How to cultivate students' Chinese literacy
? Method 1 to cultivate students' Chinese literacy
In the "Chinese Curriculum Standards" in the "Basic Concepts of the Curriculum", It is clearly stated that Chinese courses should “comprehensively improve students’ Chinese literacy.” What is "Chinese literacy"? Chao Zongqi's "Interpretation of Chinese Curriculum Standards" believes that it should include "the accumulation of words and sentences, language sense, thinking quality, Chinese learning methods and habits, literacy, reading, writing and speaking Communicative ability, cultural taste, aesthetic taste, knowledge vision, ideological concepts, etc." According to the cognitive ability and thinking level of primary school students and the needs of subject development, in my teaching practice, I start from the following three aspects to cultivate their Chinese literacy.
1. Focus on accumulation
A large amount of research and practice have proved that language learning can only be "said" bit by bit with repeated impact and stimulation of a large number of languages. The accumulation can "rush out". Primary school students are at the best age for language development. For them, accumulating a large amount of language and enriching and developing language abilities are the main tasks of their Chinese learning. The accumulation of language is not achieved overnight, but is a long-term process. Therefore, we must let students combine in-class reading with extra-curricular reading to achieve equal emphasis on in-class and extra-curricular accumulation.
1. Accumulation in class
In view of the limited classroom time, accumulation in class must be more efficient. This requires accumulating a large number of beautiful sentences in daily reading teaching, while guiding reading methods and cultivating reading habits. Teachers can guide students to accumulate language according to the specific situation of the text. For example, when teaching the lesson "Pearl Spring", the second natural paragraph of the text describes the appearance of the Pearl Spring, and the third natural paragraph focuses on describing the shape of the spring water emerging from the ground. The imagination is rich, the scenes are blended, and the personification, The use of rhetorical techniques such as parallelism and metaphor, rich vocabulary, concise language, and high appeal are good materials for language accumulation and should guide students in reciting and memorizing. The teaching of other non-key paragraphs in this article should be skipped. This reasonable choice saves time and is efficient.
2. Extracurricular accumulation
Chinese is a very practical and instrumental subject. If we want to establish a comprehensive concept of Chinese teaching, we must connect both inside and outside the classroom to realize the integration of Chinese learning and society. The integration of life. For example, after the outbreak of the Iraq War, I actively used media resources such as television, radio, school newspapers, and some magazines purchased by students to guide students to pay attention to the development of the war, understand the war situation from multiple angles and aspects, and allow students to practice independently Chinese, accumulation of language.
2. Cultivate a sense of language
The "Chinese Curriculum Standards" emphasize that Chinese courses should "consider the characteristics of Chinese language and characters, and focus on literacy, reading, writing, oral communication and thinking development, etc." Influence. Chinese teachers should pay special attention to cultivating students' good language sense in teaching. "Cultivation of language sense is also determined by the unique emotional characteristics and humanistic connotation of the Chinese subject. Language sense includes not only the correct and rich understanding of language and characters, but also the expressiveness of using language and characters to accurately and vividly reflect life. The process of language learning should be a process of continuously cultivating language sense. As Xu Jilin said in "There are Misunderstandings in Our Education System in Theory": "We know that learning any language definitely does not start from the rules, but from the sense of language."
1. Recite repeatedly
Chinese culture is broad and profound. Many times, our understanding of language cannot be expressed in words, but can only be understood. As the saying "Deyi forgets speech" in ancient Chinese literary theory says, sometimes words cannot accurately reflect the meaning, and the words are exhaustive but the meaning is endless. . There are many articles in primary school Chinese textbooks that are rich in the beauty of music, painting, and architecture. They are catchy to read and make people feel like they are immersed in them. Repeated reading of these articles can enable students to gradually feel the connotation of the language and the momentum of the articles, and understand the subtleties of their choice of words, sentences, and layout. It is an excellent material for students to understand the language.
