How to use rural teaching resources to carry out comprehensive learning of Chinese language in junior middle schools

How to use rural teaching resources to carry out comprehensive Chinese learning in junior middle schools

As an experiential course, a practical course, and a comprehensive course, the comprehensive Chinese learning course is open to learning content. The flexibility of learning time, the expansion of learning environment, etc. all pose challenges to traditional teaching, especially for rural middle schools, which is undoubtedly a severe test. However, the advantages and disadvantages of rural middle schools are dialectical and unified. In some aspects, there are irreplaceable advantages of urban middle schools. Our teachers must be good at giving full play to their own advantages, adapting to local conditions, intensifying the comprehensive practical activity courses in junior high schools, and actively exploring and integrating effective resources around them. Only in this way can our rural middle school students expand their horizons in Chinese learning and increase their enthusiasm for learning Chinese, thereby Expand the connotation of Chinese courses in comprehensive learning activities.

Keywords: rural junior high schools; resources; comprehensive learning

The "Chinese Curriculum Standards" point out: "Chinese teachers should attach great importance to the development and utilization of curriculum resources and creatively carry out various activities, enhance students’ awareness of learning and using Chinese in various situations, and improve students’ Chinese abilities in many aspects. “So teachers should be good at discovering and exploring ways of Chinese course resources, so that our Chinese courses can be rooted in real life and be effective. Long-lasting vitality; at the same time, we must be dedicated people who develop and utilize resources, communicate inside and outside the classroom, make full use of various Chinese course resources, and carry out comprehensive learning activities to allow students to increase opportunities for Chinese practice. Next, the author talks about his understanding of how to use teaching resources to carry out comprehensive Chinese learning activities in rural junior high schools.

1. Make full use of rural advantageous resources and enhance practical experience

Although rural areas are backward in various conditions, especially in the current use of information technology to integrate curriculum resources, they are relatively poor compared to urban areas. Generally speaking, rural areas also have unique resources, such as natural scenery, customs and other resources, which are obviously better than those in urban schools. As long as we dig carefully, we can also receive surprising results. For example, in the comprehensive learning activity "Looking for the Footprints of Spring" in the second unit of eighth grade, teachers can creatively adapt the activity content according to the requirements of the teaching materials and divide students into three groups: character group, animal group, and plant group. Each group must complete their respective tasks within two weeks before class, and record the footprints of spring based on actual observations. In terms of recording methods, slides or logs can be made by combining text and pictures according to the actual situation of the students. Specifically, such as animal group: you can choose two or three animals that are common in rural areas as observation objects. Record the changes in their activities when spring comes, or record their sounds. Plant group: You can go to your own vegetable garden or the field on the way to school every day, choose one or two kinds of grass, vegetables or flowers, and record their growth process in the form of pictures every day. Character group: People's activities also change when spring comes, such as clothing, activity venues, mental outlook, and items working in the fields. Team members need to record anytime and anywhere, and some also need to track and record. Then, the results are presented mainly by students in their favorite form. This class fully mobilizes students' enthusiasm and initiative in learning, which is not only reflected in the classroom, but also in the process of collecting, recording, and organizing information about spring. The students jointly shared the knowledge and information of spring. While increasing their knowledge, it also enhanced their understanding of the rural areas they are familiar with.

Another example is the comprehensive Chinese learning activity of the fourth unit of Baxia, "Going to Folklore to Collect Folk Songs", which has very good practical conditions for rural students. Teachers can adapt to local conditions and determine the theme of activities based on actual local conditions. First, I divided the students into five groups: traditional festivals, weddings and funerals, snacks, folk songs, and farmers' proverbs. Then a few weeks before class, students make plans and work in groups to “collect ideas.” Rural students have a unique advantage in this regard. They have more freedom in time and location. Everyone comes from rural areas and can carry out practical activities anytime and anywhere. Secondly, each group used their spare time to go to the streets and alleys to collect folklore and record the work. Finally, there is a classroom display to enjoy the results of the collection. Under the guidance of teachers, students can correctly understand these folk cultures and form a correct cultural aesthetic. Although students have lived in rural areas for many years, they do not necessarily know much about it. When they got deeper into it, they suddenly discovered that the local customs were so rich in meaning.

It is the closeness of activities to real life that broadens students' cultural horizons and stimulates students' love for their habitat.

