What are the characteristics of Chinese teaching under the new curriculum standard? How to grasp and realize these goals in teaching?

Publisher: Chen Yingtian Date of publication: 20 11-05-1409: 04:15.0 (1) Grasping the characteristics of Chinese teaching under the new curriculum1,humanity 2, and humanity 2. This is determined by the characteristics of Chinese in Chinese class. Chinese itself is the main component of human culture and bears the heavy responsibility of inheriting human culture. The content of Chinese teaching itself is playing a role in people's spiritual field. In this sense, Chinese teaching has humanistic characteristics. In addition, the degree of acceptance of the language itself varies from person to person, that is to say, the content of reading the language is diverse. Some people say that there is 100 Hamlet for every 100 readers. In other words, the same Hamlet, in the eyes of different readers, can be interpreted as the Hamlet we know in our hearts. In other words, our understanding of Chinese reading content has a strong personal color, and different people will have different understandings. This is its diversity. In fact, it is the same person, at different times, in different spaces, for the same kind of reading. There will be different understandings, which is the multi-layer nature of understanding. For example, when we read Zhu Ziqing's Back and Back in our youth, we may only realize the father's deep love for his children. If we are still young, we may have to deepen our understanding of this love. If we reach middle age, we may be deeply moved by this love. When we get old, we may get caught up in it for ourselves. Therefore, even the same reading material, the reader's understanding will change because of the changes in his time and space. This is the multi-level feature of Chinese learning. The content itself has the characteristics of inheriting culture, and the knowledge is diversified and multi-level, which determines that the teaching of Chinese subject must have a strong humanistic color, which will inevitably be reflected in our classroom teaching. Reflected in our classroom teaching, it will show three characteristics: (1) has an edifying and infecting effect on students, which is determined by the teaching content of Chinese. As we said before, the teaching content of Chinese teaching itself plays a role in the spiritual field of people, so it will inevitably have an impact on people. We should pay attention to this influence and infection, which is different from ideological and moral education. In a sense, ideological and moral education has the characteristics of indoctrination, because a child may be blank at first in the process of forming his world outlook, so we will let him know the outside world through our education, which, together with his own practice, will form his world outlook. In Chinese teaching, it is different from ideology and morality, and it cannot be instilled or forced. It embodies a kind of "moistening things quietly", which is a kind of impregnation, that is, like a piece of cloth placed in a dye vat, soaked in it, slowly absorbing the color of the dye, and finally becoming the color of the dye. This is a kind of impregnation process. (2) Determining students' value orientation teaching content itself can play a directional role in students' value, which should include two aspects: ● The reading materials displayed in the life value orientation Chinese classroom are often traditional excellent works at all times and in all countries. In these excellent works, the noblest culture of mankind is displayed. For the receiver, it will inevitably affect the receiver's outlook on life and values, so it will have an effect on the receiver or student's life value orientation. Personally, I don't think it is the most important task of Chinese teaching. What is the more important task of Chinese teaching? It is a cultural value orientation. As a nation, we must have our own culture. This kind of culture has formed its own characteristics in the long-term inheritance process, and has formed a relatively fixed inheritance form through its own national language and popularity. In our Chinese teaching, it undertakes such a task. Therefore, through the teaching of Chinese, in short, it affects students' lifelong life value orientation and cultural value orientation. Generally speaking, it can also affect a nation's moral value orientation and a nation's cultural value orientation. We can imagine that it is precisely because generations of educators, especially those in China, have passed on the excellent culture of our nation and foreign countries to us step by step. If our teachers take a nihilistic attitude towards their own history and culture or excellent foreign culture in Chinese teaching, then our students will inevitably take a nihilistic attitude towards our national culture or foreign culture, which will be a very terrible phenomenon. This feature determines that we must be clear about our value orientation in classroom teaching, so as to determine the value orientation of students through our value orientation. (3) Pay attention to students' unique experience. As we said before, there is 100 Hamlet for every 100 readers. Therefore, students' experience of Chinese reading materials in Chinese learning should be said to be unique, and we should also respect this uniqueness. In our Chinese teaching, it often happens that understanding articles or paragraphs requires consistency, which is actually against people. Chinese teaching is different from science teaching, which emphasizes consistency and uniqueness. For example, in our arithmetic teaching, one plus one equals two, and you can't draw other conclusions. If you draw other conclusions, your understanding will be problematic. However, in Chinese classroom teaching, we should not only encourage students to be teachers, teaching materials and teachers, but also encourage students to have their own unique experience and powerful personality. 