American educationist Walter pointed out: "The extension of Chinese is equal to the extension of life." Teaching activities are part of human life. Teaching without life is meaningless, and Chinese teaching cannot be separated from life. , Chinese is everywhere in life. The "Chinese Curriculum Standards" also points out: "Chinese courses must be more comprehensive, communicate with other subjects, and communicate with life." Chinese is coexisting with life, and the world of learning Chinese is vast. When teaching, teachers should place teaching activities in the real life background, stimulate students' strong desire to participate in activities as the main body of life, and obtain dynamic knowledge, so that their sentiments can be truly cultivated.

1. Let Chinese teaching return to life. Endowing Chinese with vitality

In the past, Chinese teaching focused on the imparting of knowledge and skill training. It was teaching Chinese textbooks and rarely examined teaching activities from the perspective of students’ lives, resulting in the failure of Chinese teaching. a burden on student life. Therefore, integrating Chinese teaching with students' lives, taking the path of life-oriented Chinese teaching, and returning Chinese teaching to life should be the return to original nature of Chinese teaching. Every text in the textbook comes from life. When teaching, teachers should take students as the starting point, stay close to life, and encourage students to use life standards to judge life manuscripts, interpret life experiences, interpret Chinese materials, and speak out Have your own unique experience, realize a dialogue with the text, and be truly inspired by it. Only in this way can Chinese language be given the vitality of life, allowing students to actively and independently explore, understand life, learn to live, transform life, and become the masters of life in a vast world.

1. Realize dialogue with text. Because the denotation of Chinese language is equal to the denotation of life, in Chinese teaching, efforts should be made to shorten the distance between text and life, so that the learning content returns to the living world, so that students can understand the Chinese language in daily life learning, which is conducive to students' emotional development. excitation. In classroom teaching, teachers often ask questions like: "If you were so-and-so in the text, what would you say and do?" Guide students to imagine and talk to the characters in the text, "making friends through literature." , play a role in it, experience and feel. For example, when teaching the article "Toward Life" in Volume 12, the teacher can ask the students: "If you were a school newspaper reporter, when you met Mrs. Roosevelt, what questions would you ask her? What would Mrs. Roosevelt do? What's the answer?" The wonderful thing about reading is that you can break the boundaries of time and space and have "conversations" with "friends" who are thousands of years old and thousands of miles away. This creates a platform for students to talk to their ancestors and celebrities. The process of transmission further promotes the emotional and spiritual sublimation of students.

2. Get closer to the text. Chinese language carries the important task of inheriting the culture and national spirit of the motherland. It has extremely rich cultural connotations and extremely brilliant humanistic spirit. It is the unshirkable responsibility of Chinese language to nurture future generations with the excellent culture and national spirit of mankind. However, because some people involved in culture or There is a large distance in time and space between things and students, and students are often not comprehensive enough in their understanding, and may even have some deviations. When teaching, we can organize students to go to the library, the Internet, and the society to check and find relevant information to deepen their understanding of life in the text. For example, when teaching Volume 12 "Borrowing Arrows from Straw Boats", students did not understand "The Romance of the Three Kingdoms" and the social reality of "one country into three parts" in Chinese history. In order to shorten the distance between students and the text, before teaching, students can use various channels to collect some information about the text. Based on the resources shared during class, studying the text content not only enables students to fully understand the history of our country's "one country and three parts", but also has a deeper understanding of the social situation of the feudal society competing for hegemony at that time, and expands their learning space. Increased opportunities for language practice.

3 Reproduce the situation in the text. Most of the texts in Chinese textbooks are close to real life. It is not difficult to understand and read it. The difficulty lies in how to understand its connotation through words. When teaching, we need to adopt learning methods that students like and create certain situations. For example, we can turn the text into a textbook drama and let students act it out. We should transform abstract words into pictures of life depicted in the text so that students can feel like they are there. , understand the content of the text happily and creatively, truly appreciate the emotions expressed in the language of the work, and feel the fun of learning Chinese. For example, when teaching the article "Ximen Leopard" in the eighth volume, in order to let students have a deep understanding of the situation at that time and experience the harm caused by feudal superstition to the people, we can provide students with a stage to show their talents: according to their different psychological understanding of the characters , choose the way you like to perform. In this way, students will be active in thinking and actively engaged, successfully crossing the gap of the times, realizing the significance of opposing superstition and advocating science, and understanding the valuable qualities of Simon Leopard.

4. Experience the life in the text. Life requires thoughtful people. If a person lacks experience and feelings about life, then he will not be able to understand and enjoy life. Education is to let every student understand life, learn to live, and enjoy life. It can be seen that knowing and understanding life is the first step to learn to live and enjoy life. In order for students to understand life, we must start from their current lives and allow them to continuously accumulate and comprehend in their daily lives. Only then can we cultivate students' love for life and then learn to live. There are many articles in Chinese textbooks that are closely related to students' current lives.