It is worth noting that: we must ensure that the amount of reading is sufficient and of high quality, but not excessive; we must not only achieve the effect of "reading the book a hundred times" on the basis of "reading the book a hundred times", but also cannot Treat the study of Chinese language as metaphysics and make no distinction between the content of insights.
2. Comparing and pondering, cultivating language sense
Some words may seem ordinary, but if you think about them carefully, you will be able to feel and understand the subtle and expressive aspects of them. Therefore, students should be guided to figure out important words and sentences to understand the deep meaning contained in the text. For example, in my first and second grade Chinese teaching, I often add, replace, and delete key words and sentences to make students feel the difference between the image, concreteness, and vividness of language and abstract, empty, and wordy, and cultivate Students' language sense and develop students' language ability.
Another example is the end of the lesson "The Unforgettable Water Splashing Festival": "How happy, the Water Splashing Festival in 1961!" "How unforgettable, the Water Splashing Festival in 1961!" I used a slide to show the other two Sentences, let students compare: "How happy the Water Splashing Festival in 1961 was!" "How unforgettable the Water Splashing Festival in 1961 was!" Although the second-grade students did not know that the first two sentences used the rhetorical technique of inversion, But I realized the emphasis here, which emphasized the happiness and unforgettable feeling of the Dai people due to the arrival of Premier Zhou.
It is worth noting that we cannot ignore the overall perception of the entire article just because we appreciate and ponder certain words and sentences. Fragmenting and fragmenting an article is not conducive to cultivating students' sense of language.
3. Guidance and use
What is the ultimate goal of children accumulating and understanding language? I think it is to use language, that is, to use clear and specific language to express their thoughts accurately. , communicate and communicate with others. The ability to use language is a comprehensive reflection of primary school students’ Chinese literacy.
About the correction of exercises. It not only allows teachers to understand the actual practice of students' homework, but also allows students to understand the advantages and disadvantages of their own homework. In my specific teaching, I adopt the following different forms: I teach as a teacher first, and then let the students make corrections on their own; I use teachers to criticize students for correction, and I use some fixed symbols and write a few concise requirements for students to make corrections accordingly; sometimes , I use face-to-face revision based on students' individual problems; sometimes, I use mutual review and revision, with several students as a group, select a student's homework to discuss with each other, and revise together.
Comments on the exercises. This is a summary of an exercise, and it also has certain guiding significance for future exercises, and is a link between the past and the next. It doesn’t matter how students write their exercises. What matters is whether they can write actively and conscientiously. If they can do this, they should be considered qualified. There may be many questions that appear in a review. Therefore, the assignment review class does not need to be comprehensive. It only needs to grasp the most relevant questions to guide students to review the examples and modify their own assignments. The key link is to use appropriate methods to organize the whole class to comment and revise examples, and then combine them with students' self-evaluation to achieve the purpose of drawing inferences from one example.
In short, as pointed out in the "Chinese Curriculum Standards": "Chinese teaching should focus on the accumulation, perception and application of Chinese, focus on the training of basic skills, and lay a solid Chinese foundation for students." Lu Zhiping "New Exploration on Chinese Curriculum" also points out: "The process of forming Chinese literacy is also a process of development." In our daily teaching work, we must make the Chinese curriculum "dedicated to the formation and development of students' Chinese literacy" and constantly Through the subtle influence and influence, we can promote the comprehensive development and lifelong development of students.
Method 2 to cultivate students’ Chinese literacy
1. Interest is the cornerstone
Interest is the best teacher, and students’ interest in learning needs to be cultivated by teachers. Only when students are interested in the knowledge they have learned can they have a desire to learn and take the initiative to explore and learn. Stimulating students' interest in learning is the prerequisite for achieving "students' active and active learning and improving teaching efficiency". Years of teaching practice tell me: Chinese classes must understand students’ needs for reading, seeking knowledge and emotions, and avoid indoctrination. The focus is on arousing interest and mobilizing students’ enthusiasm. Therefore, I use a variety of methods to stimulate students' interest in learning during teaching, such as intuitive demonstrations, quotations, or clever suspense...stimulate their desire and motivation to read, and create a positive teaching atmosphere of "I want to learn" and "I want to learn." .
