First, on the integration of teaching
Integration, the modern Chinese dictionary is interpreted as: through adjustment, regrouping. Integration is an educational behavior and teaching method. As far as Chinese teaching is concerned, integrated teaching is a process from one to three and from three to one, that is, starting from one aspect of a text, connecting another or more texts with similar information to form a "class", and then comparing, evaluating, exploring, reasoning and expressing the "class" texts, we can draw rules, master methods and form a consensus.
Constructivism holds that Chinese teaching is a continuous process of integrating curriculum resources in a proactive way and cultivating students' Chinese literacy through students' own existing experience, methods and beliefs under the guidance of teachers and in the interaction between students as cognitive subjects and knowledge as cognitive objects.
Combining these two concepts, we can find that integrated teaching is a teaching method that cuts to the essence of Chinese teaching. As early as 2007, Wang Jun had a relatively perfect exposition and fruitful classroom practice in this respect.
The integrated teaching of the class I studied includes the integration of similar information in a single text and the integration of multiple texts in the teaching material. One of the reasons for choosing this research point is that those words and expressions that appear repeatedly in a single text or have the same temperament can often be the fulcrum for interpreting the text. If used properly, they will receive the classroom effect of "four or two". This is reflected in my favorite lesson "Wang Jun talks about classics". Secondly, multi-text integration, that is, group reading teaching, requires teachers to have a broad reading vision and rich Chinese literacy, while my vision is more limited to the textbooks used and related teaching AIDS, other versions of textbooks and so on. Therefore, my integration research focuses on classes. Today, I want to share with you the integration of many texts in the textbook, combining my own research with Mr. Jun's More Beautiful Chinese Class.
"More Beautiful Chinese Classroom" is a large-scale Chinese teaching and a large group of Chinese teaching based on teacher Wang Jun's integrated thought. It is called "Chinese teaching" because in teacher Wang Jun's classroom, words and phrases, texts in and out of class, classics, student exercises, hot news, media evaluation, video clips, movies and music can all become Chinese materials, so the Chinese classroom is open, diverse and full of growth. It is called "large group composition teaching" because, in Wang Jun's view, the combination of group composition is more abundant: it can be macro-theme-multi-text inquiry reading, or local-intention-multi-segment inquiry reading; You can focus on the theme, or you can focus on writing methods and expression characteristics. You can focus on how to write or what to write. We can see that, in view of the content and scope of integration, Mr. Wang Jun provided us with 13 ways to write articles in combination with specific lessons.
(Discussion 1: Make a questionnaire survey and read "More Beautiful Chinese Class". Which lesson inspired or benefited you the most? )
What I benefited most was Liu Yuxi's exploration of the inner world. I can ask you how many worries. Great beauty is beauty, language violence hurts people, and kindness is a gift. In fact, every lesson in the book is wonderful, and it is a classic of integrated teaching or group teaching. The group teaching, the integration of Chinese and life teaching, and the integration of various Chinese factors in the classroom are all great challenges to teachers' background and vision. For me, this class can be looked up to but unattainable. Therefore, I think that several classes integrated in the class (in the textbook) are more enlightening and instructive to me. The master said, "mastering this way of thinking and operation has a process from easy to difficult and from small to large." I think we can start with integrated classroom teaching, no matter whether it is done well or not, let's do it first.
(Discussion 2: After reading the course "The Most Beautiful Chinese", what methods have you learned to carry out integrated teaching? )
Below, I will combine these teaching examples to share with you how to make Chinese lessons more beautiful.
Second, how to integrate teaching
Teacher Wang Jun said that the teaching of group composition is moving towards a harmonious and unified realm. In my opinion, the integration of teaching, "integration" is focused on choosing points, and "integration" is detailed learning. Whether it is "99-99" unification or "3-99" unification, this "one" is the focus of teaching. My understanding is that as far as classroom operation is concerned, this "one" is first of all a purpose: to lay the foundation for students' Chinese literacy and happy life; Secondly, one way: Chinese method, namely Chinese activities and pragmatic training; A way of presentation: ray-starting from one point, step by step, leading students' learning to an infinite distance.
Learn to integrate with Wang Jun, starting from the following four aspects:
(A) focus on the selection of points, clear teaching direction.
