How to teach high school Chinese self-reading classes under the new curriculum standards

Chinese textbooks designate at least half of the texts as self-reading texts. This is not a reform in name (from the previous "reading texts" to "self-reading texts" but based on the requirements of quality education , more clearly puts forward an important task of Chinese teaching, that is, cultivating students' ability to read on their own and use the knowledge they have learned to take exams. The "New Curriculum Standards" require us to "correctly grasp the characteristics of Chinese education and actively advocate independence and cooperation." , inquiry-based learning methods, and comprehensively improve students' Chinese literacy according to the goals of knowledge and ability, process and method, emotion and attitude values; at the same time, according to the tasks of high school Chinese education in the new era and the requirements of students, we strive to reform the curriculum Content, structure and implementation mechanism. So, under the guidance of the "New Curriculum Standards", how should we teach self-reading Chinese courses in high school Chinese textbooks? Now we will extract several methods that have been explored in teaching practice and put them aside.

1. Teachers can self-reform and reshape self-reading texts based on teaching requirements and teaching objectives.

In the new high school Chinese textbooks, not only the capacity of self-reading texts has increased, but the length has also increased. Faced with the current situation that the text length has remained unchanged and the capacity has increased, our front-line teachers are often at a loss to follow the teaching method of rhyme. Most of the self-reading texts are always arranged for one class period. We deal with them according to the teaching reference in one class period, but the effect is often not very good. After teaching, students are not deeply impressed by the text, and the transfer of knowledge and the cultivation of abilities are greatly reduced.

The new curriculum standard advocates that we "strive to reform the curriculum content, structure and implementation mechanism", then we can completely reshape the text based on its teaching requirements and goals, High School Chinese Volume 3 , the article "Beautiful Legs and Ugly Legs" in the Chinese and foreign reasoning prose unit, the initial syllabus starts from the central point of view "treating the same thing with different viewpoints and different influences, and the difference between joy and pain in life is here", and then gives examples. Everything in the world has two sides, "so that different attitudes form different characters. Pessimism, optimism and their influence are finally concluded with the metaphor of beautiful legs and ugly legs. If explained according to this, the article is too easy to be confused with an argumentative essay. Get this For the text, we will combine it with our academic background and the characteristics of rational prose to reshape the text: the title is Beautiful Legs and Ugly Legs, starting from the paragraph where the title appears in the last paragraph of the article, people regard things in the world as beautiful legs and ugly legs. Differences in attitude form optimistic and pessimistic people and their impact, and then return to the central point at the beginning of the article: "Treat colleagues with different opinions, different influences, and different lives." After reshaping the text in this way, first of all, in the explanation process, " The person pronoun "I" naturally integrates emotion into reason, highlighting the characteristics of reasoning prose - "the blending of emotion and reason". Secondly, our students are more likely to think of the role of the title "Beautiful Legs and Ugly Legs" in the reshaped text, and can A more realistic understanding of the writing characteristics of reasoning prose will help students completely distinguish the literary misunderstanding that rational prose is equivalent to argumentative essays. In addition, this treatment of the text will also facilitate the design of our subsequent teaching sessions.

2. The design of the "problem format" teaching link facilitates the organic integration of self-reading text learning, reading and test-taking, further improves students' ability to apply the knowledge they have learned to solve problems on their own, and also stimulates students' self-reading interest.

"Beautiful Legs and Ugly Legs" has far-reaching implications. If it is taught according to the traditional method, it can easily be confused with argumentative essays. If it is completed in one class, it will only be understood at a relatively superficial level, so that it will not be possible to explore this topic. The philosophical reasoning and the deep meaning of humanistic value in this beautiful reasoning prose. On the other hand, there is no distinction between self-reading and lecture reading in traditional lectures, which is not conducive to paying attention to the student body and restricts students' ability to mobilize the knowledge they have learned to solve problems on their own. The "New Curriculum Standards" pointed out: "Pay attention to cooperative learning and develop the habit of mutual discussion. Be willing to exchange your reading appreciation experience with others and show your reading achievements." Therefore, in teaching, I adopted the question form as the core , using an integrated approach of listening, speaking, reading, discussing and writing, so that students can become the real masters of classroom learning and achieve real results. The specific operations are as follows

Preparation before class:

1. Prepare one day in advance and arrange a preview so that students can become fully familiar with the text.

2. Preview and complete a short composition once a week. It is not necessary to cover everything, but it is necessary to explain in depth a certain revelation that the article has given you.

3. Exchange, exchange and read within the group.

Classroom operations:

1. Use beautiful paintings and splash ink, let students talk about their feelings, and the teacher will control the time and guide. Those who lament and those who praise have different mentality and aesthetics. A peek into their daily mentality and excitement will allow students to initially perceive the importance of "mentality".

2. "Question form" is the core, mobilizing students' independent cooperation abilities in reading, talking, discussing and writing.

A. What does the Beautiful Legs and Ugly Legs instrument measure about people’s attitude towards life? (omitted)

B. Franklin gave us some examples of beautiful and ugly legs in life. Things? (omitted)

C. How do people treat the good and bad aspects of the same thing? (Details)

D. How to identify optimism and pessimism (Details)

E. What is the impact of pessimism? (Details)

F. As a rational prose, what points of view are expounded? What writing techniques are used to integrate emotion into reason? (Details)

G. Why "Beautiful Legs and Ugly Legs" 》as the title? (omitted)

3. Introduce Franklin

Use wall charts and "first time" parallels to introduce the author, connect the ideas in the article with the author himself, and greatly Aroused students' interest.

The question format is designed so that students in class can filter information independently. Collaborative exchanges and discussions and consciously mobilizing one's own "knowledge base" in the process of teaching and learning. Cultivate and improve their reading ability through independent cooperation. On the other hand, in the process of screening information, students constantly understand which part of the exam should be read intensively and conversely, which part should be read roughly as a specific style of writing. Under the guidance of teachers, students can better integrate with the "reading" questions in the exam.

The traditional classroom is a kind of operational teaching and a kind of "dead teaching". In this teaching process, students are indoctrinators and victims of mechanical and cumbersome training. This teaching method destroys students' imagination, thinking ability, creativity, personality, and aura. Secondly, in human nature, inquiry and creativity are one of the important natures of human beings. Therefore, in the face of the teaching of self-reading texts in high school Chinese, teachers should participate more in discussions and exchanges with students as a learner, so that students can feel the joy of subjectivity, creativity and challenge of learning. Starting from the teaching method, we once again give children their due nature, making our Chinese courses more lively because of the multi-dimensional dialogue system.