“Chinese is the most important communication tool and an important part of human culture.” The study of Chinese courses is not only a process for students to master Chinese knowledge and skills and improve their language ability through Chinese learning; it is also a process for them to The process of cultivating sentiments, expanding horizons and improving humanistic qualities. The selected texts in the Chinese textbooks are both beautiful and beautiful. During teaching, teachers should not only be good at guiding students to personalize reading, experience and understand the language, but also design the expansion and extension of Chinese classroom teaching.

Teachers properly use a variety of methods to expand and extend, which not only broadens students' knowledge horizons and enriches extracurricular knowledge, but also cultivates students' ability to acquire knowledge, improves students' ability to collect and process information, and allows students to Emotions are sublimated and students will gain a lot. However, there are often some misunderstandings in traditional Chinese classrooms, which make expansion into a tree without roots, water without a source, and loses its color.

1. Avoid pursuing form only and forgetting the roots

Some extensions are for the purpose of pursuing a form. For example, when learning to write articles about people, after realizing the qualities of the characters, teachers usually ask students to go back and find some people with similar experiences, and hold a story session in the class meeting as an extension. For example, in "Helen Keller", everyone will think of people like Zhang Haidi, who tells his story but forgets to connect it with his own study and life. I took a class called "Vienna, the City of Music", and I only realized that it was inappropriate to expand on this class after I finished it. This is the first lesson. In order to highlight the "Music City", I included a number of classical pieces in the courseware, and also interspersed videos about Vienna. After learning the fourth natural paragraph, I let the students watch the video clips. Unfortunately, most of this video shows the architecture of Vienna, so when students express their feelings, they only mention "Vienna is beautiful", "Vienna's architecture is majestic", etc. This has nothing to do with music and cannot be answered. On to the theme of "Music City". In addition, I arranged a small tour guide at the end to let students introduce some distinctive cities. The arrangement here is also unreasonable. Because I haven’t finished this lesson yet, I haven’t finished introducing the characteristics of Vienna. Therefore, this link is set too early and should be placed in the second lesson to allow students to broaden their horizons and practice their speaking skills.

2. Avoid being divorced from reality and forcing things on others

The article "Water" writes about the preciousness of water from an unusual perspective. Once, I went to listen to the first lesson of the text "Water". The teacher's teaching style is natural, and the atmosphere in the classroom is very active as soon as the class begins. After clarifying the context of the article, the teacher first focused on "carrying water".

Teacher: When reading an article, you should read it as if you were a character in the text.

(Free reading for students)

Teacher: Then let’s carry water together. (Everyone stands up and makes a water-carrying pose)

Teacher: Let’s go, go, go, are we here yet?

Sheng: No.

Teacher: Where can we tell?

......

(rushing back)

Teacher: Is the road easy to walk?

Sheng: It’s not easy to walk.

Teacher: How are you going?

Student: There is sweat on the forehead and the clothes are soaked...

(Read the central sentence again to understand the central sentence)

It cannot be denied that the teacher caught The key words and sentences of the article are used to let students understand the center, and it also activates the classroom atmosphere, which can be said to be very lively. At the end of the day, the assignment was to “write about your own water-carrying experience around ‘It’s really hard to carry water’”. I was shocked when I saw this assignment. Among the children in the city today, who can carry a pole or bucket to carry water? Could it be that the water-carrying performance performed in class just now is considered to be a real water-carrying? Can this be how it feels to carry water? On the contrary, in another class about "Water", the teacher did not pay too much attention to activating the atmosphere of the class, but focused on figuring out the words and sentences. After talking about adults and children taking a bath in the rain, they naturally showed some areas. Pictures of water shortages and droughts allow students to express their feelings. The homework after class is "Choose one of the pictures and write a paragraph around 'drought and water shortage'". This kind of homework allows students to have something to say, and at the same time they can imagine the author's environment and understand that "water has become the most important thing in the village." "precious thing" meaning.

So how should we find a good way? I think it can be:

1. Comparative reading, starting from many places

The new curriculum emphasizes that students should "learn to use a variety of reading methods" to read. Mao Zedong said that only through comparison can we discern. Chinese language is the literary expression of thinking. Only in the process of comparative appreciation can we discover the contradictions in the text. Distinguish their respective characteristics, experience the personality of the article, and promote in-depth analysis of the work. "Two Ancient Poems" in Lesson 23 of the second volume of the fifth grade in the Jiangsu Education Press, "Drunken Book at Wanghu Tower on June 27th" and "Sent Off to Lin Zifang at Dawn from Jingci Temple" are poems about summer written by poets in the Song Dynasty. After studying them separately, you can ask students to think: What are the similarities and differences between these two poems? The student will know that the same two poems are both seven-character quatrains. The difference is that one focuses on describing the characteristics of summer rain and clearing, like a landscape painting. The other song expresses attachment to a friend in a tortuous way through extreme praise of the beautiful scenery of the West Lake. It is a typical work that contains paintings within poems and poetry within paintings. Students re-examined ancient poems and gained a new understanding. The teachers’ goals before class will also be sublimated.

2. Draw works and broaden horizons

In Chinese textbooks, many texts are excerpts from some famous novels and essays. For example, "Lin Chong beats Coach Hong with a stick" is selected from "Water Margin". When children learn this article, they will have a strong interest in it and be shocked by the heroic spirit of the characters in Water Margin. At this time, the teacher will naturally select the story of Water Margin to let Students become interested in Chinese classical literature and develop their own cultural knowledge outside of class. At the same time, teachers can also make full use of relevant texts in the unit to stimulate students' interest in reading. For example, in Unit 3 of Part 5, "Aesop's Fables" is selected. When teaching this text, the teacher should tell the students: "There are many more interesting fables like this in "Aesop's Fables". You can find them and read them." This will arouse students' reading appetite. A pre-reading guidance class can also be arranged to help students make a reading plan. You can also use one or two of the stories as examples to guide them in their trial reading. After reading, students can be asked to write simple reading notes, such as excerpting famous quotes, writing thoughts after reading, etc.

3. Connect with reality and understand life

The instrumental nature of the Chinese subject determines that it should be an open subject. In fact, the connotation of Chinese learning is the same as life. If you are closed, you will not be able to learn Chinese well. Therefore, it is not enough to study Chinese in the classroom alone. I try to move Chinese learning to the big classrooms of campus, society and nature. The fifth chapter of "Learning and Doing" is about "saving water". Placing it after the text "Water" shows the editor's good intentions. And when I was teaching that class, I happened to encounter the "Taihu Lake Blue Algae" incident. I was indescribably surprised by this coincidence. I immediately jumped at the opportunity. Some questions were preset in the class, such as "How do you do laundry and vegetables at home?" and "What are the bad habits of wasting water in your family?" At this time, the student discussion meeting was very active. After the students finished their exchange, I asked another question: "Now that there are cyanobacteria in Taihu Lake, the water quality has deteriorated, the water smells bad, and it is no longer drinkable. What are your thoughts on domestic water?" From the reflection of this question, the students Thinking about your own life and experiencing it yourself, you must have a better understanding of the importance of saving water. Really, only through experience can you grow, and only through personal experience can you cherish it. In this class, the results I expected were achieved. After class, the children really started to take action.

Good extension can help students understand the core of the article more deeply, not to mention the classroom effect. Carefully designing the extension and expansion of Chinese classroom teaching will allow Chinese teaching to reach a wonderful state of "taking a leisurely mind to understand, but it is difficult to explain the wonderful things to you". And we just need a little flexibility and courage.