2. Practice Classroom Our classroom should be a practice classroom, because our language itself is the most important teaching aid, so it determines that Chinese teaching has instrumental characteristics. We can understand that the four main abilities of Chinese are listening, reading, speaking and writing. Listening and reading are information reception, while speaking and writing are information output. The reception and output of this information constitute interpersonal relationships. When it comes to the instrumentality of Chinese, what is reflected in our Chinese class is a strong practical feature, which is embodied in two forms: (1) paying attention to cultivating students' Chinese practical ability. In our Chinese class, we should always insist that our students should cultivate their Chinese practical ability, specifically the ability of listening, reading, speaking and writing. The success of class often depends on whether students can improve their communicative competence in class. Many Chinese teachers tend to regard the Chinese classroom as a stage to show their talents and academic accomplishment, which is wrong. Classroom should be a position to cultivate students' Chinese literacy and a stage to show students' Chinese literacy. On this stage, the teacher should be the director under the stage, not the actor on the stage, and the actor on the stage is our student. For another example, if our classroom is an arena, then it is our students who show their talents in the arena, that is, students are athletes and teachers should be coaches under the playground. Teachers' teaching talents and talents should be reflected through the comprehensive display of students' Chinese literacy. (2) The teaching of Chinese knowledge highlights its practicality, which is obviously different from traditional teaching in Chinese teaching. We know that in traditional teaching, we attach great importance to the teaching of Chinese knowledge, emphasizing the systematization, standardization and order of Chinese knowledge. Therefore, when students learn Chinese, they should start with morphemes, then talk about words, phrases and sentences, which are divided into simple sentences and complex sentences, then talk about sentence groups, then talk about chapters and then talk about the full text. From the point of view of simply learning language composition, this is necessary and necessary. The new curriculum standard puts forward a special requirement, that is, it does not emphasize the systematicness and integrity of Chinese knowledge. I think this is very important, because at this stage, in the process of learning Chinese, our students mainly master some basic methods and can skillfully and successfully use their mother tongue, and the systematic knowledge of the language itself needs to be learned by experts who specialize in language research. But we don't deny the role of knowledge itself in the formation of Chinese ability, so I propose here to attach importance to the teaching of Chinese knowledge and highlight its practicality. How to understand usability? It can be seen from two aspects: ● What students have learned can be applied to the actual language use process. ● The learned knowledge can be accepted and used. From the application point of view, it may be useful from morpheme to text structure, but it may require students' cognitive ability to be very high, which is out of the cognitive level of our compulsory education students. So this use emphasizes that for students, he can still use it and will definitely use it. That is to say, for students at this stage, the knowledge taught must be practical. We can prove this point through the practice of teacher Mao's imparting knowledge in the text "Feeling Nature, Expressing Nature". Let's take a look at the fragments of teacher Mao's classroom teaching. Just now, we saw how Mr. Mao taught writing knowledge in classroom teaching. Writing in students' Chinese practice, some things may be naturally acquired, that is to say, in the long-term mother tongue environment, in the long-term mother tongue reading, some things are naturally formed, but as a classroom teaching of Chinese class, we can't simply rely on this naturally formed foundation. Of course, this natural foundation is a favorable condition that we must make use of, and the classroom teaching of Chinese class must impart corresponding knowledge. In her classroom teaching, Teacher Mao has taught the corresponding writing knowledge, which should be said to be very useful and useful for students to write the corresponding content at this stage. The practice of this course proves that students can quickly use what Mr. Mao taught and practice in this way in writing practice, so the gains from writing are obvious. To sum up, the practicality of Chinese classroom teaching should be reflected in two aspects in our classroom. One is to cultivate students' Chinese practical ability, that is to say, the classroom should be a classroom for students, a classroom for students to fully engage in activities, and a classroom for students to form their abilities and show their literacy. In addition, it should also be on the issue of forming ability. What we want to emphasize is the availability of knowledge, not the systematicness and completeness of knowledge. When it comes to the practicality of Chinese knowledge teaching, we should also pay attention to the difference between it and related disciplines. For example, compared with philosophy and history, which are also humanities, history and philosophy are also humanities, but the knowledge of these two disciplines pays more attention to the systematicness and integrity of knowledge. For example, philosophy has a corresponding internal knowledge system