What issues should be paid attention to in the teaching design of the new Chinese language course?

1. Fill-in-the-blank questions

1. The requirements for Chinese Pinyin teaching are: to be able to accurately read initial consonants, finals, tones and overall recognition of syllables, to be able to spell syllables accurately, and to write correctly Initial consonants, finals and syllables, recognize capital letters, and memorize the "Chinese Pinyin Alphabet".

2. The "Chinese Curriculum Standards" states that senior students "can write simple narrative compositions and imaginative compositions, and learn to write reading notes and common practical essays."

3. Consolidation The best way to learn literacy is to repeat it.

4. The core of oral communication is communication, which focuses on communication between people. The cultivation of oral communication skills should be carried out in two-way interactive language practice.

5. "Dialogue" refers to the multi-directional information communication and multiple meaning reconstruction on teaching issues between teachers and students, students and students, teachers, students, and texts during the teaching process.

6. The design idea of ??"Chinese Curriculum Standards" clearly states that the curriculum objectives are designed based on three dimensions: knowledge and ability, process and method, emotional attitude and value. The three aspects penetrate each other and integrate into one, focusing on the overall improvement of Chinese literacy.

7. Chinese literacy is mainly divided into six levels from low-level to advanced, from simple to complex: first, necessary Chinese knowledge, second, rich language accumulation, third, proficient language skills, and fourth, Good study habits, the fifth is profound cultural literacy, and the sixth is elegant speech and behavior.

8. From the perspective of access methods, course resources can be divided into three categories: on-campus resources, off-campus resources, and networked resources.

9. The requirements for teaching Chinese Pinyin are: accurately read initials and finals, tones and overall recognition of syllables; accurately spell and pronounce syllables; correctly write initials, finals and syllables; recognize capital letters; memorize "Chinese Pinyin" Alphabet".

10. The "Chinese Curriculum Standards" states: "Comprehensive Chinese learning is conducive to students' comprehensive improvement of Chinese literacy in independent activities of interest, and is important to cultivate students' active inquiry, unity and cooperation, and courage to innovate. approach should be actively promoted. ”

11. “Decomposed goals” are designed according to three dimensions: knowledge and ability, process and method, emotional attitude and value. Each dimension lists a number of small goals according to the actual situation. . This way of writing is clear, specific and easy to operate.

2. Explanation of terms

1. Basic concepts of Chinese courses

Comprehensively improve students’ Chinese literacy and correctly grasp the characteristics of Chinese education; actively advocate independence, Collaborative and inquiry-based learning methods; strive to build an open and dynamic Chinese curriculum.

2. Dialogue

"Dialogue" refers to the multi-directional information communication and communication on teaching issues between teachers and students, students and students, teachers, students, and texts during the teaching process. Diverse meaning reconstruction.

3. Chinese literacy

Chinese literacy is mainly divided into six levels from low-level to advanced, from simple to complex: first, necessary Chinese knowledge, second, rich language accumulation, The third is proficient language skills, the fourth is good study habits, the fifth is profound cultural literacy, and the sixth is elegant speech and behavior.

Another term for "Chinese literacy": comprehensive literacy with Chinese ability as the core. Its elements include Chinese knowledge, Chinese ability, Chinese learning methods and habits, corresponding thinking abilities, humanistic qualities, etc.

4. Reproduction of new words

An effective way to consolidate literacy. Let new words appear many times and meet students many times in a relaxed language environment and colorful teaching situations, so as to achieve the purpose of consolidating literacy.

3. Short answer questions

1. What problems do you think are most likely to occur when organizing cooperative learning?

Answer: The main problems that are most likely to occur are: (1) lack of adequate and adequate training in the early stage of "cooperative learning"; (2) teachers are too subjective when arranging before class; (3) class There is a lack of inter-regulatory strategies and means; (4) “Cooperative learning” is only organized formally.

2. What issues should be paid attention to in oral communication teaching?

Answer: Issues to pay attention to include: paying attention to the formation and maintenance of a democratic and harmonious communication atmosphere from beginning to end; creating situations to stimulate students' motivation for interactive communication; two-way interaction to develop students' oral communication abilities; interactive evaluation to promote The formation of students’ good oral communication habits.

3. How should the role of teachers in the new curriculum be positioned?

Answer: The new curriculum concept requires teachers to be the organizers, supervisors, and leaders of students’ learning both inside and outside class. Be an encourager of students' independent learning, an interlocutor of cooperative learning, and a pioneer and consultant in inquiry learning.