In order to stimulate students' interest in learning, when teaching the text "The Sun", I found relevant videos and watched them with the students. When the vast universe appeared in front of the children, I was like that I really felt their eager eyes! They wanted to know the sun so much! I asked with great enthusiasm: "What do you want to ask the sun? What else do you want to say?" The children were all very interested and eager to try. . "Stimulating interest" greatly mobilizes students' initiative and enthusiasm, and the teaching process "turns pain into joy."
At the same time, I also use a variety of methods to create situations to infect and influence students, stimulate their interest and emotions in learning Chinese well, and then break through the key and difficult points in teaching. When teaching the article "Memories of Sixteen Years Ago", I played a piece of sad music while reading the passage about Li Dazhao's heroic death. The children read the article with grief and deepened their admiration for Li Dazhao. Some students even I shed tears while reading the article, which really touched the depths of bloody and sad emotions, which left a deep impression on them! When teaching the lesson "Making Us Stronger", students were first asked to recall their own experiences in physical activities and games. The children's interest was immediately aroused by the scene, and they all raised their hands to tell about their happy experiences. I used the camera to write the names of the sports they mentioned on the blackboard to teach literacy.
At the same time, we should infiltrate the principle that life lies in exercise, and educate students to exercise more and make their bodies stronger! Only in the future can they become the pillars of the motherland! When teaching the lesson "Drawing Eggs", I asked the students what shape an egg is, and most students They said it was oval. At this time, they agreed with what Leonardo da Vinci said to the teacher. Yes, eggs are all oval. Why does the teacher keep asking Da Vinci to draw eggs? This is also one of the points of this article. In order to overcome this difficulty, I used the method of physical demonstration, taking out an egg and letting the students observe it from different angles. What the students saw was indeed different shapes. Finally, I pointed out the reason why the teacher asked him to draw the egg. For training eyesight and painting skills, basic skills can only be solid and perfect through hard training.
2. Habits are the key
Good habits can affect a child's life. Chinese teaching must pay attention to the development of good Chinese learning habits and education, and then form good Chinese literacy. Regardless of personality, learning and methods, we must attach great importance to it. Teachers should strive to actively guide students from many aspects, strictly require every detail, and train students strictly to cultivate good habits in students. It requires both positive guidance and forced cultivation.
For primary school students, the following eight aspects of habits bear the brunt: 1. The habit of taking the initiative and studying hard; 2. The habit of being careful and conscientious. 3. The habit of being diligent with hands, writing, and thinking; 4. The habit of speaking Mandarin boldly, and writing in a standardized and neat manner; 5. The habit of cherishing books and stationery; 6. The habit of asking questions; 7. The habit of actively participating in cooperative learning ; 8. The habit of solving problems in a timely manner.
Cultivating habits requires careful guidance, strict requirements, and every step is in place. For example, to cultivate students' writing habits, when I teach, I first require students to write clearly, neatly and quickly in their notebooks. There is a weekly evaluation. If a student does well, I will put a small red five-star on his notebook as a reward. A monthly review is conducted, and all the excellent ones are replaced with a big yellow five-pointed star. In this way, a trend was formed in the whole class, and students gradually developed the habit of writing carefully and neatly and orderly.
When good study habits are developed, students’ Chinese learning will steadily improve.
3. The classroom is the main battlefield
Chinese classroom has extraordinary significance in cultivating students’ Chinese literacy. The new curriculum standards require us to establish a teaching model based on autonomy, cooperation, and inquiry, activate students' curiosity and desire to explore, cultivate students' ability to actively think, question, seek, and be good at capturing new information, and set the cultivation of this ability For the ultimate purpose of classroom teaching. How to create scientific and efficient classroom teaching requires teachers to prepare carefully before class, be flexible and resourceful in class, and embody the concept of "student-oriented".
