How to Develop and Use Curriculum Resources to Promote Effective Chinese Learning in Primary Schools

The Chinese Curriculum Standard clearly points out: "Chinese teachers should attach great importance to the development and utilization of curriculum resources, creatively carry out various activities, enhance students' awareness of learning and using Chinese in various occasions, and improve students' Chinese ability in many ways."

Keywords curriculum resources; Effective learning

When it comes to curriculum resources, its concept is very rich. It refers to the source of elements that constitute the curriculum and the necessary and direct implementation conditions, which can be divided into material resources and conditional resources. The former includes knowledge, skills, experience, activities and methods, emotional attitudes and values, training objectives and other factors, while the latter includes human, material and financial resources, time, venue, media, equipment, facilities and environment and other factors that directly determine the scope and level of curriculum implementation, as well as the understanding of the curriculum. Broadly speaking, as long as it contributes to the realization of curriculum objectives and the development of students, both inside and outside the school, whether material or spiritual, are curriculum resources; In a narrow sense, it refers to something that can directly serve the implementation of the curriculum.

"Chinese Curriculum Standard" clearly points out: "Chinese teachers should attach great importance to the development and utilization of curriculum resources, creatively carry out various activities, enhance students' awareness of learning and using Chinese in various occasions, and improve students' Chinese ability in many ways." Therefore, how to give full play to regional advantages, fully develop and utilize curriculum resources, enrich students' Chinese practice activities, broaden Chinese learning space and improve students' comprehensive Chinese literacy. With the deepening of the new curriculum reform, how to rationally develop and utilize curriculum resources has become a problem for our teachers to think about.

The following is my humble opinion on how to effectively use and develop curriculum resources to promote effective Chinese learning in primary schools:

First of all, we should correctly understand and understand the curriculum resources.

Before solving the problem, we must first have a scientific understanding of curriculum resources. So what are curriculum resources? In a broad sense, curriculum resources refer to the sources of various elements and the necessary and direct implementation conditions that are conducive to the realization of curriculum objectives.

Textbooks are not the only curriculum resources for teaching. In the Chinese Curriculum Standard for Full-time Compulsory Education, the development and utilization of curriculum resources are described as follows: "Chinese curriculum resources include classroom teaching resources and extracurricular learning resources, such as textbooks, teaching wall charts, reference books, other books, newspapers, movies, television, radio, networks, reports, lectures, debates, seminars, drama performances, libraries, museums, bulletin boards, etc." "Natural scenery, cultural relics, customs, important events at home and abroad, students' family life and daily life topics can all be resources for Chinese courses. "

Curriculum resources play a very important role. Without the extensive support of curriculum resources, no matter how good the concept of curriculum reform is, it is just empty talk, and it is difficult to translate it into actual educational achievements. Therefore, vigorously developing and utilizing appropriate curriculum resources is the premise of curriculum practice. The understanding of curriculum resources by curriculum implementers determines the depth and intensity of curriculum resources development, and also determines the scope and level of curriculum objectives.

Second, we should attach great importance to the development and utilization of Chinese curriculum resources.

The important role of Chinese is self-evident. It is the foundation of teaching, and it also carries the task of inheriting the culture and national spirit of the motherland. It has extremely rich cultural connotation and brilliant humanistic spirit, and the inheritance of this connotation and spirit is not enough only by textbooks and classrooms. Therefore, it is particularly important to give full play to regional advantages, make full use of curriculum resources and improve students' comprehensive Chinese literacy. Even if we are poor and weak rural schools, their curriculum resources are rich and colorful, such as rural natural scenery, local customs, long history, production and life, rural traditional culture and so on. But what we lack is the awareness and ability to identify, develop and utilize curriculum resources.

"Chinese Curriculum Standard" also clearly points out: "Chinese teachers should attach great importance to the development and utilization of curriculum resources, creatively carry out various activities, enhance students' awareness of learning and using Chinese in various occasions, and improve students' Chinese ability in many ways." Chinese learning needs the support of rich curriculum resources to be full of vitality.

Iii. Operational measures for developing and utilizing curriculum resources

Natural, social and cultural language resources are everywhere. If we observe carefully and pay attention everywhere, there will be endless resources waiting for us to explore. According to the characteristics of curriculum resources, I will make the following teaching arrangements for curriculum resources this semester:

(A) the characteristics of leading the development of school-based resources. In school life, there are quite a lot of resources that can be developed and utilized. It can be said that "textbooks are everywhere in schools". Students' perspectives are all about the development of localized Chinese curriculum resources.