However, since some of the content is obtained by others in the process of experiencing life, it is still impossible for those students who lack experience to obtain the same feeling. This requires teachers to use text as a model in their daily teaching, promote students to experience from the text content, and cultivate students' habit of actively experiencing life. For example, when a teacher is teaching the ninth volume of the ancient poem "Night Mooring at Maple Bridge", on the basis of allowing students to fully read it, he uses multimedia to show a beautiful autumn night in the Jiangnan water town with crows at sunset, sky full of frost at night, and maples and fishing fires. pictures. Accompanied by this profound and desolate artistic conception, the music of "Two Springs Reflect the Moon" sounded, and the students gently read the poem. It can be seen from the students' low tone and unsmiling expression that what they feel in their hearts is not just black and white words, but also imagined artistic pictures full of sadness and sadness. It is the student's perception process, and in this process the three-dimensional goals are also implemented.

2. Let life enter the Chinese classroom and make Chinese teaching life-oriented

There is knowledge everywhere in life, and life is a good textbook. Teachers should have a keen eye to find the connection point between life and Chinese teaching, put students into life situations, let life become the teaching material for students to learn, and enjoy the fun that Chinese teaching life brings to them.

1. Contact school life to learn Chinese. School is an important stage in students' lives, and teachers must be good at introducing everything that happens on this stage into students' learning. Such as fierce sports competitions, wonderful artistic performances, and hot topics that students are interested in can allow students to boldly talk, talk, and write. Suhomlinski said: "Our education should make every wall speak." A healthy and beautiful campus environment is like a three-dimensional, colorful and infectious textbook, which is conducive to cultivating students. sentiment, inspire inspiration, enlighten wisdom, and is also conducive to the improvement of students' quality. On the green corridor of the teaching building are posted words that beautify the soul, such as "Let civilization fill the earth, let green fill the world", "Every plant and tree has feelings, spread love to you, me and others"; on the corridor wall, famous scientists and Portraits of scholars, famous aphorisms about scholarship and education, inspiring slogans, such as school mottos, school ethos, etc., embody the cultural theme of rigorous scholarship and courageous climb to the top, organize students to pay attention, and create a strong learning atmosphere. a desire for knowledge.

2. Learn Chinese in connection with family life. Since children came into the world, family has become the first place for them to learn Chinese. The colorful family life provides children with a broad stage to show themselves. Teachers should actively use the Chinese curriculum resources in the family, grasp the characteristics of each student's family, and creatively incorporate Chinese teaching activities to enhance students' ability to express themselves in various situations. Awareness of learning Chinese and using Chinese. For example, some families have a strong reading atmosphere, so they can ask parents to organize reading newspapers or activities for students to learn and share their experiences; some parents are busy with business, etc., so they ask students to design advertisements for their parents to solicit business, or ask students to Become a "little boss" yourself and increase your accumulation and experience of life.

3. Learn Chinese in connection with social life. The "Chinese Curriculum Standards" point out: "Chinese must communicate inside and outside the classroom, make full use of educational resources such as school, family and community, carry out comprehensive learning activities, broaden students' learning space, and increase opportunities for learning Chinese practice." Indeed, the broad social background It provides students with a world for learning Chinese, and the process of students' expansion from school to society and to life can also be realized in various forms. (1) Individual activities: Go to the streets to look at stores, understand the meaning, and taste the meaning. Students will use their innocent feelings to interpret each store name; and like the exquisite phrase on the billboard, "Today's quality is tomorrow's market." Refined traffic warnings, such as "I wish you a long life and a safe journey", etc., enable students to not only learn the language, enrich their vocabulary, but also broaden their horizons; learn to observe, which greatly mobilizes students' enthusiasm and enthusiasm for learning. initiative. (2) Group activities: Group activities organized by the school, such as visiting the experimental base, visiting the tombs of martyrs during Qingming Festival, showing love to nursing homes on Respect for the Aged Day, spring outings and other meaningful activities, also have an important and far-reaching impact on students. It places Chinese in social life, opens a window for students to understand society, greatly enriches students' life experience, and allows them to enjoy Chinese everywhere and always in their lives. (3) Make full use of educational resources outside the school. For example, tourist attractions, libraries, and educational bases in hometowns are all good educational resources for traditional culture. We can use these resources to guide students to learn and explore in the social environment, actively carry out comprehensive Chinese activities, and improve students’ practical ability.

Practice has proved that if it is closely connected with life, Chinese teaching will be lively and interesting. Teachers will be happy to teach and students will be happy to learn, and get twice the result with half the effort; if it is separated from life, Chinese teaching will be boring, teachers will be tired from teaching, and students will learn hard. Double the result with half the result. Only by leading students into life, returning to life, setting up real-life situations for students, and absorbing students' personal life experiences can Chinese teaching have a source of living water, students' comprehensive Chinese ability will continue to improve, and Chinese language will be displayed It has endless charm due to its powerful vitality.