and knowledge structure, while history. Similarly, compared with science, scientific knowledge emphasizes gradual progress, the connection between the front and the back, and the foundation of the front for the back, that is to say, the systematicness and integrity of knowledge should be emphasized. As a Chinese subject, the main knowledge still emphasizes its ease of use. Speaking of which, I emphasize a problem. Chinese classroom teaching under the new curriculum standard, on the one hand, should pay attention to the usability of knowledge, but at the same time, it should also pay attention to the traditional teaching in the past. This emphasis on the knowledge system and integrity needs adjustment and innovation, and we can no longer teach our students the Chinese knowledge system as a whole according to the past practice, which will seriously increase the burden on students. Therefore, Chinese teaching should attach importance to students' practice and the availability of knowledge, and pay attention to the availability of Chinese knowledge in Chinese practice activities, so as to cultivate students' Chinese practical ability, that is, the ability of listening, reading, speaking and writing. 3. Nationalized classroom teaching Our Chinese course itself is a mother tongue teaching course. The language students learn comes into contact with Chinese from the time they study. When we teach students Chinese, he is not a blank sheet of paper. Carrying out our teaching on the basis of certain accumulation determines that Chinese classroom teaching has the characteristics of nationalization, and at the same time, our language itself has a strong nationalization color. This color, which is only available in Chinese but not in other languages, will inevitably affect Chinese classroom teaching and some characteristics of Chinese classroom. Therefore, Chinese classroom should also be manifested in two aspects: (1) highlighting the characteristics of Chinese, which should first be reflected in our knowledge teaching, such as writing and literacy teaching. Should fully reflect the characteristics of Chinese characters and Chinese. For example, when recognizing Chinese characters, the most prominent word-formation method of Chinese characters is pictophonetic characters, and if students can master the characteristics of pictophonetic characters, it will be of great help for them to recognize characters, distinguish shapes and distinguish meanings, which is determined by the characteristics of Chinese characters. Similarly, in reading teaching, nationalized Chinese also has its distinctive characteristics. For example, in reading, sometimes we may not know some words or fully ponder their original meanings, but this does not affect our reading of articles, paragraphs or even this sentence, which includes guessing means in Chinese reading. This guessing reading, according to the above and below, is that we must embody or highlight the characteristics of Chinese in Chinese teaching, and use it to assist our teaching and help our teaching. (2) Pay attention to the cultivation of language sense and the overall ability to grasp reading materials. First of all, we should cultivate a sense of language: among us in China, Chinese has some distinctive features, which makes it one of the most difficult languages for many foreign students to learn. Why is it so hard to learn? Because of the ambiguity of Chinese, such as the ambiguity of words, it is very characteristic. There is a joke. A foreigner heard a neighbor tell his child that "go to the street to make soy sauce for me", and he asked what soy sauce meant. Neighbors told him that making soy sauce means buying soy sauce. As a result, the foreigner's light bulb broke. He said to the child, "Go to the street and make a light bulb for me." The child said, "Can you make a light bulb?" He said: "I can fight, I have money, you fight." As a result, after the child broke the light on the way, someone else came to the door. The child said, "He asked me to fight. He said he had money." He said, "I told you to buy a light bulb. How did it break? " He doesn't know that the word "big" means to buy in the context of soy sauce, but it doesn't mean to buy in the context of light bulbs. Similarly, a quantifier and the word "strip" are usually used to define a fish, a fish or a ribbon. It seems inappropriate to use it to describe people, but in a specific context, such as Water Margin, there are 108 heroes. This is the richness and fuzziness of Chinese language expression, and some language expressions are implicit, which is also very intriguing and implicit. For example, Ouyang Xiu's Drunken Pavilion is full of joy from beginning to end, which makes you feel that the author is happy, but in fact, the author is not. He was demoted. What are you happy about? He was sent outside the capital. What are you happy about? What are you happy about coming to a barren land? He doesn't have coke, but he can't write that he is unhappy. If he wants to write that he is unhappy, his life will be very hard when the article reaches the emperor, but he must express this feeling. what should he do ？ What he wrote was not sadness, but Syaraku, but behind every word of his music, you can feel the sadness of his life situation and his talent. But at the same time, he melted this sadness into a higher realm, that is, sharing happiness with the people, so that personal sadness and people's happiness can be integrated and dissolved, which his articles failed to do, so we must understand this implication by trying to figure out his potential meaning. This characteristic of Chinese determines that in classroom teaching, we must cultivate students' language sense ability and overall grasp of reading materials. At this point, it is also a place where traditional teaching is ignored or even failed. In our traditional teaching, we learn the basic methods of classroom teaching in the Soviet Union, that is, Kailov in the early 1950s, who divided the reading teaching into several pieces. Start with the background of the times, then introduce the author, then read, then teach words and phrases, and then analyze the article, and analyzing the article is often to segment and summarize the meaning of the paragraph. On the basis of summarizing the meaning of the paragraph, then summarize the center. A good article is dismembered alive in the process of summarizing the meaning of a paragraph by paragraph. In reading, from the reading itself, we don't mean to divide the article into several paragraphs when reading, what does it mean. First of all, we should grasp the whole article. In the grasp and feeling of the whole article, we had a dialogue with the author and we had an exchange. We know what the author wrote and what he wants to express in this way. This is the original feature of reading. Reading is a dialogue, not dismembering him. Therefore, we must attach importance to students' overall ability to grasp reading materials and cultivate their ability to think and appreciate language materials. We talked about the understanding of the characteristics of Chinese teaching under the new curriculum standard from three aspects: humanized classroom teaching, practical classroom teaching and nationalized classroom teaching. Next, talk about the understanding of Chinese teaching objectives under the new curriculum standard: a remarkable feature of the new curriculum standard. The goal of Chinese curriculum needs to be designed according to three dimensions: knowledge and ability, process and method, emotional attitude and values, which is different from the previous syllabus and embodies the characteristics of Chinese education. We must design, implement and evaluate our teaching from three dimensions: knowledge and ability, process and method, emotional attitude and values. What is our understanding of these three dimensions? Let's look at the expression of curriculum objectives in the new curriculum standards from three dimensions: in the new curriculum standards, curriculum objectives are always expressed in ten ways. Among these ten expressions, the first to fifth define the goal mainly from two dimensions: emotional attitude and values and process and method, and the sixth to tenth define the goal from the perspective of knowledge and ability, but the first to fifth focus on emotional attitude and values and process and method. There is no queuing knowledge and ability, but it also contains knowledge and ability. Similarly, the curriculum objectives of six to ten focus on knowledge and ability, but also include emotional attitudes and values, as well as processes and methods. We might as well give an example to analyze it: in the first article of the Chinese curriculum goal, it is stated like this: in the process of Chinese learning, cultivate patriotic feelings and socialist moral quality, gradually form a positive attitude towards life and correct values, and improve cultural taste. It can be seen from this statement that it emphasizes the gradual cultivation in the process of Chinese learning, but actually emphasizes the process and methods. When it emphasizes the learning process and gradual formation, it actually puts forward goals from the perspective of process and method. The ultimate goal it achieves is to cultivate patriotic feelings and socialist moral quality, and actually puts forward goals from emotional attitudes and values. Similarly, in the third article, it is proposed to cultivate the emotion of loving the language and characters of the motherland, develop self-confidence and good habits in Chinese learning, and master the most basic Chinese learning methods. This involves methods. Similarly, there are emotional attitudes and values behind the method. The Chinese learning method involved in the method itself is inseparable from the corresponding knowledge. Therefore, although article 1-5 is mentioned from two aspects: process and method, emotional attitude and values, it also permeates the relevant factors of knowledge and ability, while article 6- 10 is mentioned from the perspective of knowledge and ability, but it also permeates some modal attitudes and values as well as the contents of process and methods, such as article 7: having the ability to read independently, paying attention to emotional experience and being rich. Learn to use a variety of reading methods, you can initially understand and appreciate literary works, be influenced by noble sentiments and tastes, develop your personality, enrich your spiritual world, and read simple and easy classical Chinese with reference books. The total amount of extracurricular reading in nine years should be more than 4 million words. In this goal, we can see that it involves more knowledge and ability, such as learning to use reading methods, but it also includes emotional attitudes and values, such as paying attention to emotional experience and being influenced by noble sentiments and interests. Therefore, we should correctly understand the curriculum objectives proposed by the new curriculum standards from three dimensions. This understanding is discussed from two aspects: 1. Pay attention to horizontal coordination. The so-called horizontal coordination means that the three dimensions are relatively independent and blend with each other. Relatively independent because knowledge and ability are more focused on learning. From the student's point of view, his main task is to study. Learn what? Learning knowledge and ability is defined from the perspective of learning, and the process and methods are mainly put forward from the perspective of students' application of knowledge, that is, in the process of learning and application, we should emphasize a learning process and master the corresponding methods, while