1. On-campus curriculum resources:

① classroom

A good learning atmosphere has a great influence on students, so I will carry out the reading activities of "Good books accompany me and wisdom is full of life" throughout the year, select a certain number of ancient poems as items that students must be familiar with and recite, and regularly recommend a certain number of extracurricular reading materials to students. It is necessary to make full use of the classroom teaching environment and let students bathe in a good atmosphere of book fragrance. Build the classroom into the richest curriculum resource center to promote students' development. For example, establish a class book corner, organize students to read every day as much as possible, let students extract information from reading, and internalize their own understanding and experience of language into a personalized language process; Team corner, characteristic corner, head-up slogan, display corner and blackboard newspaper in the classroom together constitute the source of indoor dynamic knowledge.

② Library, reading room, publicity column, etc.

The library and reading room have a certain number of books with rich and colorful contents, which can be called a small school resource library. Publicity corridor also provides convenience for education and teaching, and we should make full use of this resource.

③ Campus environment

The layout of campus environment is also an important part of curriculum resources. It includes not only obvious campus attractions, equipment and facilities, but also hidden campus cultural and artistic activities. Therefore, we should give full play to the school's colorful cultural and sports activities as the development and utilization of Chinese curriculum resources. For example, by participating in campus cultural and sports activities, you can get writing materials. Students are particularly interested in lively learning methods. We can play the role of indoor classroom. For example, when learning about plants, spring, seasons and other natural knowledge, we can arrange the classroom on the school playground, so that students can really get in touch with nature and turn learning Chinese into a pleasure, which will greatly improve the learning efficiency. You can also combine campus life as a teaching resource to carry out applied exercise activities, such as notices, message boards, inspiration for finding things, leave notes, letters, IOUs, etc.

④ School human resources-teachers

Human resources are important resources that people tend to ignore. In fact, every teacher has his own personality, and their life experiences, practical wisdom, specialties, moral cultivation and ways of dealing with people are unique, that is to say, they are a knowledgeable "book". So I will pay attention to learn from each other's experience and wisdom in the teaching process. Through the cooperation and interaction between teachers, mutual inspiration and mutual supplement, the collision and generation of thinking and wisdom can be realized, so that a single point of view can be integrated and processed, which is conducive to the realization of teaching objectives.

2. Off-campus curriculum resources

① Social and living resources

Social resources include museums, exhibition halls, science and technology museums, factories, rural areas and other explicit resources, as well as hidden resources such as social life experience, social cultural and sports activities and life processes.

Students' learning content originates from life and transcends it. Their feelings and touches in the process of learning are often more profound than simply listening, speaking, reading and writing. Chinese is not a boring recitation, but knowledge gained through practice. The Chinese curriculum standard also puts forward that Chinese is a practical course, and we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice, and we should not deliberately pursue the systematicness and integrity of Chinese knowledge.

At the same time, we should extend in-class learning to life, expand teaching materials, make full use of Chinese education resources and increase students' opportunities to learn and use Chinese. Let students learn Chinese in life and make Chinese learning close to life. For example, traffic safety epigrams, Spring Festival couplets, little knowledge in calendar books, advertisements, lyrics and so on. As long as you often guide students to observe and collect more, and urge them to learn more knowledge and learn more in life, then students' Chinese ability will be improved step by step. In addition, I also want to encourage students to participate in various cultural and sports activities held in the village to exercise their language skills.

Students should also learn to connect with life and improve their writing ability. Social life is rich and colorful, and they are all good writing materials. Therefore, teachers should let students be conscientious people in life, and let students talk, write and share what they have seen, heard and done with their classmates.

② Natural and local resources

Natural scenery, cultural attractions and other resources make the Chinese classroom broader. We should attach importance to the development of local cultural resources, bring them into the category of learning resources, and enhance the openness of curriculum resources.

The classified query of periodical articles is in the periodical database.

The new curriculum standard points out that there are natural, social, humanistic and other Chinese curriculum resources in all regions. Teachers should have a strong sense of resources, strive to develop and actively use them, and "strive to build an open and energetic Chinese curriculum". Urban and rural areas also have their own characteristics: urban students are familiar with competition, laid-off, commerce, industrial parks and noisy cities ... while rural students are familiar with chickens, ducks, crops, three-dimensional agriculture, vegetable bases and quiet villages ... Therefore, only by developing and utilizing curriculum resources with strong local characteristics can they be familiar with students and be intimate and infectious. In addition, we must grasp the humanity of different regions and let the developed Chinese curriculum resources shine the light of humanities schools.

③ Network and resources of the times.

