their experiences and feelings in an orderly manner on the basis of theme reading, so as to achieve the effect of developing thinking, cultivating creativity and improving writing ability. The way of "theme reading and writing" is to first find the fulcrum in the text for imitation training. The forms of parody are flexible and diverse. You can write comments and feelings about a certain point of the text (content, characters, conception skills, theme connotation, etc.). ), you can also write your true feelings according to your own practical experience.

Of course, you can also write a topic composition according to the style of college entrance examination topic composition, collectively agree on the topic of writing, taste the connotation of the topic together, and write beautiful articles under the same topic.

3. "Theme Reading and Writing" Writing Review

Mr. Ye Shengtao once said: "Students can only write good articles if they learn the ability of self-correction." On the basis of the above-mentioned reading and writing skills, we should also cultivate students' ability to modify their own compositions and enhance their writing and expression skills. Teachers can choose a representative exercise to print and send to students, and guide students to comment and revise according to the key points of writing training. By revising and commenting on other people's compositions, students can brainstorm, learn from each other's strengths, know how to write a composition, turn the process of commenting on a composition into a process of summarizing and improving themselves, and express what they have learned with their own initiative, which is also the highest level that Chinese learning should reach.

Rethinking on the Teaching Mode of Reading and Writing with Three Themes

Perhaps "thematic reading and writing" teaching can't be called a model, which is a bit rough in theory and a bit narrow and extensive in operation, but after all, it adapts to the view of teaching materials, classroom and students required by the new curriculum reform, especially pays attention to the systematic excavation of teaching materials, fills the gap between reading and writing, and is conducive to the improvement of classroom teaching efficiency and students' comprehensive quality.