How to correctly grasp and control the teaching of compulsory Chinese textbooks? Summarize your specific practices and put forward theoretical suggestions.

The teaching of compulsory Chinese textbooks in the new curriculum will inevitably encounter many prominent contradictions. Would you please analyze these contradictions? How to correctly grasp and control the teaching of compulsory Chinese textbooks? Summarize your specific practices and improve your theory; Write down your plan, your thoughts, your confusion and so on.

Since the implementation of the new round of curriculum reform, teachers' teaching concepts have been greatly updated, and the spirit of curriculum reform has been able to penetrate into daily teaching behavior. Over the past year or so, in teaching practice, I found that there are some contradictions and problems in the current teaching reform. So I will talk about some problems encountered in the teaching of compulsory Chinese textbooks in the new curriculum. (A) in the teaching of compulsory Chinese textbooks in the new curriculum, there are bound to be many prominent contradictions, mainly including:

First, the contradiction between teaching practice and textbook arrangement. Organizing units by special topics is a reconstruction and innovation in the compilation of new textbooks. By subverting the traditional text selection and unit structure arrangement, it tries to convey the instrumental function of Chinese through the humanistic function of Chinese, which undoubtedly brings a fresh wind to Chinese teaching. However, textbooks similar to humanities books arranged by topics lack systematicness and maneuverability. It takes time and practice to test whether the current situation of students' understanding ability and students' cognitive rules can be taken into account and whether they are consistent with teachers' teaching level.

Second, the contradiction between the diversity and typicality of textbook selection. Chinese Curriculum Standard puts forward "the unity of humanity and instrumentality", which on the one hand highlights the "educational" function of Chinese; On the other hand, it is to promote students' ability of "listening, speaking, reading and writing" quickly, quickly, well and economically. In the selection of teaching materials, we should not only pay attention to "times" and "model" in accordance with the requirements of "Chinese Curriculum Standards", but also reflect "diversity". For example, some compulsory textbooks choose more articles in contemporary literature than modern literature, ignoring the classic works of some standard-bearer figures in modern prose. This should be said to be a one-sided understanding of the dialectical relationship between "times" and "patterns". Third, the contradiction between more textbooks and less class hours. There are too many teaching contents, so it is impossible to complete the teaching task with normal teaching methods. The textbook is new, with large capacity and tight class hours. How to choose teaching materials and how to arrange time is particularly important.

In the process of implementing the new curriculum reform, I deeply realize that teachers are a key factor among the components of courses such as teachers, students, textbooks, schools, society and natural environment. As one of the subjects of the curriculum, teachers play a leading role in the development, construction and implementation of the new curriculum in ordinary senior high schools.

(2) How teachers teach the new curriculum and how to correctly grasp and control the teaching of Chinese compulsory textbooks is related to the success or failure of the new curriculum in senior high schools. I think we should do the following:

First, handle the relationship between overall perception and local cut-in, integrate teaching materials, and focus on explanation.

The new Chinese curriculum emphasizes the wholeness of reading, with special emphasis on "grasping the content of the text as a whole", and the "teaching suggestions" on literary works also put forward "attaching importance to the overall perception and grasp of the image and emotion in the works". This is a basic principle based on the characteristics of both the subject and the object of reading appreciation, and it is the general requirement that conforms to the basic laws of reading appreciation. In the past, there was a general tendency to dismember the text and see the trees but not the forest in reading teaching. This emphasis has realistic pertinence. But at the same time, we should also prevent such a tendency, that is, we can't grasp the key points of the text, and we are not good at pointing to the whole text from part to part, turning the overall grasp into a big and empty argument. Therefore, we must deal with the relationship between the part and the whole in reading teaching. Therefore, when preparing lessons, teachers should first read through the textbooks, find out the key points and difficulties of the text, and seize key sentences or keywords as the starting point to promote the overall understanding of the text. The structure of the text, the author's emotion, the language and rhetoric used in expression, and even the segmentation of paragraphs, the use of punctuation marks and the scrutiny of a word often play an irreplaceable role in deeply understanding the overall meaning.

Second, the interpretation of the text, grasp the relationship between basic understanding and multiple interpretations, make overall arrangements, and conduct special research.