emotional attitudes and values focus on students' experience, that is to say, what are the emotional attitudes and values formed by students in the process of reading and forming their abilities? These three are relatively independent, so they are different. Knowledge and ability focus on learning, processes and methods focus on application, and emotional attitudes and values focus on experience. This is their relative independence, but at the same time they blend with each other. Its blending performance is that knowledge and ability are often formed in the process and method, that is, students master the corresponding knowledge and methods in the process of learning. He has formed his own ability, so he is often closely combined with knowledge ability and process method, and his emotional attitude and values are often formed in the process and method. That is to say, in the process of reading, writing, thinking and applying knowledge, students form their own emotional attitudes and values towards their own national language and their own values of life, so these three are intertwined. Of these three, as a teacher, we should pay more attention to the process and methods. From my analysis just now, we should realize that knowledge and ability are formed in processes and methods, and emotional attitudes and values are changed. This is our understanding of the relationship between the three dimensions. Therefore, in our teaching practice, when we formulate our own teaching goals, we must pay attention to the fact that the goals are formulated in three dimensions, which are relatively independent and intertwined. At this point, let's take a look at how Mr. Yuan designed the teaching objectives in his "Back" teaching and how it was reflected in the teaching objectives. 6? 7? 6? In Miss Yuan's goal just now, we can see that her goal includes not only the elements of process and method, but also the elements of emotional attitude and values, as well as the elements of knowledge and ability. She requires students to have the corresponding ability. Only with this ability can he realize this kind of emotion in the text, and the formation of this ability and the acquisition of emotion are formed in its process. So the setting of this teaching goal is. 2. Pay attention to the vertical order. The vertical order is reflected in the fact that the curriculum objectives themselves are gradual and hierarchical. In the new curriculum standard, the curriculum goal is put forward in years, according to several stages of primary school and corresponding stages of junior high school. Judging from our teaching, we can't teach from grade one to grade nine in primary school. In our own classroom teaching, it doesn't mean that the requirements of junior high school are relative and fixed, but also should be hierarchical. This should also be manifested in: in the process of teaching, in the process of designing our own teaching objectives, we should also follow the requirements of the three dimensions of the new curriculum standard step by step, and constantly improve students' knowledge and ability and change their emotional attitudes and values in our teaching process. Therefore, in teaching, as a teacher, first of all, you should read all six books from grade one to grade three or grade seven to grade nine, and understand the overall requirements of the whole teaching stage according to the requirements of the new curriculum standard. On this basis, you should break down its general requirements into three grades, six semesters and each book. As for each text, let students improve step by step in the learning process of each text, each unit and each book, and our goal setting should also reflect its convergence and echo. The setting of the previous goal, the same goal, may be shallow, with the same requirements, and the angle may be one aspect. When the next unit appears again, it will have the same goal. Its level may be a little higher, the same goal, its angle may change from one aspect, so that we can let our students constantly improve their ability and language literacy from the spiral, and also understand the same problem from different angles and aspects, so as to improve themselves. Therefore, in setting teaching objectives, we should not only pay attention to the horizontal coordination, that is, the coordination of three dimensions, but also pay attention to the vertical order, that is, the mutual care between units, the mutual care, mutual improvement and mutual promotion between books and grades, which should be done well in the preparation of teachers, otherwise your Chinese teaching will enter another situation, that is, scattered and chaotic, which is also a phenomenon that Chinese teaching should not appear. We have just started from the first step of Chinese teaching design, that is, correctly understanding the new curriculum standard, and from this perspective, we have talked about the understanding of the characteristics and objectives of Chinese teaching under the new curriculum standard. To sum up, we must realize that the Chinese classroom under the new curriculum standard should have the characteristics of humanism, practicality and nationalization, and we should fully realize the Chinese teaching objectives under the new curriculum standard. In order to improve students' Chinese literacy in an all-round way, we should also note that the new curriculum standard sets our classroom teaching objectives according to three dimensions: knowledge and ability, process and method, emotional attitude and values. These three dimensions are independent, interpenetrating and blending with each other, and we should also realize that these three goals should be gradually improved. Only in this way can we truly have an accurate positioning of the new curriculum standards and discuss them in the future Chinese classroom teaching practice.