4. What characteristics should be paid attention to in Chinese education?

Answer: (1) Attention should be paid to the profound and extensive impact of the humanistic connotation of Chinese courses on students’ spirituality and the diversity of students’ learning responses; (2) Pay attention to the practicality of Chinese courses and students’ Chinese practical ability; (2) Pay attention to the practicality of Chinese courses and students’ Chinese practical ability; 3) Pay attention to the impact of the characteristics of Chinese language and characters on literacy, reading, writing, speaking, and thinking.

5. What are the differences between the teaching of writing at low levels and the teaching of writing at middle and high levels?

Answer: The lower grade focuses on stimulating interest and cultivating self-confidence; the middle grade focuses on guiding students to love life, pay attention to life, and express freely; the upper grade focuses on reading more, being knowledgeable, thinking well, and being individual. Express.

6. The topic selection of comprehensive Chinese language practice activities is very important. What methods do you think there are?

Answer: The main ways to select topics for comprehensive Chinese practice activities are: (1) discover topics in Chinese textbooks and combine them with reading teaching; (2) discover topics in campus activities; (3) Discover issues in the social environment.

4. Opinion Essay Questions

1. Some people think that there is no difference between oral communication and listening and speaking training. What do you think?

Answer: Listening and speaking training and oral communication in language education both have the form of listening and speaking, so some people regard the two as the same thing. In fact, there is a big difference between the two. :

Listening and listening training is a kind of language standard teaching training. Students start from listening and learn the form and ability of speaking. This kind of training is the basis of oral communication.

Oral communication emphasizes "communication" and is a kind of language interactive evaluation communication that focuses on cultivating students' listening, expression, and response abilities. When teaching, pay attention to the role of communicative situations, pay attention to language civilization and language cultivation, pay attention to the connection with life, and make the form more flexible.

2. Urban schools must be able to develop more Chinese curriculum resources than rural schools. Is that correct? Why?

Answer: First of all, we should admit that urban schools have greater advantages in terms of the development conditions of material-oriented, human-oriented and dynamic curriculum resources. However, developing curriculum resources is an act of human effort. The hard and persistent development of rural teachers can fully meet the needs of small language teaching. Therefore, as a rural teacher, you must first establish a correct view of primary school Chinese curriculum resources and be good at developing Chinese teaching resources according to local conditions; secondly, you must cultivate your own and students' meticulous observation abilities; thirdly, you must train teachers and students' ability to deeply explore language and mathematics resources; Efforts should also be made to improve the operational and implementation capabilities of teaching plans.

3. The "Curriculum Standards" advocate that homework teaching should encourage students to express themselves freely. Does this mean that teachers should give less guidance? Please share your opinion.

Answer: The Chinese curriculum standards have different emphasis on teaching requirements for high school, middle school and junior high school, which requires teachers to provide focused guidance on homework. We believe that the theory of "less guidance" should be understood as follows:

(1) Guidance should be strengthened in terms of basic knowledge and abilities in conversation and exercises;

(2) In cultivating In terms of interests, love of life, and reading more, there should be "guidance" based on motivational evaluation.

(3) When it comes to correcting students’ language errors and value deviations, we must not let go and perform our “leading” duties persistently;

(4) There are some factors that affect or hinder students’ personality health The development of "guidance" that undermines the enthusiasm for homework is absolutely unacceptable.

4. "'Autonomous learning' means allowing students to learn by themselves, and the teacher only needs to connect the teaching links and maintain teaching discipline." Do you agree with this view? Why?

Answer: We do not agree with this view. The reasons are as follows:

(1) We admit that autonomous learning sometimes takes the form of students "learning on their own", but autonomous learning must not exclude the teacher's leading and guiding role in learning content. Students' independent learning should be conducted under the guidance of teachers, especially in-class learning.

(2) Secondly, autonomy should be combined with cooperation and inquiry to achieve a more complete and effective learning method. Teachers are the counselors for students' inquiry learning and the main collaborators in cooperative learning. From the perspective of cooperation and inquiry, we cannot agree that teachers only act as discipline maintainers and linkers in learning sessions.

(3) The essence of "connection of teaching links" should be the connection of goals in the "process and method" dimension of learning. Since the three dimensions of teaching objectives are interpenetrating and inseparable, when students learn independently, the statement that teachers only care about "links" and "disciplines" is a tacit admission that the "process method" is separated from other dimensional objectives, so it is not advisable.

