Some thoughts on reading Zheng Yinong's Basic Criteria for the Effectiveness of Chinese Reading Teaching (1)

To train Chinese people instead of others, which exactly shows the essential difference between Chinese and other disciplines. Looking back at our realistic classroom, there are three tendencies in the goal of Chinese reading teaching, namely, the goal is generalized, the goal is narrowed and the goal is random. These tendencies have not been effectively reversed, but have been given undue encouragement. Three modernizations are far from the goal of cultivating Chinese people.

The core feature of Chinese people should be good Chinese literacy.

The junior middle school section of Curriculum Standard requires students to acquire basic Chinese literacy. Chinese literacy includes: the accumulation of words and sentences, language sense, thinking quality, Chinese learning methods and habits, literacy, writing, reading, writing and oral communication skills, cultural taste, aesthetic taste, knowledge vision, emotional attitude, ideological views and so on. That is, Chinese literacy includes functional and non-functional aspects, that is, language literacy and spiritual literacy. Our training goal is very clear: language literacy mainly refers to the ability, methods and habits of language accumulation, perception, understanding and application, while spiritual literacy mainly refers to perceptual humanistic spirit (such as good emotional attitude, values, aesthetic taste, cultural taste, etc.) and rational scientific spirit (such as the quality of seeking truth, questioning, exploring and innovating, etc.).

Let's look at the three goals in reality:

Goal generalization: the status of Chinese has been elevated, and it has become an all-inclusive cultural class, with astronomy, geography, history, society, folk customs and religion coming in. For example, teaching "The Wisdom of the Female Wolf", "The Balcony will not be closed tomorrow" and "Urban Elves" has made great efforts to expand the harmony between man and nature. From the perspective of the effectiveness of teaching, such Chinese classes only pay attention to the non-functional side of Chinese literacy, not all, but ignore the functional side and lack of down-to-earth work.

Narrow goal: contrary to generalization, it only focuses on functionality, and only points to exams, teaching what to test and teaching how to test. It trains Chinese examiners, so it is often seen that Chinese reading teaching is practical. In the short term, it is extremely efficient, but it is extremely harmful to children's lifelong development. The IQ is high and the EQ is gone. That's why students don't like Chinese language: the elegance and beauty of Chinese language and the rich spiritual nourishment contained in the article are gone. Can you have your cake and eat it? Can a person with good Chinese literacy take the Chinese exam? Chinese literacy itself includes the quality and skills of taking the exam, especially in recent years, the examination questions of senior high school entrance examination and college entrance examination are getting closer and closer to examining students' real Chinese literacy.

Randomization of goals: This phenomenon is most obvious in heterogeneous activities in the same class. The same article is taught by different teachers, and the teaching goals are far from each other, lacking objective and unified standards. Very casual, in short: Chinese is casual. In fact, if you think about our saying that the Eight Immortals cross the sea, you can understand that they can show their magical powers, but after all, they will cross the sea instead of climbing mountains and flying. Just like going to Beijing from the East China Sea, you can choose cars, trains and planes, but the final destination is Beijing, not Nanjing or Tokyo. It takes the shortest time to fly to Tokyo, which is also invalid.

going back to the original point can solve all the problems. The origin is the Chinese Curriculum Standard for Compulsory Education. The teaching objectives of all kinds of reading texts are all in the Standard, and there are specific requirements:

Appreciating literary works, having one's own emotional experience, initially understanding the connotation of the works, and getting beneficial enlightenment from it to nature, society and life. The ideological and emotional tendencies of the works can be evaluated in connection with the cultural background; Be able to tell your own experience about the touching situations and images in your works; Taste the expressive language in the works.

when reading scientific and technological works, pay attention to understand the scientific spirit and scientific thinking method embodied in the works.

Read simple argumentative essays, distinguish opinions from materials (truth, facts, data, charts, etc.), find the connection between opinions and materials, and make judgments through your own thinking.

Read ancient poems, consciously accumulate, comprehend and use them, and improve your appreciation taste and aesthetic taste.

reading simple classical Chinese, you can understand the basic content with the help of notes and reference books. Recite 8 excellent poems.

Therefore, when a teacher gets a text, he must first determine what kind of text it is, and then look at the teaching objectives and requirements of the curriculum standards for this kind of text.

The Back is a literary text.

Send you a bouquet of genetically modified flowers is a text of scientific and technological works.

On Beauty is an argumentative text.

Denggao is a part-of-speech text of ancient poetry.

The Snake Catcher's Tale is both a classical Chinese text and an argumentative text.

If teachers can conscientiously follow the curriculum standards, they will not be stereotyped, but have their own needs, strengths and emphases. I believe that only in this way can our reading teaching be truly effective and the ultimate goal of cultivating Chinese people will be closer and closer. 2. Where is the goal of classical Chinese teaching in junior high school

The teacher summed it up: salty, knowledgeable, comprehensive and so on.

