How to carry out humanistic elements and China elements in the text

First, the definition of the concept of "China element"

What exactly is the "China element"? I believe that many front-line teachers who have just contacted the teaching materials compiled by the Ministry will definitely ask such a question. So, first of all, we need to be clear about this concept.

"China Element" sounds strange, but it is not a brand-new concept. First of all, we must understand what "elements" are. The meaning of "want" is necessary and indispensable. The explanation in Modern Chinese Dictionary is: the necessary factors that constitute things. Then, literally, the "China element" is a necessary element that students must master in Chinese learning. From the content: characters, words and sentences, the most basic Chinese knowledge contained in the text; Rich Chinese writing, reading, writing, aesthetic, oral communication and other skills; Good study habits and effective study strategies ... all belong to the category of "China element".

Second, the presentation of the "China element" in the textbook.

So how are these elements presented in the textbook? In the teaching materials compiled by the Ministry, there are many small signs of "reminder" in the text and Chinese garden, most of which are in first-person language, which is friendly and easy to read, and students are interested. For example, in order to implement the new curriculum requirements of "let students understand the meaning of words in context", this textbook has such an arrangement:

In the article "The Tree and the Magpie" in the sixth lesson, the second section is "The tree is very lonely, and the magpie is also very lonely". There is a small requirement under the word "loneliness": after reading the first paragraph, you know the meaning of "loneliness". The first section "There used to be only one tree here, and there was only one bird's nest in the tree, and there was only one magpie in the bird's nest." In the first section of Rebate, imagine the situation of trees and birds, and it is not difficult to understand the meaning of "loneliness". Still in the sixth section of lesson "It's going to rain" in the book 14, Xiaoyu said, "It's going to rain, and the water is stuffy. Let's get some air on the ground. Little white rabbit, go home quickly, and be careful to get wet. " Here is another hint: after reading this paragraph, I know the meaning of "boring". In this textbook, two designs are designed, one is to understand the meaning of words in context, and the other is to understand the meaning of words in connection with the above. This ingenious design pays attention to the goal of the year and the thinking ability, which is conducive to students' real understanding and learning the method of understanding words in context, and the design is ingenious.

There are more signs in the Chinese Garden, such as "You can use radical search to find unfamiliar words", "I also know a lot of words from train tickets" and "What does a chef mean? Let's use Pinyin to look it up in the dictionary, which provides a breakthrough for the development of students' Chinese literacy, and the teacher also makes clear the direction of textbook interpretation and classroom teaching.

At the same time, many "China elements" are designed and distributed in the after-class exercises of each text. Not only have knowledge points, but also have the ability to train points. For example, there is such a topic after the second book of the second grade of the Ministry, The Cradle of Ancestors.

Read the text aloud and pay attention to the questions in section 2-3. According to this after-class exercise, we can make clear a teaching goal of this text: read the text correctly and smoothly, and read the speculative tone. At the same time, this is also the language element that this class needs to implement. With the tips of after-school exercises, teachers will naturally regard them as difficulties in teaching, reminding students that ancestors may do this or that in the cradle. It's all up to the author's guess, so the tone should be raised when reading aloud. Song of Surnames has requirements after class: you can introduce your surname in different ways. Combine knowledge points with ability training to cultivate students' oral communication ability. It is not difficult to find that through after-class exercises, front-line teachers can more accurately find the "China elements" that need to be implemented, so that teaching is no longer blind and disorderly, which is more important for young teachers.

Third, implement the "China element" in teaching activities.

The clear presentation of "China element" has greatly solved the problems of what front-line teachers should teach and what students should learn when facing textbooks. So how to ensure the effective implementation of "China Element" and how to carry out teaching activities in the classroom teaching process? What adjustments have been made in teaching strategies? I think we should do the following:

(A) based on learning, clear goals

The "China element" in the first learning period has no corresponding unit lead, which requires teachers to fully interpret teaching materials, flexibly arrange teaching contents and organize teaching activities according to the design of "China element". Therefore, teachers need to set clear teaching objectives according to students' learning situation.

The learning of the same "China element" is gradual, and there will be deeper requirements at different learning stages. For example, the arrangement of "sorting out the context of the article" in the textbook is gradual. Starting from the first volume of the second grade, Cake for a Thousand People, with the help of illustrations, this paper talks about what labor is needed to make a cake for a thousand people. This article gives students a clear model. In the second lesson of "Spider Shop", students need to complete a table model according to the text content, and then talk about the process of spider shop according to the model, so as to clarify the context of the article. It is not difficult to find that the same is to sort out the context and improve the teaching objectives step by step from second to second. In teaching, front-line teachers should find and follow the continuation and progression of goals, design effective teaching activities and start teaching.

(B) relying on the objectives, to start teaching

The learning of "China Element" depends on clear goals, such as I am teaching Grade Two.

In the next lesson "Cradle of Ancestors", there are two requirements for after-school exercises. One is to imagine what people would do in the cradle of their ancestors. Say it according to section 2 or 3; There is another word that needs reading and attention: picking wild fruits, picking mushrooms, digging wild vegetables and other verb-object phrases. In teaching, I study around the cradle of "fun", take students as the center, follow the cognitive law, and find the characteristic language of verb-object phrases in reading. According to the age characteristics of junior students, various visual methods are adopted, such as: looking at pictures to connect word meanings, font evolution, action performance and so on. Experience the wonderful use of verbs. The students are deeply impressed by their happiness in middle school. Accumulate language, expand practice, and then imitate phrases, so as to start learning step by step, which reduces the difficulty but improves the actual effect. Enhance students' understanding and memory of verb-object phrases. In teaching, students use their imagination to write imaginative phrases such as "counting stars", "catching mammoths" and "painting murals". It can be seen that the design of this link not only conforms to the learning situation, but also develops students' Chinese literacy. Then I asked the students to write poems, read the text back with the phrases just written, and transfer the verb-object phrases in the context of the text. The whole class takes "discovery-learning-application" as the main line, and gradually guides students to experience the cognitive, awakening and creative process of speech. Stick to the goal of this lesson, highlight the teaching focus and gain a lesson.

(C) pay attention to the internal relations between the various elements

Literacy, writing, reading aloud and accumulation are important contents in junior high school reading teaching, but the study of these contents is not isolated. Teachers should combine these contents organically in the teaching process. For example, when teaching "Animal Kingdom Congress", teachers can design reading for different roles, experience different intonations of different roles and cultivate students' reading ability. At the same time, reading aloud can increase comments between students and improve students' oral expression ability. A variety of abilities * * * develop together.

Chinese learning is not a simple and boring knowledge imparting and ability training. We should also pay attention to the setting of teaching situation, so that Chinese learning can get rid of boring stereotypes and become an interesting aesthetic process. Let "China Element" take root and sprout in students' minds, and blossom and bear fruit.