Multimedia courseware brings great convenience to teaching with its intuition, initiative and interactivity, which effectively stimulates students' interest in learning and promotes the development of cognitive subjects. The proper use of multimedia courseware in solving teaching difficulties, showing difficult-to-observe processes and expanding classroom capacity can add icing on the cake to Chinese teaching. In the teaching of life, because the author of this text has made some rational thinking about life, the fourth-grade students are young and have some difficulties in understanding the ideological content of the text. So I added some contents in time according to the explanation of the text: for example, Xing Linzi's life story, so that students can understand the text on the basis of understanding the author's life experience. In order to help students understand the ideological content of the text, I extended it to extracurricular activities in time after I finished the text. While playing positive music, a group of vivid pictures are presented: vibrant grass, flowers, tenacious athletes, free-flying birds and disabled people who challenge their destiny. At this time, students have a deep understanding of life, so emotional reading will naturally come. Students understand the ideological content of the text on the basis of understanding the meaning of the sentence, and at the same time have a profound understanding of life. I asked in time: What is life? "Life is a poem", "Life is a cup of tea", "Life is a drop of water in the desert" and "Life is a flower on the ruins" ... Students have rich and colorful understanding and relaxed study. The intuition, image and vividness of modern educational technology inspired students' thinking, cultivated students' understanding ability, shocked students' hearts and teachers at that time. When evaluating classes, teachers agree that the use of multimedia courseware is the finishing touch and a supplement to Chinese classroom teaching.

Every era has its own characteristics, and we have real experiences and feelings about this colorful era we are now in. It has many Chinese curriculum resources suitable for our development and utilization. The development and utilization of network resources can break through the narrowness of traditional courses and the limitations of time and space to a considerable extent. Only by making full use of network resources can the knowledge we acquire be closer to life and more colorful. Connecting with daily life and developing family resources; Guide students to integrate into the school family, communicate sincerely, experience family ties, and provide favorable conditions for telling the truth, telling the truth and writing pictures. On Teacher's Day, I dedicated my sweet smiling face, neat team ceremony, resounding blessings, beautiful flowers and songs that respect teachers and emphasize morality to the teachers who live with me day and night. I greeted the teachers with festivals and bid farewell to their hard work. In the requirements of winter and summer vacation life, we should include homework, honor our elders with unique homework ... and express our love for teachers and relatives. Know your family life; Understand the hard work of parents for family life; Understand the care of parents; Knowing that a teacher, in order to educate his students, ignores his own health and understands the ardent expectations of his elders ... this kind of goodwill itself is a hidden resource that directly enters the students' minds.

④ Social human resources

Society is a collection of people. We often have all kinds of talents around us, so we should give full play to the advantages of human resources and serve the course teaching. For example, many parents can guide or participate in students' learning activities, and many relatives and friends are experts from all walks of life or have rich experience in an activity. In the interaction with them, students will inevitably accumulate a lot of perceptual knowledge. At the same time, it also provides students with opportunities to use Chinese knowledge to participate in discussions and carry out practical activities.

(b) Developing and using Chinese teaching materials.

1. As an important material curriculum resource, its development and utilization focuses on the creative use and processing of teaching materials. Textbooks are not only texts for students to learn Chinese knowledge and improve their Chinese ability, but also undertake many tasks such as enriching students' life experience, improving humanistic quality, cultivating innovative spirit and practical ability, and forming good study habits. We should try our best to understand what is outside the textbook by studying the textbook, so as to acquire learning methods, form correct learning attitudes and habits, and comprehensively improve Chinese literacy.

2. Create vivid and autonomous learning methods to meet the needs of students in learning Chinese.

It is necessary to completely change the "cramming" way in the past and adopt various forms that can fully reflect students' autonomous learning and practice, such as surfing the Internet, reading extracurricular books, asking questions and discussing, collecting information before and after class, organizing press conferences, story meetings, reading, discussing, performing textbooks and dramas, and writing exercise books. Let students learn Chinese in colorful and lively Chinese practice, promote development in activities such as telling, discussing, communicating, evaluating and operating, form solid Chinese ability and experience the fun of Chinese learning.

3. Carry out rich Chinese practice activities and expand Chinese learning space.

The classroom is just a small world, and the world is a big classroom. We should make full use of the local natural and cultural landscapes and guide students to observe, investigate, obtain information and learn Chinese in natural and social classes. According to students' psychological characteristics and hobbies, we should carry out colorful Chinese practice activities, so that students can properly apply their knowledge and skills to practice according to their own learning methods, and exercise and grow in practice. For example, the Chinese practice activity "Learn to be grateful" carried out by our school in combination with the current gratitude education requires students to observe and discover what they should be grateful for, express gratitude and experience gratitude with practical actions, write a grateful article, participate in the school's "Grateful Heart" essay competition, and integrate ideological education into the study and application of Chinese. A beautiful article with sincere feelings was thus produced. Thanks to Mother Earth, Grateful Grass and I washed my grandmother's feet ... and achieved unexpected results.

