Slogan of comprehensive practice of junior middle school Chinese

The new Chinese textbook uniquely sets up "comprehensive" learning, which is a highlight of Chinese teaching under the curriculum reform. It combines the cultivation of oral communication, reading and writing skills with practical activities, focusing on "broadening the field of Chinese learning and application, paying attention to interdisciplinary learning and the application of modern scientific and technological means, so that students can broaden their horizons, improve their learning efficiency and initially acquire the Chinese practical ability needed by modern society". In addition, Chinese comprehensive learning advocates improving Chinese literacy in an all-round way in independent activities that students are interested in, so it is favored by Chinese teachers and students. However, in specific teaching practice, we can't help but feel a little worried and confused.

Although comprehensive learning pays attention to comprehensiveness and can integrate knowledge of nature, society, human history and other aspects for students to learn, it must first have a "Chinese flavor". In the comprehensive study of Chinese, the author was pleasantly surprised to find that many teachers changed the teaching mode of "only learning Chinese" and encouraged students to use their knowledge of various subjects to solve problems encountered in comprehensive study. But at the same time, there are many phenomena that they ignore the true nature of Chinese and turn the comprehensive study of Chinese into such disciplinary activities as "literary performance" and "painting competition", among which "Chinese flavor" is only a tidbit at best.

After learning Zuiweng Pavilion, a Chinese teacher organized a comprehensive learning activity-Changyou Zuiweng Pavilion. More than two-thirds of the students in the class were moved to varying degrees. Some people go fishing, some people follow the tour guide, some people hold the drunken pavilion memorial arch, some people raise glasses and drink, some people sing and dance ... This class is very active. But after listening to a class, I just looked at the flowers in the fog. I don't know where the students' Chinese literacy has improved. Is it the improvement of oral communication ability? But students only recite the translation completely; Is it the expansion of imagination? No flash of students' thinking sparks was found. ……

Reflection, how should the "Chinese flavor" of Chinese comprehensive learning be reflected? It is indeed a big problem for our Chinese teacher: being too cautious and "only being from China"; Too loose, there will be "Pan-China people" or even non-China people. Here, the author wants to talk about some superficial views in combination with his usual teaching practice.

First, aiming at the formation and development of students' Chinese literacy, let language and culture permeate the whole activity process.

No matter what fields and disciplines our Chinese learning activities involve, what methods we adopt to promote students' "formation and development of Chinese literacy" is our foothold in learning. Accumulate language, cultivate language sense, develop thinking, enhance ability, improve self-cultivation, cultivate sentiment, and enhance feelings of loving the language and characters of the motherland. It should run through the whole process of Chinese comprehensive learning. Therefore, teachers should guide students to consider whether it is conducive to the realization of the above goals from the aspects of scheme determination, content arrangement and process design. We must make Chinese comprehensive learning activities truly become Chinese comprehensive learning activities in the sense of mother tongue learning and application. The author once designed a practical activity with the theme of "My Dream House". Students pick leaves, wild flowers, straws, reeds and other plants from nature, paste "My Dream Cabin" on appropriate background paper, and name the cabin and write poems. Ask students to be creative: What style should my cabin reflect? How should the surrounding environment coordinate with the hut? How do fresh plants air-dry to keep their colors? To solve these problems, students are required to have certain knowledge of aesthetics, biology and even architecture. Students should not only accumulate some knowledge of Chinese, but also need their understanding and flexible use of knowledge when naming the hut and writing poems. In ancient times, there were Liu Yuxi's humble room, Xu Wei's Qingteng Bookstore, Pu Songling's comic book room and Ji Xiangxuan in Gui Youguang. Up to now, there have been colorful nicknames such as students' Jane Room, Hengzhai, Living Water Pavilion, Wisteria House and Wenyage House. Among them, "Mao Xiang Ju" inscribed the poem "Picking chrysanthemums under the hedge and seeing Nanshan leisurely" according to the theme and artistic conception of the picture, which is a masterpiece of Mr. Wu Liu's noble and indifferent soul infiltration; The poem "A small bridge flows with water", "One water protects the field, and two mountains send green flowers", expresses that our students are eager to return to nature while enjoying the luxury and convenience brought by modern civilization. "Book nest" made its own couplet, "The sky is high and the moon is round, and books have suddenly been put on shelves through the ages", and it is horizontal: quiet and far-reaching. In the whole production process, students are writing around the theme layout from conception, material selection, naming, layout and even decoration. In the process of communication and exhibition, students have stepped onto the platform, or introduced the production process in an orderly way, or described "My Dream House" poetically, or vividly explained the theme of the work, just like a little scholar. The whole activity process is full of strong language and culture, closely linked and based on the extension and expansion of "Chinese", integrating Chinese courses and strengthening the connection between Chinese and other courses; Students use their brains, hands and mouths in activities, and their innovation ability, aesthetic ability and expression ability have been exercised and improved; While students appreciate their own works, they also realize the success and joy of "poetic and bookish".