5. Teaching design questions (12 points)

1. Please design a lesson plan for the exercise teaching "I Discovered".

Problem analysis:

(1) From the perspective of connection with life, the content of this exercise should emphasize the three aspects of "my discovery" and the "discovery" results.

(2) Because "discovery" is a process, the article should have a detailed or brief description of the process.

(3) Since it is a "discovery", the discovery results should be phenomena, understandings, "secrets", conclusions, etc. with certain novelty.

(4) This discovery is the "discovery" of "my" personality.

(5) Propositional documentary composition should be a requirement for senior students.

Teaching plans can have the following processes:

A. Purposefully arrange exploratory observations in advance;

B. Summarize student observation results and Other related materials;

C. Teachers and students conduct interactive evaluation of the material results from three aspects: "I", discovery process, and discovery results.

D. Try writing a few sentence paragraphs, and then evaluate them interactively. Students will complete the entire article individually.

E. Grasp the protagonist, process, and results, and select some typical articles for interactive appreciation.

2. Combining reading and writing in reading teaching is an effective method to improve students' writing ability. Please combine your own teaching practice to draft a teaching design.

Requirement analysis:

(1) The "combination" of reading and writing is a connection. This connection is often reflected in the content of reading and writing, and the relationship between reading and writing passages. Structural form, segmental expression form.

(2) Design examples:

(1) Study the article "Swallow Train" and strengthen several characteristics of the article:

A. What is written in the content It is the relationship between humans and animals;

B. The structure uses flashback;

C. The beginning paragraph uses question sentences to arouse the reader's interest, and the ending is full of affectionate blessings.

(2) Interactively tell several stories about humans and animals (such as "The Stranger in the Jungle", etc.). Ask students to record and rewrite them. Students are required to use the corresponding paragraph form and sentence form of the example.

(3) Try speaking, writing and interactive evaluation, personal modification.

6. Case Analysis Questions

1. The following is the teaching goal design of "Two Ancient Poems" in the twelfth volume of the Zhejiang Educational Education Edition:

(1) With the help of textbook annotations, combined with extracurricular materials, and through independent study, you can correctly understand the general meaning of the two ancient poems.

(2) Chew and understand the sentiment of the key verses, feel the emotions and images of the poems through repeated reading and imagining, and be nurtured and nourished by the soul.

(3) In the comparative reading of two ancient poems, we can initially experience the expressive way of expressing emotions through scenery, understand the inner connection between poems, and understand the poet's concern for the country and the people.

Please comment from the perspective of goal grasping and goal description.

Answer: (1) There are "four" poems in the twelve volumes of Zhejiang Educational Edition: "Gift to Wang Lun", "Inscription on Lin'an Residence", "Feelings of the Autumn Night When Dawn Goes Out of the Fence Gate to Welcome the Coolness", "Bamboo and Stone" ("two poems" may refer to two patriotic poems from the Song Dynasty)

The title is Lin'an Residence: Outside the Qingshan Tower outside the mountain, when will the singing and dancing in the West Lake close? The warm wind makes tourists drunk, and they call Hangzhou Bianzhou.

As I step out of the fence gate to welcome the coolness at dawn on an autumn night, I feel: The river east of 30,000 miles flows into the sea, and the 5,000-meter-high mountains reach the sky. The remaining people shed tears in the dust and looked south to see Wang Shi for another year.

(2) From the perspective of goal grasping, designing the same teaching goals for several ancient poems from different periods is definitely not conducive to a deeper understanding of the ideological content of each poem. The two poems of the Southern Song Dynasty, "Inscribed on Lin'an Residence", express concern for the country and the people from the perspective of criticism and condemnation of the powerful; while "Feelings of the Autumn Night when the dawn is about to step out of the fence to welcome the coolness" expresses concern from the perspective of thinking about the troubled land in the north. Yes, the two poems have very different ways of thinking. It cannot be summed up by the phrase "using scenes to express emotions".

(3) From the perspective of narrative, the designer worked hard to decompose the "goals". However, due to the large differences in the content of the poems, it is difficult to decompose the goals to teach specific poems. The operation has a positive effect.

(4) The words "chew, realize, feel" in item (2) of the target description are not very operable as a "process method", and the direction of the "key verses" is also unclear.

2. The following is a teacher’s teaching about the word “cai”:

Teacher: Children, how do you remember the word “cai”?

