How to carry out deep learning in primary school Chinese+blog

Deep learning provides new directions and ideas for effective classroom. Theoretically speaking, deep learning is a learning method based on constructivism theory. On the basis of understanding learning, learning subjects can critically learn new knowledge and new theories, and organically integrate their learning feelings, insights and insights into their original cognitive structure, thus improving their learning level, strengthening their learning ability, adapting to new situations, exploring new problems and generating new abilities. [1] is an inevitable requirement for effective and efficient learning.

In order to help students wander, imagine, create and develop in the beautiful Chinese world, and constantly attract students to engage in deep learning, we should make the Chinese classroom a strong "magnetic field" with sufficient magnetic force. Through the exploration of classroom teaching practice, the author found several effective strategies to promote deep learning:

First, multi-angle construction: to enrich the "magnetic field" of deep learning

Chinese teaching should "broaden the field of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, and broaden students' horizons, improve learning efficiency and initially develop Chinese literacy needed by modern society through the intersection, infiltration and integration of different contents and methods." Chinese curriculum should be open and full of innovation and vitality "[2]. To construct text teaching materials from different angles, we should not only make use of rich living resources, but also integrate students' subjective creation, so that students can become passive text "recipients" and become "creators" and "enjoyers" of texts.

1. Delete the word "complex" as "simple" and refine the title to highlight the word "essence". In order to let students enter deep learning and have personalized feelings, teachers need to extract the most essential core information (the "essence" with the most teaching and learning value) from the numerous information in the text, which can be a word, a sentence, a skill point, an emotional point and so on. Teachers can cut into the text construction through a precise and clear topic.

2. From "thin" to "thick", resource integration highlights the word "wisdom". Chinese teaching should guide students into life, read widely, broaden their horizons and broaden their horizons. In Chinese classroom teaching, teachers should not only pay attention to the stipulation of the text, but also supplement the teaching materials, expand the content, reorganize the materials, make full use of, rationally develop and effectively integrate various resources, and realize the continuous transcendence of teaching materials, classrooms and teachers themselves.

3. Change from "static" to "dynamic" and highlight the word "live" in practice. In order to further strengthen and internalize the content of the text, we can carry out some Chinese practice activities, such as being a small tour guide and acting a textbook drama. By studying texts with teachers and students and digging up language practice points, the activity process itself can become a rich curriculum resource. These activities urge students to apply language and internalize language, so that students can really integrate their learning feelings, sentiments and sentiments into the original cognitive structure, thereby improving their learning level, strengthening their learning ability, adapting to new situations, exploring new problems and generating new abilities.

Second, multi-directional activation: making deep learning "magnetic" stronger

The hierarchy of needs is a dynamic link in the internal mechanism of developmental teaching subjects' participation. Whether it is to stimulate students' reading expectations by using "new and different stimuli" that exceed students' expectations, or to dig up text gaps and carefully create expansion space ... Teachers care for children's innocence, satisfy their innate "four hearts"-curiosity, enthusiasm, competitiveness and creativity, and make deep learning more "magnetic" through various activations.

For example, when a teacher was teaching "Qingpingle Village Residence" (the first volume of the fifth grade of Chinese in the Soviet Education Edition), there was such a fragment:

Teacher: Reading Drunk Wu Yinxiang is Beautiful, you seem to see what Weng Tuo is doing and hear what they are saying.

(Students at the same table perform role simulation while imagining, and teachers and students perform on stage. )

Sheng 1 patted Sheng Er (Weng) on the shoulder: Old man, you have been the pillar of our family all your life. Now, how capable your three sons are!

Sheng 2 (Weng) took Sheng 1 (Eh) by the hand: you can do it, old woman. You gave me three good sons!

Teacher: In this way, the old couple chatted, which reminded me of a song: collecting bits and pieces of laughter along the way, sitting in a rocking chair and chatting slowly after arriving ... This situation can be condensed into one word, that is-

Health: May.

Teacher: Not only is she charming, but he is also charming. It's called-

Health: Just attract each other.

Teacher: How "drunk" I am, addicted to flattery!

What a wonderful teaching clip! Teachers guide students to enter the state, analyze and interpret on the basis of full imagination, which has a strong Chinese flavor.

Children's mind is the most unrestrained. Chinese teaching should inject infinite tension into the limited time and space in the classroom and enhance the vitality of the classroom. Teachers should make Chinese lessons more lively through various channels and let children learn while playing. We meet students' psychological needs and activate their learning needs. Why don't students naturally go to deep learning? Third, multi-level promotion: making deep learning "magnetic force" more sufficient

Practice has proved that we can continuously enhance our study of magnetism through the following four aspects.

1. Grasp a premise-deep participation and activate new knowledge.

In order to let students enter the state of deep learning, it is necessary to stimulate students' deep participation. Only with deep participation can the knowledge they have learned be activated. We can organize theme inquiry, theme expansion, demonstration and group discussion in class. For example, in the lesson "Terracotta Warriors and Horses of Qin Dynasty" (the second volume of the fifth grade of Chinese in the Soviet Education Edition), a tabular learning guidance plan can be designed. What kinds of terracotta warriors and horses can be introduced from the text? What are their characteristics? How did you grasp the characteristics and introduce them in detail? "Group cooperative learning is carried out in these aspects. In the classroom display, the depth of students' participation is evaluated from four aspects: the participation of students' activities, the depth of inquiry, the criticism of thinking and the generative construction.

