Freshman Chinese essay sample

Chinese is only used as the name of a subject. It does not refer to language or a communication tool. It represents a culture. Now I will share with you a sample freshman Chinese essay. Come and enjoy it with me. Sample essay for freshman Chinese language essay Part 1

A brief discussion on comprehensive Chinese learning

Abstract: In the new curriculum standards, the "Chinese Curriculum Standards" emphasize the cultivation of students' Chinese literacy and The mastery of scientific thinking methods requires that the arrangement of teaching materials be open and flexible. In addition to leaving space for local governments, schools and teachers to develop and choose, it is also necessary to leave room for students to choose and expand to meet different needs. Student learning and development needs. Use educational resources such as schools, families and communities to carry out comprehensive learning activities to broaden students' learning space and increase students' opportunities for language practice.

Keywords: brief discussion; Chinese synthesis; learning

Based on the above overall requirements, I think how to truly realize the concepts in our textbooks in our Chinese teaching? Comprehensive learning? The development and utilization of this link is something that every Chinese teacher should attach great importance to.

In our traditional Chinese teaching, the overall situation is to emphasize textbook teaching, neglect extracurricular activities, emphasize teacher analysis, neglect students' practice, emphasize students' written homework, and neglect students' oral training, and the new curriculum standard is exactly this In response to such shortcomings, the link of comprehensive learning of Chinese has been set up. So how can we do a good job in comprehensive learning of Chinese? I would like to share some brief opinions based on my own Chinese teaching:

1. Teachers must first have a correct enough understanding of "comprehensive learning"

Comprehensive learning, as a part of Chinese teaching in the new curriculum reform, has its practical significance to list it separately. Each unit of our Chinese teaching has a column about "writing-oral communication-comprehensive learning". In the words of the editor, it is "comprehensive learning again and again, a spiritual adventure that will keep you lingering for a long time." So comprehensive Learning is also an adventure activity in Chinese language travel. If our teachers ignore its educational significance as a spiritual adventure in the activity, it will be a breach of responsibility. In other words, students will lose the ability to comprehensively apply Chinese knowledge and develop listening, speaking, reading, and Writing skills, communication language courses and other courses, opportunities to closely integrate book learning and practical activities. At the same time, comprehensive learning is also designed with the purpose of emphasizing students' cooperative spirit and paying attention to cultivating students' planning, organization, coordination and implementation abilities. It advocates cross-field learning and learning combined with other courses.

2. Teachers pay attention to and guide students in the collection and development of extracurricular secondary resources

This includes two main aspects. The first is the collection and development of extracurricular resources by teachers themselves. The second is the collection and development of extracurricular course resources by students themselves using their own opportunities to come into contact with life.

The Chinese language course resources are very rich. In addition to in-class resources, such as textbooks, teaching flipcharts, reference books, other books, newspapers and periodicals, movies, etc., there are also many extracurricular resources that can be used, such as : Natural scenery, cultural relics, customs, family life, daily life topics, etc., as well as bits and pieces scattered in other subjects, all kinds of knowledge may become pearls and diamonds in our comprehensive study. This requires us Teachers and students must be thoughtful people who are good at learning to observe, learn to listen, learn to record, learn to think, and use a Chinese perspective to examine and organize.

Each of us is a social person. Every word, deed, and thing in social interactions and social activities may become the subject or topic of our comprehensive Chinese language learning. This is what we always do. Outside of the journey of life, Chinese language learning itself not only guides students to appreciate the far-sightedness and brilliance of Mao Zedong, a great man of a generation, but at the same time we can appreciate the beauty of winter in Hebei.

For example, when our students communicate with neighbors, we can also guide students to figure out the demeanor, movements, language, and living habits of the people around them, so as to enhance their observation and thinking abilities, as well as their relationship with certain characters written by our famous writers. , that is, we must not only learn to connect Chinese with life, but also learn to peek into Chinese from life.

3. Pay attention to the development of practical activities. Practice is an effective way to transform textbook knowledge into your own knowledge.

