How to broaden the ways of Chinese practice in primary schools

The new curriculum standard points out that the main goal of Chinese curriculum is to improve students' Chinese literacy in an all-round way, and the core is to improve students' Chinese ability. The process of Chinese education is the formation of students' comprehensive Chinese literacy, and Chinese ability is comprehensive practical ability. With the deepening of the new curriculum reform, Chinese practice has entered the teachers' field of vision. Since the third grade, many unit studies have increased the content of Chinese practice activities. It is not difficult to see from the teaching material reform that only by closely connecting with students' real life, returning to children's life, combining "reading" with "doing" closely, softening the edge between disciplines, and helping students to build a learning field, thinking field and emotional field with all their heart in the generated, open, dynamic and practical soil can students "listen, speak boldly, read and write with heart"

So, how to broaden the ways of Chinese practice? As a front-line teacher, I have made the following explorations.

First, using "text" to generate and expand skillfully

Textbooks are the main basis for teachers to organize teaching, special books to explain the course objectives and contents, and the concretization of teaching syllabus. Many classic articles in Chinese textbooks can be the production points of Chinese practice activities, paving the way for students to learn Chinese in their lives. As Mr. Tao Xingzhi advocated in the theory of teaching, learning and doing: "education should be linked with life practice, learning by doing, learning by doing". It can be seen that only by looking at students' real life from textbook knowledge can Chinese teaching effectively promote the improvement of students' comprehensive application ability of Chinese.

Chinese practice activities usually start with teaching materials, which can be a horizontal extension to conduct in-depth research and study on an author and a work; It can also be deepened vertically, and the points in the textbook that are suitable for distracting students' thinking and promoting students' innovation can be excavated. For example, the practice of "walking into Li Bai" is to spread horizontally, and learn Li Bai's works in different periods through theme reading, investigation and interview, so as to understand the influence of Li Bai's poems and songs on later generations. For another example, in the class of "Lovely Cottage", the teacher started with the beautiful and lovely Great Northern Wilderness and asked the students to discuss such a question: In the past, the Cottage was called "Great Northern Wilderness", but now it is called "Great Northern Wilderness". After years of development and construction, it has become an important commodity grain base in China, which is rich in grain. There are still many wetlands like Caotang, and we will continue to develop them. How to develop the grass pond without destroying the environment there? What industries can be developed? The students all thought of traveling, and involuntarily came up with the slogan of the Great Northern Wilderness: "Great Northern Wilderness, Great Northern Cang, beautiful scenery, is famous far and near." The product is unparalleled, please come and enjoy it. Lovely grass ponds, clear rivers, beautiful blue sky, white clouds and rich products have brought you into a paradise on earth. Clever language not only reflects students' understanding of the article, but also reflects their love for the mountains and rivers of the motherland. At the same time, improve students' comprehensive application ability of language and writing.

Therefore, a good Chinese teacher should first be good at discovering the contents closely related to life in the textbook and improve the interest in Chinese learning by guiding students to explore deeply.

Second, it is extended from "interest" and gradually enriched.

"Fun" is the primary form of learning interest and the starting point for students to learn effectively. For a long time, the most troublesome problem for Chinese teachers is the problem of exercise teaching. The main reason is that most students think reading is boring. Therefore, it is an important task for Chinese teaching to make students like reading and accumulation. Confucius, an educator, has long warned us: "Knowing is not as good as being kind, and being kind is not as good as being happy." Only by integrating education into life and making students "live" and "move" can teachers continuously stimulate students' interest in reading. For example, after learning the lesson, the teacher found that students were particularly interested in the figures of the Three Kingdoms, especially boys. Many of them play games about the Three Kingdoms through the Internet, and some of them often play "Three Kingdoms Kill" together in their spare time. Therefore, I skillfully combine students' interest and study, organize students to carry out the "Three Kingdoms Knowledge Competition", and students read "Three Kingdoms" after class, and accumulate it in class, giving full play to the advantages of "point-to-face combination" of individual reading and group competition, making the reading process a hot topic in after-school class, thus generating reading interest, and at the same time letting students have a further understanding of the figures of the Three Kingdoms in this specific historical period; Another example is to encourage students to set up their own "book companies", set up a book "marketing" model in groups, attract students from other groups to store books in their groups, award honorary titles such as "star members" and "bookworms" to students who love reading and read effectively, and encourage students to actively participate in reading exchanges, story meetings, speech contests and other activities, so as to drive more students to participate in reading.

Third, deepen sublimation with "emotion"

Chinese teaching is an emotional process of "cultivating students' sentiment and guiding them to the right path". Emotion plays an extremely important intermediary role in the transformation from cognition to forming ability and habit. Belinsky said: "Thought melts in emotion, and emotion also melts in thought. "Emotional cognition is not only an interpretation of the text, but also a dialogue with the author. Some people say: "Chinese teaching is full of affection everywhere, which is not only cultural education, but also emotional integration." "This sentence makes sense. The fearlessness of the Five Heroes in Langya Mountain, the beauty of Daxing 'anling, the grandeur of Qiantang River tide and the suffering of Fanka ... each paragraph embodies the author's feelings. When the reader's emotion resonates with the author's thought, the one-dimensional goal of Chinese teaching will be sublimated. For example, Unit 6, Grade 6 of primary school arranged practical activities with the theme of "unforgettable primary school life". The ancients said, "All scenery words are sentimental words. "This theme has become a practical content that students who are about to leave their alma mater should seriously complete. Around the four small themes of "dear partner", "lovely old class", "stumbling growth" and "my future is not a dream", let students have deep feelings for their friends, teachers, themselves, the future and their alma mater. Touching stories, touching words, colorful scrolls, melting feelings into words, floating words on scrolls, and injecting emotions into scrolls. In this Chinese practice, the students comprehensively used the language and characters, reviewed their own growth, and at the same time, their hearts were further infiltrated.

The requirement of "live Chinese" in the new curriculum standard emphasizes that students should gradually understand the meaning and scope of language through "practice" in the process of "speaking" and "writing" in simulated language situations. Therefore, effectively expanding Chinese practice activities will help students internalize the external language into the internal language, thus continuously improving students' ability to use language in activities.