4. Create a colorful campus environment conducive to mother tongue learning.

Campus is the main place for students to study and live. Make rational use of campus, classrooms and other places to create a colorful campus culture, and take this environment as one of the resources of Chinese curriculum to cultivate students' emotions and promote the development of students' Chinese ability. Our school pastes students' own calligraphy and painting in the classroom; Mobilize students to carefully arrange the "book corner" and "learning garden" of the class; Class names: "Honest Team", "Diligent Paradise" and "Smart House" ... The poetic names reflect the children's positive spirit. The "long corridor of ancient poems" on campus, the cultural walls on both sides of the main road, and the lawns are full of words of love and poetry ... Let students feel and learn Chinese through various channels in a colorful campus environment, cultivate sentiment and grow up healthily in an environment full of truth, goodness and beauty.

5. Develop and form school-based curriculum with its own characteristics.

In the reform of curriculum and teaching materials, many schools have developed and built school-based courses with their own characteristics on the basis of analyzing their advantages and resource allocation. School-based courses based on school characteristics are often vivid, novel and interesting, which can arouse children's interest in learning Chinese. For example, the "Poetry of the Week" course offered in our school allows children to read and draw ancient poems at the same time, which can not only help children understand the excellent China culture from an early age, but also promote the all-round development of students.

In a word, the development and utilization of curriculum resources play a very important role. As Chinese teachers in primary schools, we should correctly understand and understand curriculum resources, give full play to subjective initiative, emancipate our minds, seek truth from facts, actively develop and utilize new curriculum resources in various ways, and strive to improve students' personal cultivation, Chinese ability and comprehensive quality. I believe that as long as we are full of confidence and make unremitting efforts, we will certainly make remarkable achievements in the development and utilization of Chinese curriculum resources in primary schools and cultivate outstanding future successors for our country!

6. Use teaching materials to deepen the classroom.

Chinese class is a skill class as well as a practice class. The function of language is communication. The purpose of Chinese teaching is not only to let students know the splendid culture and long history of the motherland, but more importantly, to teach students to use the language. Therefore, Chinese teaching undertakes multiple tasks such as language skills training, thinking training and emotional cultivation, but language skills training is the foothold of effective classroom teaching. Therefore, in order to construct effective Chinese classroom teaching, Chinese teachers should implement knowledge points, grasp concise points, promote and mobilize students' initiative in listening, speaking, reading, writing and thinking, form skills and skills, realize the understanding, mastery and application of knowledge, and realize the promotion from perceptual knowledge to rational knowledge. Teaching new knowledge is the focus of a class. Some teachers always like to arrange new lessons too nervously and explain them repeatedly, so that students can keep taking notes, but the effect is often unsatisfactory. If some pictures related to the text are interspersed in the process of imparting knowledge, so that students can practice speaking after reading the pictures, or add some materials according to the teaching materials, such as the background of the times and the author's brief introduction, the teaching will be wonderful, flexible and more effective. For example, when I was teaching Life of Life, when students were confused about "showing infinite value with limited life", I supplemented the information of the author Xing Linzi in time according to the teaching content of this course. On the basis of students' full understanding of Xing Linzi, I ask them to talk about how Xing Linzi, the author, "embodies infinite value with limited life", and then ask students to talk about who you know in life who has embodied infinite value with limited life. The students immediately listed the deeds of some people such as Lei Feng, Zhang Haidi and Hawking to illustrate this problem, so that they quickly understood this sentence and easily understood the deep meaning of the text, which was not boring at all. In this relaxed and pleasant atmosphere, students not only learn knowledge, but also cultivate their oral English. "Chinese Curriculum Standard" points out: "Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese class. The fundamental purpose of learning Chinese is to be able to use the language of the motherland and to listen, speak, read and write, which should be the "top priority" of Chinese class. In this teaching clip, we should grasp the phrase "limited life embodies infinite value" to understand the meaning, train speech and cultivate thinking, so as to effectively train speech application skills.

In the Chinese curriculum standard, the development and utilization of curriculum resources is described as follows: "Chinese curriculum resources include classroom teaching resources and extracurricular learning resources, such as textbooks, teaching wall charts, reference books, other books, newspapers, movies, television, radio, internet, reports, lectures, debates, seminars, drama performances, libraries, museums, bulletin boards, newsstands, etc." Natural scenery, cultural relics, local customs, important events at home and abroad, students' family life and daily life topics can all be resources for Chinese courses. "

In short, textbooks are not the only curriculum resources for teaching. As long as we use them reasonably, we can improve students' learning rate, stimulate students' interest in learning and lay a solid foundation for cultivating students' good Chinese literacy.

References:

Zhang Xiangzhu. On Chinese curriculum and teaching in primary schools [M]. Beijing: National Defense Industry Press, 2009.

[2] Li Zhen detailed. Practice of Chinese Curriculum and Teaching Theory [J], 2007, (7).