Basic understanding is the foundation, and multi-interpretation is improvement. Learning similar articles together as a special topic not only has a good learning effect, but also saves time. After careful analysis and research on the required textbooks, the following topics can be designed for teaching: modern poetry topics, including the origin, evolution, representative schools and writers of modern poetry, poetry recitation; Special topics of ancient historical biographical prose, including the basic knowledge of classical Chinese and the characteristics of biographical prose; Notes prose writing topics, including writing skills (as a key teaching) and notes writing methods; News topics, including news-related knowledge, how to read and watch news; Special topics of reportage, including related knowledge of reportage and how to write reportage. ? Because of this, the teaching of literary works in the curriculum standard especially emphasizes "paying attention to the fuzziness and uncertainty of the connotation of works and encouraging students to actively and creatively construct the meaning of the text"

Reading is a kind of dialogue, which exists between the reader and the text and is restricted by both the reader and the text. The actual level of students and the certainty of the text are one of the prerequisites of the dialogue. Therefore, in the implementation of teaching, teachers should dare to guide and be good at guiding. First of all, it is necessary to create an atmosphere of naturally generating questions, so that students can "doubt" and dare to "ask questions"; Secondly, we should judge the problems in the classroom in time, think about whether it is valuable, whether it is related to the text, whether it is related to the teaching objectives, whether it is worth discussing and discussing, and then make adjustments. Paying attention to students' opinions is not "herding sheep", but a process from disorder to order. There are two main reasons for attaching importance to comprehension reading in teaching. From the students' point of view, generally speaking, students have not grown into "ideal" readers and "capable" readers, so the implementation of reading teaching must consider students' receptive horizons, knowledge background and understanding ability, and choose appropriate dialogue levels. Judging from the text, it has a specific space set by the author, a conscious creative intention, a certain certainty, or the unity of certainty and uncertainty, and there are right and wrong understandings of it. It is necessary to prevent random interpretation or obvious misreading of the text.

Thirdly, deal with the relationship between correct views and real healthy emotions in composition teaching;

Regarding the learning goal of "expression and communication", the new curriculum standard emphasizes that students' true emotional health is the first. We should pay attention to the objectives and requirements stipulated in the curriculum standards, such as "written expression should be clear-cut, rich in content and true and healthy in feelings", "expressing true feelings and cultivating scientific and rational spirit", and therefore emphasize that students should "enrich their own life experience and emotional experience" and "have their own feelings and thoughts". Compared with the past, the syllabus only requires composition teaching to be "healthy in thoughts and feelings and rich in content", which obviously emphasizes the requirements for the authenticity of students' compositions. The curriculum standard "Teaching Suggestions" also points out: "Guide students to express their true feelings, do not tell lies, empty words and cliches, and avoid creating feelings for words." But students should also be guided by a correct outlook on life and values. According to the new concept, the curriculum standard defines writing as "the process of knowing the world, knowing oneself and expressing creatively", rather than a series of accumulation of writing knowledge and theory or the exercise of simple writing skills, so it is particularly emphasized that "in writing teaching, teachers should encourage students to actively participate in life, experience life, pay attention to social hotspots and stimulate their writing desire". In this way, the process of writing teaching is naturally regarded as a process of guiding students to cultivate a healthy writing mentality and a good writing state, and to establish a correct outlook on life and values in writing.

? Fourthly, in terms of language expression, handle the relationship between basic skills and creative expression;

The new curriculum emphasizes individual expression and encourages creative expression, which is not contradictory to attaching importance to the basic skills of language expression. The teaching of expression and communication focuses on cultivating the practical ability of expression and communication. Specifically, it is stated in the "Teaching Suggestion" of the curriculum standard: "Writing teaching should focus on cultivating students' observation ability, imagination ability and expression ability, and developing students' thinking ability and creative thinking." Writing teaching should pay attention to the practice of expression, spend energy to cultivate students' practical ability of language expression, and lay a solid foundation for observing life, experiencing emotions, collecting materials, adjusting ideas, choosing words and making sentences. Don't impart too much writing knowledge and theory, just give appropriate explanations on the writing process and key points.

Verb (short for verb)? Handle the relationship between extracurricular combination and extracurricular extended learning;

The combination of in-class and out-of-class will prolong the teaching time indefinitely. "combing and exploring" is a highlight of the new textbook of People's Education Press, but it would be a pity if the teacher didn't even read it. There is a way to complete the teaching of this part. Teachers are used to reading documents before dealing with other contents. The exploration and combing of the content was carried out after the end of the module, which was a bit hasty. At the beginning of each module, special research is arranged in a planned way, and communication and summary are carried out after each module. For example, for "neologisms and popular culture", the following methods can be adopted. Firstly, divide the class into several groups and collect new words and phrases in groups. Then, each group sends a representative to the stage to explain the new words and phrases collected by the group, and the other groups take notes, which can be arranged in the morning reading without occupying the teaching class; Finally, each group will sort out the new words and phrases they collected and recorded when communicating with the whole class, communicate with each other, and then write a paper, which will be handed in by each group and reviewed by the teacher before summing up. The above study arrangement after class also exercises students' autonomy, cooperation and inquiry ability, and improves their writing ability, which can be described as the best of both worlds.