Chinese classroom should allow students to participate in the whole process of acquiring knowledge, taste the fun of exploring knowledge, and strive to lead external interests to internal interests. Create vivid teaching situations to inspire them to learn proactively and creatively. For example, when learning fairy tales, I always let students choose their own characters to perform in textbook plays. In addition, I often use riddle guessing, role-based reading, small drama performances, etc. to create vivid scenes in the text to activate students' enthusiasm for learning Chinese. At the same time, Chinese teachers should give full play to their teaching personality and integrate personal hobbies, thoughts and feelings into the teaching design, so that classroom teaching not only presents the uniqueness of Chinese teaching, but also displays a distinctive personal style. At the same time, we must pay attention to the individual differences of students so that our teaching design can adapt to the needs of students at all levels. Let students actively participate in the classroom teaching process and truly become the main body of learning. Students must be given the opportunity to speak and exercise their thinking and oral expression skills. For example, when teaching "Two Fables", I asked students to read the text together with the annotations, and then divided them into groups for discussion. I asked each group to select a representative to tell the story, and then judge each other's best storyteller. Every student aspires to be a storyteller. I was very attentive during my self-study, and the discussions were extremely lively. The whole class showed strong interest. By the end of one class, the students had a clear understanding of the content and mastered the key vocabulary, which laid a good foundation for in-depth study in the next class. Usually, whenever it comes to questions about enlightenment and enlightenment, I always tell them that what they say makes sense, encourage children to speak freely, and give them positive evaluations. In this way, students will be happy and expressive in class.
4. Comprehensive practical activities are the catalyst
The Chinese curriculum standards point out: "Chinese is a highly practical course, and it should focus on cultivating students' Chinese practical ability, and cultivate this ability The main way is also Chinese language practice...". Chinese practice activities break through the limitations of classroom teaching and become an extension and supplement of Chinese classes. They enrich students’ cultural heritage and play a catalytic role in cultivating students’ Chinese literacy. The main methods are as follows:
1. Carry out the activities of "a sentence a day, a poem a week", famous lines from ancient poems, catchphrases, idioms, famous sayings, etc., so that students can discover in the process of accumulation and display It can discover the aesthetic value contained in Chinese characters and find the joy of learning, which is conducive to the development of education and teaching, and is more conducive to cultivating students' feelings towards national culture.
2. Classic reading activities. In conjunction with our school's theme activities of "Reciting Classics, Cultural Fitness", I carry out irregular reading activities and recitals in the class.
Combined with the new curriculum standards, excellent ancient poetry and prose works are selected, covering aspects such as describing scenes, determination, cherishing time, life, and studying. Students are required to read and recite them well and be able to express their own opinions. Through this kind of training, students not only master a large number of classic poems and articles, but also exercise their reading memory, cultivate their temperament, develop their aesthetic ability, and deepen their cultural accumulation.
3. Carry out reading activities of literary classics and advocate traditional Chinese education. Instructing students to read classics is also an effective way to cultivate students' literary literacy. Select ancient classics to guide students in reading.
4. It can also guide students to prepare handwritten newspapers, conduct surveys and interviews, etc. Writing handwritten newspapers can train students' ability to process information and use media. Survey interviews can practice students' language expression and communication on the spot. Book report meetings are a practical activity that combines reading and speaking with internalized reading experience.
In short, in our Chinese teaching practice, we should always focus on students' independent development in order to achieve the ultimate goal of cultivating students' Chinese literacy. This requires Chinese teachers to start from themselves, strengthen learning, improve quality, promote learning with love, and guide students to take every step of Chinese learning in a down-to-earth manner, so that students can fly their dreams for tomorrow with their solid and rich Chinese literacy.