Through practice, our learning can not only acquire practical perceptual knowledge, but also Let students systematically test the authenticity of textbook knowledge, so that students can transform abstract and subjective things into figurative and objective understanding. It is also conducive to students' effective training and improvement in all aspects of body and mind, so we learn Chinese It is also necessary to "communicate" inside and outside the classroom, make full use of educational resources such as schools, families and communities, carry out comprehensive learning activities, expand students' learning space, and increase students' opportunities for Chinese language practice. Of course, the development of comprehensive Chinese learning activities is not a practice where I simply step out of the classroom and engage in an autumn outing, spring outing, or participate in group activities. Each of our Chinese teachers must be fully prepared and carry out planned, purposeful, step-by-step and measured practical activities in conjunction with the current stage of Chinese subject teaching. For example, we are organizing students to study the sixth unit of the ninth grade volume: Talking about romantic figures through the ages. This comprehensive learning topic is because it has three activities to choose from, namely - Who can compete with the romantic figures? It is required to list ten Choose an idol in your heart and add a 100-200-word introduction; the second one is to spread the great achievements to other countries. You are asked to choose one or two historical figures you love and admire, tell their deeds and summarize their qualities in friendly games; the third one is to educate the East China region with pride. In Chapter 1, each person should choose his or her favorite poems and try to read them aloud with full emotion and feeling, so as to feel the feelings of the romantic figures. Judging from the three activities, they all focus on allowing students to find "romantic figures" from historical materials and ancient Chinese classics. Usually we can guide students to find them from historical textbooks and historical stories, call the library to search, or enter relevant information online Search for keywords such as "historical hero or heroic story", which may not have much impact on the character's effect. In fact, as far as the current knowledge reserve of middle school students is concerned, some students may be able to complete this work without checking any information, but its practical significance is not very good or it can be said that the enthusiasm of the students is not very great, so I decided to find another way and start from digging. Starting from local cultural resources, we slightly modified the survey object and asked students to go to the regulator to inquire about the "romantic figures and their stories or poems" that have been passed down in our local area. It also pointed out that students should explore and collect from the following ways or discovered. The first is to search and explore according to the characteristics of place names; the second is to search according to local cultural archives or local chronicles; the third is to interview local cultural experts or elders to inquire about relevant legends or records. Students were asked to use their spare time to complete the work, and as a result, many surprising gains were obtained.

IV. Give full play to students’ subjectivity and creativity

In the implementation process of comprehensive learning, the key is to allow students to participate. Therefore, in order to improve their enthusiasm, as an organizer , I must learn to evaluate students, whether it is qualitative or quantitative evaluation, formative evaluation or summative evaluation, so that its value can be fully reflected in activists. First, teachers must be able to objectively describe each student, In particular, students with poor abilities participate in the learning process and their performance, highlighting their participation and progress. Encourage more and provide guidance from Xin's perspective. Secondly, mediate cooperation and help between students, allowing them to form small groups according to their own hobbies, interests, regions, etc., which is also very conducive to the development of their subjective initiative. Third, we should seek common ground while seeking differences and encourage innovation. From the perspective of students’ learning experience and knowledge structure, most students are similar. In many cases, the content involved in students’ learning activities is similar, but as teachers we Speaking, discover the differences among similarities and make appropriate evaluations to promote their thinking and stimulate their innovative spirit.

Comprehensive learning, as a link in cultivating students’ comprehensive Chinese qualities and scientific and innovative ideas, is indeed worthy of the attention of every Chinese teacher. It is an important part of combining in-class and extra-curricular activities. I hope we Every colleague should be a conscientious person, cultivate students' awareness of inquiry and innovation, improve students' language quality, and shoulder their vocation as a Chinese teacher.

References

[1]"Chinese Curriculum Standards"

[2]"Chinese" Textbook (People's Education Press Edition for Grades 7-9)

[3] "From Understanding to Action - General Knowledge Volume"

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