From the teacher's point of view, we should be clear about what to teach. Textbooks are generally arranged by theme or genre, and the unit theme is generally large, which is not suitable for integrating key points. According to the needs of teaching or students' growth, more specific topics should be established based on the text. Topic selection is the embodiment of teaching orientation. It can be: ① Understanding the theme, such as Liu Yuxi's exploration of the spiritual world, kindness is a gift, etc. (2) acquisition methods, such as great beauty means beauty, how much worry can there be, (3) accumulation of language materials and culture, such as Sun Quan's persuasion, (4) combination of reading and writing, such as self-praise with poems and books. The corresponding class types are thematic, pragmatic, expanding and writing. The integration point is the basis and main line for determining course types and designing teaching activities. Walking along the line, the classroom is three-dimensional and profound.
(B) Based on pragmatics, set up inquiry activities.
Teacher Huang Houjiang said that Chinese should be taught in the way of China. Master Jun's youth language advocates the two-way exploration of pragmatics and spirit. In these comprehensive courses, teachers often set up exploratory Chinese activities by comparing differences, seeking common ground, connection and induction. Students do not ask and answer questions in an abstract way, but develop their thinking and exercise their listening, speaking, reading and writing skills through creating situations, eloquent reading, filling in gaps, language extension and multiple comparisons. Whether exploring the theme or studying pragmatics, students can naturally understand the theme and learn to use the language through hierarchical and gradient language training activities. Instead of labeling and mandatory notification. Taking "the harm of language violence to people" as an example, in order to let students know the harm of language violence to people, the pragmatic activities in class include: creating scenes, reading "A Curse through the Ages", analyzing "A Curse through the Ages", reciting poems, analyzing and summarizing the language of short clothes, and summarizing the language violence through multiple comparisons. Students always swim in all aspects of language waves in class. In Kindness is a Talent, in order to let students see "kindness" and how to be kind, practical activities in class include: comparing feelings by reading, writing, aggregating and analyzing similar information, summarizing exercises and reciting poems. All these activities are rooted in keywords, digging deep into the nuances of language and opening a hole in the depth of the text.
(c) Guide dialogue and ignite the spark of thinking.
Classroom dialogue is the key link that determines the success or failure of the classroom. The biggest difference between famous teachers and ordinary teachers lies in their superb classroom dialogue skills. However, due to the large classroom capacity and the relatively tight classroom time, integrated teaching requires teachers to guide skillfully in the dialogue between teachers and students, rather than allowing students to express their opinions freely. Combing the dialogue between teachers and students in each class, we will find that after affirming encouragement, Mr. Jun often leads students' thinking to chew words, move towards the focus of thinking and move towards a new direction of inquiry. Taking kindness as a gift as an example, when analyzing the kindness of a shop assistant, the teacher's language is as follows: ① Besides courtesy and respect, what else do you read from this sentence? (2) What words must be taken seriously? You can also pay attention to the two "walks" in this passage. Actually, he doesn't have to "walk". He can say "Hey, little girl, please come here". Why didn't he call? There is also "light" in the following article. You can also do analysis similar to information aggregation. 6. Hai Yin looked for him with his eyes. Why didn't he just walk over and choose to "gently nod" in the distance? These words all point to the combination of "exploring kindness" and lead students to explore the concrete performance of the clerk's kindness in language. This kind of dialogue can be seen everywhere in the text of this book.
(D) the establishment of distant points, extending classroom learning
Teacher Wang Kaidong thinks that Chinese class should pursue three points: viewpoint-particle-distance. I think the so-called distance is to lead students' thinking and eyes to a more far-reaching place-the whole book, classic texts or homesickness or social life through a Chinese class. The classroom is in a ray shape. "The starting point is set by you, but the end point is the distance that belongs to every child." That's what Master Jun said and did. If you read it carefully, you will find that the lesson of More Beautiful Chinese has a far point. Establishing a distant point is like sowing the seeds of Chinese. Some seeds will eventually fall into the soil of the soul, take root and sprout, blossom and bear fruit.
Chinese class is more beautiful is a classic example of group reading teaching. It is also the perfect presentation of the concept of integrated classroom teaching. I can't let go of every lesson, and I feel a lot. Integration can endow Chinese classroom with thickness and depth, and make Chinese teaching go to the horizon.
The above is a little inspiration I got from reading "More Beautiful Chinese Course" combined with my comprehensive research experience, which is still very superficial. I hope you can give me more advice and help me to make continuous progress in the future integrated teaching and find out where I need to improve.