Three ways to cultivate students’ Chinese literacy
“Chinese literacy” is a more eye-catching core concept in the curriculum standards. The so-called "Chinese literacy" refers to the relatively stable, basic listening, speaking, reading and writing abilities of primary and middle school students that adapt to the development requirements of the times, as well as the academic accomplishments such as literature and articles as well as the personality accomplishments such as writing style and taste shown in Chinese.
In the past, Chinese courses generally only talked about Chinese skills, such as "listening, listening, reading and writing skills". Now "Chinese literacy" is proposed, which covers a wider area, including listening, speaking, reading and writing skills, and not only skills. requirements, as well as overall quality requirements. That is to say, in the process of cultivating basic Chinese abilities, Chinese courses must pay attention to the influence of excellent culture on students. Students' emotions, attitudes, values, moral cultivation, and aesthetic tastes are improved, and good personality and sound personality are cultivated. At the same time, let Chinese education play an irreplaceable advantage in inheriting and carrying forward the excellent traditional culture of the Chinese nation, enhancing national cultural identity, and enhancing national cohesion and creativity.
All of this is specially considered not to be additive, not one plus one, let alone wearing shoes and hats, but a true organic combination that unfolds naturally. For example, primary school students' ability to read and write is not only a kind of ability training, but also a cultural influence. It is also a kind of habit and cultivation, especially the cultivation of love for the motherland's language and characters. Therefore, the concept of "Chinese literacy" represents a new and broader educational vision.
Some people may not agree with the formulation of Chinese literacy. They think that the “double base” (basic knowledge and basic abilities) is more clear. They think that mentioning Chinese literacy ignores the “double base”. In fact, Chinese literacy Including "double base". It is not enough to mention "double bases", and "double bases" must also be reconstructed according to the requirements of the times. Therefore, Chinese literacy is not only the enrichment and development on the basis of "double bases", but also includes the reconstruction of "double bases".
Let’s talk about “training” in particular, which is something front-line teachers are more concerned about. The curriculum standard advocates heuristic, inquiry-based, discussion-based, and participatory teaching to help students learn to learn, stimulate students' curiosity, cultivate students' interests and hobbies, and create a good environment for independent thinking and free exploration. Therefore, it is no longer necessary to "Training", as the only teaching implementation method, is no longer the core concept of Chinese courses. But this does not mean that training is excluded. Chinese language learning definitely requires necessary training. In the expression of curriculum standards, the word "training" does not appear frequently and is often included in the new "Chinese literacy development" curriculum model.
When teachers read the Chinese curriculum standards, they should pay special attention to some key words and new formulations, which contain new educational concepts and should be regarded as the key points of learning. Here are a few: First, people-oriented, comprehensively implement quality education, infiltrate socialist core values ????in teaching, and cultivate students' sense of social responsibility, innovative spirit and practical ability; second, advocate independent, cooperative, and inquiry-based learning methods, and cultivate students to learn to learn Study, learn to cooperate, and learn to innovate; third, attach importance to the unity of humanistic and instrumental nature of Chinese courses, focus on accumulation, perception, practice and comprehensive learning, and pay attention to the edifying and infectious role of Chinese; fourth, follow the laws of Chinese education and reflect the subject goals and content The fifth is to reasonably design the course objectives and content to reduce the excessive burden on students.
Four Ways to Cultivate Students’ Chinese Literacy
Recently, the overall framework of "Chinese Student Development Core Competencies" was released, defining "students' literacy from the three dimensions of cultural foundation, independent development, and social participation" They should have the necessary character and key abilities that can adapt to the needs of lifelong development and social development." After the release, the meaning and implementation path of core competencies have become the focus of current education field.
At the recent 2016 China Education Mingde Forum with the theme of "Chinese Student Development Core Competencies", thousands of education scholars and primary and secondary school principals*** from home and abroad discussed the connotation of core competency construction. and implementation methods, emphasizing that core competencies are top-level designs in the field of education with an international perspective and in line with China's national conditions, but implementation still faces challenges.