Sheng 1: I like to eat pickled mustard. There is this word on the package of pickled mustard, so I remember it.

Student 2: I saw this word on the sign at the door of the market.

Teacher: It’s great that you can learn Chinese characters in connection with life. Is there a different way?

Student 3: I want to write it down and remember the word "dish".

Teacher: This is a good idea.

生4: The prefix of "grass" plus "picking" means "cai", the "cai" of green vegetables.

Teacher: It’s also a good idea to remember the word “plus one plus”. Any other opinions?

生5: Remove the lower part of the word "花" and add "pick" to get "vegetable".

Sheng 6: Remove the "hua" at the bottom of the word "花", remove the three characters on the right of the word "彩", and together they become "cai".

生7: Remove the word "field" below the word "miao", and add "pick" to get "vegetable".

Teacher: Very good, the children have come up with many ways to remember this word. Let’s read it again.

What new curriculum concepts do you think this teacher’s teaching conforms to? What problems still exist? Please add a comment.

Answer: When teaching literacy, this teacher connects with students' lives, pays attention to the structural characteristics of Chinese language and characters, and pays attention to the generalization of glyph methods: such as "plus one plus" and so on. It initially reflects the spirit of independence, cooperation and inquiry, which is in line with the new curriculum concept.

However, when students 5, 6, and 7 analyze glyphs, their methods are not innovative and their analysis is artificially complicated, which will affect literacy efficiency. Teacher evaluations ("many ways") are far-fetched. It is recommended to use appropriate scenario "reproduction" and hands-on methods to improve similar literacy teaching processes. Student 4's speech should be changed to the word "cai" with the prefix "cao" to be more appropriate.

3. It is a fragment of a teacher teaching "Three Visits to the Mao Lu" in the 11th volume of Zhejiang Education Edition:

Zhang Fei said: "A villager, why should you go there in person? You can send someone here." Liu Bei scolded him: "Nonsense! How can Kong Ming send someone casually?" (After the specific reading training) What is a "great sage"? The teacher comes to test everyone first. Do you know the name of a person who is very skilled in martial arts?

Sheng: Hero!

Teacher: What about people whose families have a lot of money?

Sheng: Big money!

Teacher: What about people who can cook delicious food?

Student: Chef!

Teacher: What are the names of today’s very famous singers and movie stars?

Sheng: Big shot!

Teacher: A person with profound attainments in literature and art?

Student: Master!

Teacher: Now do you understand what "great sage" means?

Sheng: refers to a person who is outstanding in morality and talent.

Sheng: He is the greatest person in terms of ideological quality and talent.

Combined with the study of "Chinese Curriculum Standards", what inspiration do you think this case "Word Meaning Teaching" gives you?

Answer: (1) The teaching of word meaning should be connected with the contextual content of the passage and the reading of the passage;

(2) The teaching of word meaning should stimulate interest and enthusiasm in learning word meaning, and pay attention to methods;

(3) The teaching of word meaning can be appropriately connected with life horizontally, and the methods and methods should be flexible;

(4) The teaching of word meaning should strive to let students experience the way of thinking when understanding the meaning of words ( Such as: analogy or definition, etc.).

4. When studying the second natural paragraph of the lesson "Five Colorful Pond", the teachers will ask the students to perform imaginative exercises on the ellipsis at the end of the paragraph, so that the students will imagine various strange shapes of the pool. This is of course not wrong, and I think the beauty of Wucai Pond lies not only in its shape, but also in its magnificent colors and wonderful changes.

Therefore, after learning the entire text, I further asked students to imagine: What else does Wucai Pond look like? Due to the inertia of thinking, students still make fuss around shapes. If you keep talking like this, students' imprisoned thinking will not be unlocked. At this time I said: "In my eyes, the colorful pools are like pieces of strange gems, shining with charming light." After I said this, the students' thinking suddenly ran out of the circle of "shape" , wonderful imaginations blurted out one after another.

Comment on the above teaching clip.

Answer: (1) In this teaching session, the relationship between teachers and students is harmonious, and teachers and students work together to actively develop Chinese course resources. This case is a successful example of a three-party "dialogue" in reading teaching;

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(2) After the teacher demonstrated again, the new round of training achieved a new level of combining the instrumental and humanistic aspects of the Chinese subject;

(3) The teacher participated in the learning as a collaborator, It is conducive to leading students to transform from "directional" language training to innovative directions.

Students answer questions_please follow me to see the **natural paragraph