2. Highlight a key point-think deeply and acquire new knowledge.

Whether students can think deeply in inquiry reading depends on whether the questions designed by teachers are accurate or not. It is necessary to lead students to experience the transformation from concrete to abstract, from local to whole, from micro to macro, and to temper theory to philosophy. It just gives students the direction of thinking, the space of thinking and the opportunity of development, instead of binding students' thoughts with standard answers.

For example, the article "My Grandfather's Garden and I" (the second volume of the fifth grade of Chinese in Jiangsu Education Edition) can design three levels of questions to guide students to gradually understand the emotions behind it through language and words, and summarize the reading strategies of this kind of style. The first level, walk into my grandfather's heart. When the students only realized grandpa's kindness from the sentence "Grandpa smiled, enough laughter", they asked, "Grandpa, grandpa, why are you laughing like this?" Aren't you angry that the ears of grain you worked so hard to grow were cut off by your granddaughter? "This question makes students deeply understand the special intimate relationship between grandparents and grandchildren and grandpa's childlike innocence.

The second level, pour out Xiao Hong's heart. After learning the text, I asked again, "After many years, Xiao Hong has grown up, and she has been wandering all her life. At this time, she remembered grandpa and this special garden and wrote this article. At this point, Xiao Hong was in her heart. What does she want to say to grandpa most? " This question makes students feel Xiao Hong's attachment to childhood, gratitude and nostalgia for grandpa.

The third level, experience the combination of form and spirit. After the second question was exchanged, I continued to ask: "What Xiao Hong wanted to say was not directly stated in the text. Where did she hide these words in the text? " This question leads students to go deep into the text, pay attention to the "between the lines, full of affection" in the text, and let students find deep gratitude and deep nostalgia for grandpa from the details, scenery and sentence-by-sentence description.

On the basis of these three levels of questioning, the teacher finally summed up the basic strategy of reading this kind of lyric prose: paying attention to every detail and description of every scene in the text and understanding the feelings behind it.

3. Grasp a key point-in-depth guidance and process new knowledge.

The classroom under the new curriculum concept is dynamically generated. How to make students sort out and process the dynamically generated new knowledge, and teachers' timely, moderate and moderate guidance are the key to promote students to enter deep learning. Teachers should have a wise heart, be the "midwife" of students' thoughts, and "deliver the baby" for the wisdom generated by students in classroom perception practice; We should also have a pair of "discerning eyes" to be the watchers of "classroom wheat fields", so that those seemingly insignificant "accidents" can promote students to reflect on collisions and constantly generate wisdom, and let "educational wisdom" become the fuse to ignite students' deep learning.

When I was teaching "Holding Mom for the First Time" (the second volume of the fourth grade of Chinese in Jiangsu Education Edition), I asked "Why is my mother so light?" Grasp the three "unexpected" in the text to start teaching. First, guide the students to find out how the author felt when he hugged his mother for the first time: "sadness" and "guilt", and guide the students to ask: Why is the author sad? Why do you feel guilty? Let the students read the text again and master the sentences in the text.

When the students realized that the author didn't expect her mother to be so light through the word "unexpected", the author asked in time: "My mother is right in front of me, and I know how much she weighs at a glance. How could the author not have thought of it? " Is the author's sadness and guilt just because he doesn't know the weight of his mother? "Students have realized:" The author doesn't care enough about his mother at ordinary times. ""The mother in the author's heart has always been the once strong mother, and now she suddenly finds that her mother is old and thin! ".At this time, the author guides the students to understand the sentences of the author when he was a child, and gradually guides the students into the hearts of the mother and the author, and realizes the great and filial feelings of the mother.

In this way, when students encounter learning doubts, teachers give timely guidance; When students expand their study, the teacher gives them appropriate supplements; When students have a sense of learning, teachers should give appropriate guidance, so as to realize the harmonious interaction between teachers and students in classroom teaching and let students flexibly sort out and process what they have learned. This is deep guidance.

5. Realize the deep development of extension and expand new knowledge.

In teaching practice, we should not only pay attention to solving isolated and individual problems, but also carry out in-depth secondary development of teaching materials and systematic design of teaching based on the understanding of teaching materials and learning conditions, so as to guide students to discover the internal relationship between text contents, expand their knowledge and seize the excellent opportunity of thinking expansion.

The author once heard of the open teaching of the second class of "The Swan Story" (the second volume of the fourth grade of Chinese in Soviet Education Edition), and the interlocking four-step design of the whole class is refreshing.

In the whole teaching design, the teacher first guides the students to reduce the story to a sentence, and then stacks the text content layer by layer, and deduces three ways to write the story. By comparing the three writing styles of stories, they can further understand the text content, the purpose and significance of the author's writing styles such as "scene description", "point-to-face combination" and "story-to-story", thus trying to help students construct the internal relationship between text meaning and form and expand the three-dimensional goals and ideas of curriculum reform.

As Mr. Cheng Shangrong put forward: Teaching reform must not stop at effective teaching, and the fundamental change of teaching lies in taking students' learning as the core, which is "let learning" [3]. Deep learning is participation, thinking, leadership and expansion. Through a variety of effective ways, let our texts really "live", let our children really "develop" and make our teaching really "efficient". This is our common pursuit! The road to pursuing the dream of deep learning is far from endless. Let's continue to explore with wisdom ...