Reflections on offering Chinese elective courses in senior high schools

According to the overall goal of the course, the Chinese elective course in senior high school has designed five series: poetry and prose, novel and drama, news and biography, language use and cultural works learning. At the same time, the Chinese Curriculum Standard for Ordinary Senior High Schools (Experiment) points out: "Schools and teachers should give full play to their enthusiasm and creativity, strive to create conditions, and build elective courses that meet the needs of social development and students' wishes. "This requirement frees up a huge development space for the implementation of the new curriculum, and also poses a great teaching challenge for Chinese teachers in senior high schools.

The design of elective courses is one of the highlights of the new curriculum reform. Its purpose is to better enable students to study selectively and lay the foundation for students' individualized development. On the basis of implementing the teaching objectives of compulsory courses, Chinese in senior high schools should give full play to the basic, selective and diverse characteristics of compulsory courses, and offer elective courses that are in line with students' interests, China characteristics and social development needs. So, how do we do this? The author believes that we can better find the idea of offering elective courses from the following six aspects.

(A) based on literary genre to open up ideas

Genre, in short, is the expression of literary works. Editing articles according to literary genres is a common method for compiling Chinese textbooks. This method, from the perspective of literary works, can well realize the order and complementarity of Chinese learning "text". Inspired by it, high school Chinese elective courses can also offer different genres, such as poetry, prose, novels, drama, etc., such as:

Poetry: selected reading of classical poetry, selected reading of foreign poetry, appreciation of Chinese and foreign philosophical poetry, etc.

Prose: Selected readings of China's classical prose, an overview of China's contemporary prose, selected readings of famous prose, etc.

Fiction category: appreciation of novels in Hong Kong and Taiwan, intensive reading of modern classic novels in China, selected lectures on Lu Xun's novels, etc.

Drama: intensive reading of movie scripts, selected reading of Chinese and foreign dramas, etc.

It should be noted that Chinese studies is a vast world. The idea of offering elective courses based on literary genre highlights the classification of works, but often ignores learners and learning methods. Therefore, it is difficult to realize the diversification of elective courses simply from this angle.

(B) an open mind based on basic abilities

Listening, speaking, reading and writing are the basic abilities that Chinese learners must form. The compulsory course of Chinese in senior high school covers these requirements with "reading and appreciation" and "expression and communication". As an elective course, we can set up elective courses from this angle, expand and improve on the basis of compulsory courses, and form a useful supplementary series. If we can offer such an elective course:

Listening: appreciation of modern prose, selection of ballads and stories, appreciation of classical poems, etc.

Speaking: speech and eloquence, reciting basic knowledge, basic skills of speech, etc.

Reading: abstracts of Chinese and foreign famous works, selected readings of Shakespeare's plays, selected readings of science fiction, etc.

Writing: classical poetry creation, innovative thinking in writing, how to write news, etc.

The idea of setting up elective courses based on basic ability, focusing on listening, speaking, reading and writing, focusing on consciously cultivating students' Chinese ability, can improve students' Chinese quality as a whole, but it can't improve students' Chinese quality from a higher level. So it must be supplemented by other ideas.

(C) Open concept based on cognitive process

As a learner, there is a cognitive process accompanied by learning rules. The process of Chinese learning is a process based on individuals and gradually radiating to the outside world. In short, this cognitive process can be divided into "individual-nature-society-life", which can be used as an elective course to form a series, fully embodying the concept of "people-oriented", such as:

Personal: Know yourself, read autobiographies intensively, talk about Han Han, etc.

Nature: intensive reading of pastoral poems, appreciation of famous scenic spots, famous mountains and articles, etc.

Society: advertising word design, selected reading of economic prose, community culture, contemporary popular lyrics, etc.

Life category: intensive reading of Robinson Crusoe, selection of characters in Romance of the Three Kingdoms, female images in modern novels, etc.

The idea of offering elective courses based on cognitive process involves a wide range of fields, which is conducive to stimulating students' interest in Chinese, opening students' learning horizons and making Chinese closely related to students' lives. However, due to the complexity and diversity of the life world, we must pay attention to the scope of the course when offering Chinese courses, and we can't offer them at will, which will cause the course to be outside the scope of Chinese learning, otherwise it will lose the basic characteristics of Chinese courses.