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2. Leverage strengths and avoid weaknesses, expand comprehensive learning activities

With the development of the times, the importance of comprehensive learning Teaching materials are no longer in textbooks, and the space for learning has expanded from the classroom to family, society, and nature. However, due to the limitations of actual teaching conditions in rural middle schools, comprehensive learning obstacles are numerous. Teachers should position the teaching materials in teaching, use the teaching materials as a basis to exploit strengths and avoid weaknesses, find the points of convergence between the teaching materials and students' actual lives, develop curriculum resources, and boldly integrate and develop teaching resources in line with reality. For example, in the second unit of Qixia "Yellow River, Mother River", because it is far away from us, I think that most students can only accumulate relevant knowledge with the help of limited materials when carrying out this activity, and the students' experience will not be very deep. So after letting students understand the necessary knowledge about the Yellow River, and considering the local reality that we are relatively close to the Yangtze River, I expanded the comprehensive study into "Yangtze River, My Dear Yangtze River". The activities are divided into: 1. Divide into groups to collect geographical knowledge, historical knowledge, folk stories, myths and legends related to the Yangtze River, and then integrate the collected information and design it into competition questions, and organize students to compete in Yangtze River knowledge. 2. Investigate the water quality of the Yangtze River (the section where your hometown is located). This link is mainly to guide students to pay attention to environmental protection issues. It also allows students to learn to write investigation reports for the first time. 3. Collect famous works about the Yangtze River, or create your own creations in the form of text, pictures or audio files, and then recite them to inspire students to love the Yangtze River. 4. Protect the Yangtze River and protect water resources. Activities such as writing slogans and designing public service advertisements encourage students to actively and individually study. This not only exercises students' language expression skills but also improves their rational understanding, and at the same time they can enjoy the fun of creation.

Another example is the comprehensive Chinese language study "Focus on Our Community" in the second volume of ninth grade. Students are basically born and raised in rural areas, and many villages have not yet established communities. I divided this activity into two parts: "Look at our village" and "I contribute to the village." The first activity mainly allows students to investigate and examine the current environmental conditions of their villages. The second activity can build on the first activity or be independent. For example, if you look for uncivilized phenomena around you, students should express your attitude towards these uncivilized phenomena and call on everyone to take action to work together to eliminate uncivilized phenomena. Then the teacher guides the students to write a proposal letter after conducting field investigations. Through such activities, students can improve their Chinese language skills, especially oral communication skills and writing skills, while also establishing a sense of social responsibility.

3. Develop and utilize local resources according to local conditions

Local resources mainly refer to the natural ecological and cultural ecological resources where the school is located, including geography, folk customs, traditional culture, production and life experience etc. The Chinese curriculum resources in rural schools are obviously inferior to those in cities in terms of graphics, film and television, conferences, venues, streets and other resources, especially the current use of information technology to integrate curriculum resources. However, rural schools are poorer in natural scenery, customs and other resources. It is significantly better than urban schools. The development and utilization of local resources can cultivate students' sentiments, stimulate students' interest in learning, and better cultivate students' love for nature and hometown. For example, in the third unit of the seventh chapter, "Exploring the Mysteries of the Moon," this activity is difficult for rural students with relatively limited information. Therefore, it can be changed to "How farmers arrange farming according to solar terms without changing the theme of the unit." "; Seven times "The Grand Stage of Opera" is changed to "Hometown Opera Appreciation"; Seven times "The World of Horses" is changed to "Animals Around Us" Eight times "The Endless Bridge" is changed to "Hometown Bridge" and so on.

Of course, the development and utilization of local resources in comprehensive Chinese language learning is not arbitrary. It must still follow certain normative requirements. If the main content and teaching purposes of the textbook must be followed, only by being flexible on this basis can the possible local resources be transformed into practical and feasible curriculum resources for my use, and then combined with the requirements of the curriculum standards to develop an effective set of activity plan.

In short, teachers, as course organizers and implementers, should be dedicated to developing and utilizing resources, communicating inside and outside the classroom, making full use of various Chinese course resources, and carrying out comprehensive learning activities.

Although rural middle schools are restricted by the infrastructure and teaching resources required for the implementation of comprehensive learning, as long as they can make use of strengths and avoid weaknesses according to the advantages and characteristics of the region, and develop and utilize Chinese curriculum resources according to local conditions, they will certainly be able to implement comprehensive learning. The event was carried out wonderfully.