First, read aloud and activate the classroom.
Nowadays, in Chinese classes, the more you get to the graduating class, the less you can hear the sound of reading. The Chinese classroom has entered a state of silence. Chinese curriculum standards stipulate that Chinese teaching should focus on accumulation, perception, edification and cultivation of language sense. Mr. Ye Shengtao also said: "The most important thing in language training is to train a sense of language, that is, a keen sense of language." Once students have a rich sense of language, they will turn it into a language ability, thus improving Chinese literacy. Therefore, I think we should create more opportunities for students to read aloud in Chinese class.
Students can be arranged to read aloud before class every morning. The content of reading can be Chinese texts, compositions, newspapers and magazines, and even various reading materials. Through reading aloud, students can make a keen response to language by virtue of their experience and intuition about sound, and cultivate their reading ability through instant perception and understanding.
You can also make use of many beautiful and short articles in Chinese textbooks to arrange various forms of reading in Chinese classes, such as individual reading, synchronous reading, role reading and reading with music. Teachers should pay attention to the guidance of speech speed, pause, stress, rhythm and emotion, so that students can rise to rational cognition on the basis of perceptual cognition. Making Chinese classroom full of reading sounds can activate boring classroom and awaken students' sense of language.
Second, the problem leads the classroom.
Students are the main body of classroom teaching, and classroom teaching should implement "fully liberating students' brains, hands, mouth and eyes" advocated by Mr. Tao Xingzhi. Only when students' multiple senses are fully involved in learning can they stimulate their enthusiasm for learning and make the classroom full of vitality. Designing novel and profound teaching problems is the best way to attract students to participate in classroom teaching activities. We can design different questions according to different texts and adopt different question teaching modes.
In the discussion class, teachers and students read the text with their own life experience, go deep into the text and have a dialogue with it, thus producing an understanding beyond the literal meaning. Through the discussion between teachers and students, the text is modified, supplemented and enriched, which also enables teachers, student groups and individual students to deepen their understanding of the text and improve their understanding ability on the basis of reflecting on each other's "understanding". This kind of classroom learning atmosphere can be active, and this teaching mode is helpful to the development of students' personality.
In the question class, the teacher designs questions to stimulate students to read the text actively, then let students ask questions according to their own understanding of the text, and reward students who can ask good questions. For example, when studying Montaigne's "Love Life" (Compulsory 4 of People's Education Edition), teachers and students * * * revolve around "What is the meaning of life?" And "How should we treat life and death?" Two problems in teaching. Some students asked, "Why is the essence of life death?" ; Some students asked, "If the length of life is a constant, how can we expand the width of life?" Such a profound question. Through this kind of teaching, students have formed a learning atmosphere of "being proud of being able to ask questions, being proud of being good at asking questions and being proud of daring to ask questions". This kind of teaching greatly improves students' enthusiasm for learning Chinese and changes students' passive learning into active learning.
In the evaluation class, teachers specify certain evaluation contents according to the characteristics of the text and the key points of unit teaching, make clear the evaluation direction, and design related questions accordingly. Ask students to focus on the problem, or comment on the content of the article, or comment on the writing methods and skills of the article, or comment on the language of the article. Criticism teaching aims at cultivating the breadth and depth of students' thinking and has unique advantages in developing students' personality.
Third, activities, experience the classroom.
The new curriculum standard points out that in order for students to grow up in "initiative, inquiry and cooperation" learning, the Chinese classroom that can do this must be a dynamic classroom. To this end, we must return part of our time to the students so that they can have a chance to experience it.
1. Give students a chance to practice their eloquence five minutes before class.
Set aside three or five minutes before each class, and I will provide students with opportunities for oral expression training. The specific content of training is decided through consultation with students, following the principle of easy to difficult and step by step. For example: introduce personal hobbies and describe a scene that you have seen and heard with your own eyes; Tell an idiom story, introduce a famous saying, introduce a person you admire, recommend a book you like and so on. It is required to improve gradually when telling, from expressing nature, clear and concise language to vivid language. In turn, each student can get many opportunities to speak on stage every semester. Students not only exercised the ability of "speaking", but also satisfied the desire to express adolescent psychology and established self-confidence. Students have changed from being afraid of Chinese classes to falling in love with Chinese classes, and they are full of expectations for Chinese classes.
2. Practical activity class is to make students become the masters of classroom learning.
Each compulsory module of the current compulsory textbook for senior high schools in People's Education Press has arranged units such as expression and communication, combing and exploration, and reading famous books. These contents can be boldly released, giving students more time and greater autonomy, fully mobilizing students' spirit of cooperation, creating an atmosphere of mutual assistance and active exploration, allowing students to step onto the podium, experience the pleasure of being a "host", and promote the further development of students' language and personality; Let students prepare carefully through group cooperation-after collecting, sorting, analyzing and synthesizing, answer the competition in class and show their elegance; Let students carry out debate activities, observe things from multiple angles, think about life and exercise their critical thinking ability; Let the students pour out their feelings of reading famous books by writing their feelings after reading. Therefore, these practices not only exercise students' Chinese literacy such as analysis and synthesis, but also satisfy their sense of competition and expression, so that every student can taste the joy of success and gain a sense of accomplishment in Chinese learning.
Chinese class, give students a time of their own arrangement; Give students a space for their own experience; Give students a topic and let them create it themselves; Give the students a lesson and let them show themselves. Really return the classroom to the students and let the students become the masters of the classroom, and the classroom atmosphere is naturally full of vitality and vitality.