For example, when explaining the word "Wu", the origin of "Wu" is explained by using China's word formation method, which can deepen students' understanding of this word. From this lesson, I am most interested not in teaching methods, but in the orientation of the teaching goal of classical Chinese by Teacher Wang Ti. She thinks that the teaching goal of classical Chinese should focus on the accumulation of classical Chinese vocabulary, rather than the theme content shown in the article.

I quite agree with this. First of all, the orientation of the new curriculum standard for junior high school classical Chinese is that students can read simple classical Chinese, learn to look up words in dictionaries and pay attention to tools.

Although we also advocate new ideas and methods of classical Chinese education, I think the reason why classical Chinese teaching gives us a headache in Chinese teaching is that the words are abstruse and difficult to understand, and it is not easy to understand. Therefore, in teaching classical Chinese, we should first solve the problem of reading.

Secondly, from the perspective of our purpose of learning classical Chinese. Maybe someone will say that we should inherit the traditional culture of China.

But I really want to ask: What kind of traditional culture are we going to inherit? We can't generalize that we inherit China's classical philosophy and so on. In fact, most of the classical Chinese in junior high schools are short stories, such as Sun Quan's Persuading Learning, which reflects the simple truth, and students can generally summarize it immediately after reading the text. Therefore, I think the teaching of classical Chinese in junior high school should make students feel the charm of classical Chinese vocabulary, its diction and sentence making, its conciseness and catchiness, and the experience of language beauty is accomplished through repeated reading and vocabulary accumulation.

Of course, there must be something special outside the general, not all classical Chinese, and some classic articles such as Peach Blossom Spring and Yu Gong Yi Shan also need to be analyzed and understood. Finally, the main reason why we can't break through the dispute between literature and art in the teaching of classical Chinese is that we can't break through China's ancient thought that the form of an article serves the content, and the form is only a means, and the theme is the key. Therefore, whether it is literary style, practical style or classical Chinese, we are emphasizing the humanity of the article.

This is actually a bit of an eyebrow and beard. When the Chinese class is always repeating those simple life truths, it is not far from the ideological and political class. Because, when we treat different styles, we should adopt a western saying: God's belongs to God and Satan's belongs to Satan.

Of course, there are ways to pay attention to reading aloud and vocabulary accumulation, instead of simply telling the meaning of a word. It's a pity to learn from teacher Wang Ti, which makes the boring classical Chinese vocabulary that is most difficult to arouse students' interest interesting, and it is wonderful to use and single-minded. 3. How to determine the teaching goal of Chinese reading in junior high school

After reading Zheng Yinong's Basic Criteria for the Effectiveness of Chinese Reading Teaching, I feel that Zhang Fazhuang, the teaching and research section of Donghai County Education Bureau in Jiangsu Province, trains Chinese people instead of others, which exactly shows the essential difference between Chinese and other disciplines.

Looking back at our real classroom, there are three tendencies in the goal of Chinese reading teaching, namely, goal generalization, goal narrowness and goal randomness. These tendencies have not been effectively reversed, but have been given undue encouragement.

the three modernizations are far from the goal of cultivating Chinese people. The core feature of Chinese people should be good Chinese literacy.

The junior middle school section of Curriculum Standard requires students to acquire basic Chinese literacy. Chinese literacy includes: the accumulation of words and sentences, language sense, thinking quality, Chinese learning methods and habits, literacy, writing, reading, writing and oral communication skills, cultural taste, aesthetic taste, knowledge vision, emotional attitude, ideological views and so on.

that is, Chinese literacy includes functional and non-functional aspects, that is, language literacy and spiritual literacy. Our training goal is very clear: language literacy mainly refers to the ability, methods and habits of language accumulation, perception, understanding and application, while spiritual literacy mainly refers to perceptual humanistic spirit (such as good emotional attitude, values, aesthetic taste, cultural taste, etc.) and rational scientific spirit (such as the quality of seeking truth, questioning, exploring and innovating, etc.).

Let's look at the three goals in reality: goal generalization: the status of Chinese has been elevated and it has become an all-inclusive cultural lesson, with astronomy, geography, history, society, folk customs and religion coming in. For example, teaching "The Wisdom of the Female Wolf", "The Balcony will not be closed tomorrow" and "Urban Elves" has made great efforts to expand the harmony between man and nature. From the perspective of the effectiveness of teaching, such Chinese classes only pay attention to the non-functional side of Chinese literacy, not all, but ignore the functional side and lack of down-to-earth work.

Narrow goal: contrary to generalization, it only focuses on functionality, and only points to exams, teaching what to test and teaching how to test. It trains Chinese examiners, so it is often seen that Chinese reading teaching is practical.