Sixth, grasp the complementary relationship between reading, reciting, writing and speaking;

Read more: the requirements of the new curriculum standard for "reading and appreciation" are as follows: "After three years in high school, read literary classics and other reading materials independently, with a total amount of not less than1.5000 words.

Recite more: the new curriculum standard clearly puts forward that we should "pay attention to reading and reciting classical Chinese" and "read ancient poems and classical Chinese and recite a certain number of famous articles". Nowadays, students don't pay attention to accumulation, so we hold "dictation test" or "memory contest" regularly, and check and accept them in time to make the paragraphs clear.

Write more: writing more first includes the requirement of writing Chinese characters. After a while, we held a "pen field test" to re-identify, urged students to write Chinese characters well, exhibited excellent calligraphy works, and encouraged everyone to practice calligraphy well.

Say more: the implementation of free and open classroom teaching can stimulate students' learning motivation and vitality, constantly stimulate students' desire and desire to explore, discover, associate, imagine and express, keep students' thinking and psychological state open, and create a broader and more free space for students' thinking.

The process of curriculum reform is a long-term internalization and precipitation process, and it is also a process of continuous development, improvement and innovation. The key to the success or failure of curriculum reform lies in teachers, who are the executors, perfectors and creators of new curriculum ideas. To test whether a teacher is really the executor, perfector and creator of the new curriculum concept is largely reflected in his classroom.

(3) Let me talk about some puzzles in reading teaching:

First, how to make students gain more in lively reading teaching? Because the new curriculum emphasizes students' subjectivity, students' initiative in learning has been fully exerted, and all teachers who have been exposed to the new curriculum will personally feel that the atmosphere in the reading classroom is more active than before. This lively scene excited us for a long time at the beginning of the new curriculum reform, but then there was an unexpected phenomenon that we didn't expect: many students spoke very well in class, but they often scratched their heads to write unwritten; In reading teaching, our common activists often feel confused and frustrated when they do reading questions in exams. Therefore, a question that we have to ponder together is placed in front of us: how to make students gain more in lively reading classes?

Second, how to make students' low starting point close to the high requirements of the new curriculum? The new curriculum also puts forward higher requirements for students' ability (from the overall perception, text appreciation and exploration in class to the reading experience and accumulation after class, paying equal attention to quality and quantity). Nowadays, innovative education is strongly advocated, which is undoubtedly a good thing for improving students' comprehensive quality. However, a considerable number of students are generally poor in their ability base and their level of Chinese reading ability is generally low. If we want to meet the ability requirements of the new curriculum in a short time, our teachers still have a lot to do. Sometimes, when we feel more about love, we are at a loss, and we are at a loss for the future.

Third, about autonomy, cooperation and inquiry.

1. How to effectively cultivate students' autonomy? Most students are passive learners, and autonomous learning is superficial. Every class requires the teacher to give a framework, and some students with poor foundation can't move even if they are given a framework.

2. How to guide students to cooperate? In the process of cooperation, students have a superficial understanding, a single discussion answer, no novel and original opinions, and students don't speak widely, which leads to the futile cooperation activities. Teachers lack guidance ability in cooperative learning. Chinese used to be taught too tightly, but now it is too open. Teachers' knowledge reserve and organizational ability need to be improved.

3. How to guide students to explore deeply, often the so-called exploration is divorced from the text, sometimes it is a dead end, and even some worthless topics, which are all caused by students' life experience, knowledge accumulation, ideological level and environmental impact.

While inheriting the traditional Chinese education experience, Chinese teaching should adapt to the needs of social development, cultivate students' Chinese practical ability and innovative spirit, and finally cultivate the formation and development of students' Chinese literacy. Chinese teachers are the builders of the new Chinese curriculum. We must face up to these contradictions in the practice of new curriculum reform and new curriculum teaching, explore ways to solve these contradictions, actively, steadily, reasonably and orderly promote the new curriculum experiment in ordinary senior high schools, improve the quality of Chinese teaching in senior high schools and improve students' comprehensive Chinese literacy.

Of course, our era is an open era, an era of multicultural coexistence, an era of respecting individual development and advocating pioneering and innovation! Chinese textbooks in middle schools shoulder the historical responsibility entrusted by this era, and it is really difficult to do this work well. But we have reason to believe that as long as everyone acts, success will naturally get closer and closer to us! Our classroom teaching will be more and more optimized, and the teaching quality will be gradually improved.