Handwritten newspaper content, theme: Comprehensive Chinese learning

The new Chinese textbooks uniquely set up "comprehensive" learning, which is a highlight of Chinese teaching under the curriculum reform. It integrates the cultivation of various Chinese abilities such as oral communication, reading and writing into practical activities, focusing on "broadening the fields of Chinese learning and application, focusing on interdisciplinary learning and the use of modern scientific and technological means, so that students can learn in different contents and Through the intersection, penetration and integration of methods, we can broaden our horizons, improve learning efficiency, and initially acquire the Chinese practical ability required by modern society." In addition, comprehensive Chinese learning advocates comprehensively improving Chinese literacy in independent activities that students are interested in, so it is highly praised. We Chinese teachers are also favored by students, but in the specific teaching practice, we can't help but feel a little worried and confused.

Although comprehensive learning focuses on synthesis and can integrate all aspects of knowledge such as nature, society, and human history for students to learn, it should first have a "Chinese flavor." When carrying out comprehensive Chinese learning, the author was pleasantly surprised to find that many teachers have changed the "Chinese-only" teaching model and encourage students to use the knowledge they have learned in various subjects to solve problems encountered in comprehensive learning. However, at the same time, there are also The phenomenon of neglecting the true nature of "Chinese" and turning comprehensive Chinese learning activities into "artistic performances", "painting competitions", and other subject activities, in which the "Chinese flavor" is nothing more than a tidbit and embellishment at best.

After learning "The Drunkard's Pavilion", a Chinese language teacher organized a comprehensive learning activity "A Tour of the Drunkard's Pavilion". More than two-thirds of the students in the whole class were moved to varying degrees. stand up. Some were fishing, some were following the tour guide, some were raising drunken pavilion arches, some were drinking from glasses, some were singing and dancing... The class was so lively. But after listening to a class, I was confused and didn’t know in what aspects the students’ Chinese literacy had been improved. Is it the improvement of oral communication skills? But the students are just memorizing translations; is it an expansion of imagination? But there was no spark of thinking among the students. ...

If you think about it carefully, how should the "Chinese flavor" of comprehensive Chinese learning be reflected? It is indeed a big problem facing us Chinese teachers: if we are too cautious, we will be "Chinese only"; if we are too relaxed, we will be "pan-Chinese" or even non-Chinese. Here, the author would like to share some superficial opinions based on his usual teaching practice.

1. Aiming at the formation and development of students’ Chinese literacy, let language and culture permeate the entire activity process.

No matter which field, subject or method our Chinese learning activities involve, promoting the "formation and development of Chinese literacy" of students is the goal of their learning. Accumulating language, cultivating language sense, developing thinking, enhancing ability, improving cultivation, cultivating sentiment, and enhancing love for the motherland's language and characters should be integrated throughout the comprehensive Chinese learning process from beginning to end. Therefore, teachers should guide students to consider whether it is conducive to the realization of the above goals in terms of program determination, content arrangement, and process design. We must make the comprehensive Chinese learning activities truly comprehensive Chinese learning activities in the sense of mother tongue learning and application. The author once designed a practical activity with the theme of building "The Cabin in My Dream". Students picked leaves, wild flowers, straw, reeds and other plants from nature, pasted "My Dream Cabin" on suitable background paper, named the cabin and wrote poems for it. Students are required to come up with creative ideas: What style should "my" cabin reflect? How should the surrounding environment coordinate with the cabin? How to dry live plants while maintaining their color? Solving these problems requires students to have certain knowledge of aesthetics, biology, and even certain architectural knowledge. For students to name the cabins and compose poems, they not only need to accumulate a certain amount of Chinese knowledge, but also need their understanding and flexible application of knowledge. In ancient times, there were Liu Yuxi's humble house, Xu Wei's Ivy Bookstore, Pu Songling's Liaozhai, and Gui Youguang's Xiangjixuan. Today, there are students' simple rooms, Youhengzhai, Huoshuixuan, Wisteria Xiangju, Wenya Pavilion and other colorful and elegant names.

Then we take the students out of school and conduct on-the-spot inspections. Then, starting from promoting the local economy and forming a brand effect, we write advertising slogans for hometown tourist attractions and specialties to increase their popularity. Students actively participated. You can see: "Eight Hundred Miles of Qingjiang River is picturesque, and Three Hundred Miles of Gallery is in Changyang." If you live to be ninety-nine, drink Changyang Baogu wine." "Where can I find good wine and delicacies? Three Gorges specialty snacks are good." Although these slogans are childish, they all reflect the students' cultural accomplishment and creative labor. Students use Chinese in real life and feel the charm of Chinese, thereby enhancing their confidence and interest in Chinese learning.

"Comprehensive learning" is an important content in the new round of curriculum reform. It breaks the long-standing closed state in traditional teaching and is a revolution in learning methods. And Chinese teaching should pay more attention to "comprehensive learning", because "the extension of Chinese is equal to the extension of life", and Chinese learning requires an open attitude and a spirit of diligence in practice. However, we should also make it clear that in addition to the characteristics of comprehensiveness, practicality and autonomy, "comprehensive Chinese learning" should first be surnamed "language" and have Chinese nature, that is, no matter which field our learning activities involve, Which learning methods are adopted are based on the formation and development of students' Chinese literacy, rather than the mastery of other subject knowledge. This is crucial for us to accurately grasp the new learning method of comprehensive Chinese learning.