In the short term, the efficiency is extremely high, but it is extremely harmful to children's lifelong development. The IQ is high and the EQ is gone. That's why students don't like Chinese language: the elegance and beauty of Chinese language and the rich spiritual nourishment contained in the article are gone.

can you have your cake and eat it? Can a person with good Chinese literacy take the Chinese exam? Chinese literacy itself includes the quality and skills of taking the exam, especially in recent years, the examination questions of senior high school entrance examination and college entrance examination are getting closer and closer to examining students' real Chinese literacy. Randomization of goals: This kind of performance is most obvious in heterogeneous activities in the same class. The same article is taught by different teachers, and the teaching goals are far from each other, lacking objective and unified standards.

very casual, in short: Chinese is casual. In fact, if you think about our saying that the Eight Immortals cross the sea, you can understand that they can show their magical powers, but after all, they will cross the sea instead of climbing mountains and flying.

Just like going to Beijing from the East China Sea, you can choose cars, trains and planes, but the final destination is Beijing, not Nanjing or Tokyo. It takes the shortest time to fly to Tokyo, which is also invalid.

going back to the original point can solve all the problems. The origin is the Chinese Curriculum Standard for Compulsory Education.

The teaching objectives of all kinds of reading texts are in the Standard, and there are specific requirements: to appreciate literary works, to have one's own emotional experience, to initially understand the connotation of works, and to gain beneficial enlightenment to nature, society and life. The ideological and emotional tendencies of the works can be evaluated in connection with the cultural background; Be able to tell your own experience about the touching situations and images in your works; Taste the expressive language in the works.

When reading scientific and technological works, pay attention to the scientific spirit and scientific thinking method embodied in the works. Read simple argumentative essays, distinguish ideas from materials (truth, facts, data, charts, etc.), find the connection between ideas and materials, and make judgments through your own thinking.

Read ancient poems, consciously accumulate, comprehend and use them, and improve your appreciation taste and aesthetic taste. Reading simple classical Chinese, you can understand the basic content with the help of notes and reference books.

recite 8 excellent poems. Therefore, when a teacher gets a text, he must first determine what kind of text it is, and then look at the teaching objectives and requirements of the curriculum standards for this kind of text.

The Back is a literary text. "Send you a bouquet of genetically modified flowers" is a text of scientific and technological works.

On Beauty is an argumentative text. Denggao is a part-of-speech text of ancient poetry.

The Snake Catcher's Tale is both a classical Chinese text and an argumentative text. If all teachers can seriously follow the curriculum standards, they will not be stereotyped, but have their own needs, strengths and emphases.

I believe that only in this way can our reading teaching be truly effective, and the ultimate goal of cultivating Chinese people will be closer and closer. 4. Chinese general review, personal detailed plan and the goal to be achieved in the senior high school entrance examination

I hope it will help you to guide the skills of Chinese senior high school entrance examination review. Grasping the key points and skillfully using methods, the senior high school entrance examination has now entered the sprint stage. At present, students have two kinds of mentality about Chinese review: some students think that there are many knowledge points in Chinese, and the senior high school entrance examination focuses on examining students' extracurricular migration ability, and the content of textbooks is less, so they often focus on some "crash" subjects. There are also some students who think that after carefully reviewing the knowledge of textbooks, they have done a lot of reading questions, but the exam has not been effective. They feel that Chinese review can't start, so they simply give up.

all these practices are very undesirable. In fact, Chinese, like other subjects, has its own knowledge system and review rules.

Judging from the review situation of students in previous years, in the sprint stage, if we can follow the teacher's review plan, review and form a knowledge network, answer questions according to the correct skills and methods, and be sure before the exam, we can achieve ideal results in the exam. So, what strategies and methods should be paid attention to in the final sprint stage? Let's talk briefly about some practices of our school teachers in the final review stage: First of all, we should carefully "eat" the exam questions in the past two years.

In the past two years, there is basically no change in the structure, content, type and quantity of the senior high school entrance examination questions. The examination paper is divided into four sections: accumulation, classical Chinese reading, modern Chinese reading and composition.

The content of the test questions is relatively stable, and the purpose of the test is clear: from the accumulation and application of famous sayings and sentences in and out of class, to the reading of classical Chinese in and out of class, to the reading of modern Chinese in and out of class, and finally to the writing of topic composition. Attach importance to the examination of students' knowledge accumulation, especially the ability of students to analyze and solve problems by combining life practice and life experience.

how should we analyze the exam questions in the past two years? Now only the four sections of the test paper are briefly explained. First, the accumulation part.

The scope of the exam is basically the famous articles and sentences that are required to be recited in the junior middle school teaching reading items. Reciting and reviewing should not only strengthen memory but also understand it, and be able to use it flexibly.

Not only do you recite articles, but you should also implement every word, especially the words that often make mistakes in dictation, and you should always be "warm"