Second, relying on teaching materials, linking and expanding learning content.

Chinese textbooks play an important role in developing comprehensive learning curriculum resources. With the changes of the times, Chinese textbooks have been revised countless times to meet the requirements of the times and become closer to students and life, which has formed a complete system. Today's text, as a model essay, is more typical than before, the internal structure of Chinese textbooks is more harmonious and unified, the direction of homework to teaching objectives is more clear, the positioning of teaching content is more accurate, and the reading assistance is moderate. The new textbook adopts the mode design of theme activities, which makes the textbook more flexible and vivid and is conducive to cultivating students' Chinese literacy. Therefore, comprehensive Chinese learning must attach importance to the use of teaching materials. On the basis of teaching materials, find out the growing point of Chinese and other subject knowledge, and the contact point of Chinese with nature, society, life and culture, so as to guide students to carry out comprehensive Chinese learning. I learned Li Daoyuan's Three Gorges in the first volume of the eighth grade. The Three Gorges is the pride of our Three Gorges people. Of course, we should know her, know her and love her more. So we took the annual "Three Gorges International Tourism Festival" as an opportunity to carry out a comprehensive study of> theme Chinese. Students use a variety of ways to collect information and accumulate various types of information: the geographical overview of the Three Gorges, poetry and painting, natural scenery and famous prose, famous places of interest and the Three Gorges Project. Divided into five sections for communication and display. One is to take the Three Gorges: students introduce and explain the general situation of the Three Gorges with maps and video information; The second is to visit the Three Gorges: classify and display the landscape pictures as their dubbing explanations; Third, sing the Three Gorges: listen to the songs about the Three Gorges and appreciate the lyrics; Fourth, chant the Three Gorges: exchange poems and essays describing the Three Gorges in various reading forms; Praise the Three Gorges: Write a congratulatory message for the opening of the Three Gorges International Tourism Festival, and write a speech for the speech entitled "Three Gorges, My Hometown". Taking the text as the growing point, this comprehensive learning activity guides students to collect information, arrange materials, create short articles, feel local culture and other activities, which cultivates students' ability to collect and process information, comprehensive expression ability and communication and cooperation ability, and stimulates students' feelings of caring, understanding, loving and building their hometown.

Third, take social practice as the stage to show the humanistic charm of comprehensive Chinese learning.

Chinese comprehensive learning leads students to a broad social life with an open attitude. Teachers should not only guide them to learn Chinese in their lives, but also guide them to use Chinese in their lives, so as to turn the life scenes in the classroom into real life experiences, so as to feel the endless fun and value of "living Chinese". In the comprehensive learning activities of organizing "close contact with advertisements", students not only accumulated a large number of excellent advertising words, but also guided students to analyze the aesthetic significance and great economic value of advertising words. Then lead the students out of the school gate, make a field trip, and then start from promoting the local economy and forming a brand effect, write advertisements for tourist attractions and specialties in their hometown to increase their popularity. Students actively participate, you see: "Eight hundred miles of Qingjiang River is picturesque, and three hundred miles of galleries are in Changyang", "All love can't be shut up, and a peach blossom is out of the wall." (Advertisement in Tiaohua Village Scenic Area) "If you want to live to ninety-nine, you should drink Changyang Baogu wine" and "Where there are good wines and delicacies, the Three Gorges specialty snacks are good". Although these slogans are naive, they all reflect students' cultural accomplishment and creative work. Students use Chinese in real life and feel the charm of Chinese, thus enhancing their confidence and interest in learning Chinese.

"Comprehensive learning" is an important part of the new round of curriculum reform, which breaks the long-term closed state of traditional teaching and is a revolution in learning methods. Chinese teaching should pay more attention to "comprehensive learning", because "the extension of Chinese is equal to the extension of life", and Chinese learning needs an open attitude and a spirit of being diligent in practice. However, we should also make it clear that "Chinese comprehensive learning" is not only comprehensive, practical and autonomous, but also Chinese, that is, no matter what fields our learning activities involve and what learning methods we adopt, its foothold lies in the formation and development of students' Chinese literacy, rather than the mastery of other subjects' knowledge, which is very important for us to accurately grasp the new learning method of Chinese comprehensive learning.