For the term "core literacy", different countries have different expressions.
For example, the United States’ 21st Century Skills Partnership calls it “21st century skills,” the Organization for Economic Cooperation and Development calls it “key literacy,” and Australia calls it “comprehensive capability.” Although the expressions are different, they all express the questioning of different organizations, countries and regions about what qualities future citizens should have.
Lin Chongde, leader of the "Chinese Student Development Core Competencies" research group and professor at Beijing Normal University, previously pointed out that Chinese student development core competencies are the "educational DNA" that deeply answers the question "What kind of virtues should we establish and what kind of people should we cultivate?" Effectively integrating the requirements for student development at three levels: personal, social and national, it enriches and deepens the connotation of quality education.
“The proposal of core competencies is an important manifestation of the integration of China’s education and education concepts with international standards, and marks the shift in the direction of domestic education from focusing on knowledge and skills to focusing on ‘people-oriented’.” Peng Kaiping, director of the Department of Psychology at Tsinghua University, said.
"The current society has the strongest demand for education reform, but it is the most difficult and the results are slow." In some places, education has seen phenomena such as ability differentiation, personality certificates, and moral labeling. Zhu Yongxin, Vice Chairman of the Central Committee for the Democracy, pointed out that "the direction of educational reform must be oriented toward humanization, diversity, and individualization to form a happy and complete educational life."
Xie Weihe, deputy director of the Tsinghua University Academic Affairs Committee, made a special statement Emphasize the practical orientation of core competencies. Studies have pointed out that the most important factor in determining a child's success is whether the parents' school can help them cultivate a series of character traits, such as "perseverance, self-control, curiosity, responsibility, courage and self-confidence." The United States and other developed countries in the world have incorporated similar understandings into school curriculum and teaching practices. However, the problem of using test scores as the main evaluation criterion in our country has affected the implementation of the action. To solve these problems, we need to take core competencies as the key link and promote in-depth reforms in the education sector as a whole.
Literacy education is reflected in the education and teaching of the entire school, and its implementation is inseparable from curriculum reform, teacher training, and scientific evaluation. At present, the education department and many schools have begun to explore ways to implement core competencies. According to Yu Han, deputy director of the Examination Center of the Ministry of Education, core competencies will be reflected in the college entrance examination reform in the future.
In addition, Zhu Yongxin emphasized, "In the future society, the monopoly position of schools as educational resource providers will be further challenged, and the role of social forces as educational carriers will be further exerted." The effective promotion of core competencies is inseparable. Develop government policy guidance and social education innovation.
Peng Kaiping pointed out that special emphasis should be placed on social relations education and the importance of social contact. The best classroom is on the road. Students can make comprehensive use of the off-campus education service system to enhance social participation and strengthen social responsibility.
In August 2015, the State Council issued a document that included study tours into the comprehensive quality education of students for the first time. The key points of the work of the Ministry of Education in 2016 once again emphasized the promotion of the connection between education inside and outside the school. At present, a considerable number of primary and secondary schools across the country have introduced study research and other methods into extracurricular education as a supplement to in-class education. Some teachers and students from the High School Affiliated to Tsinghua University recently went to Shandong for a five-day and four-night Mingde study trip. Effectively improve the cultivation of core competencies through students' independent design of research plans and other methods.
“Flowers and plants hidden in a greenhouse cannot withstand the wind and rain, and young people are limited by walls and cannot take on big responsibilities.” Wang Xuehui, representative of the study tour agency and chairman of Century Mingde, said that it is difficult to achieve core competencies from proposing to implementing them overnight. It requires top-level design and also It is necessary to combine cultivation indicators with specific courses in practice, and advance scientifically in stages and steps. In addition, experts emphasized the need to effectively use the Internet and big data to track and analyze information on students’ educational processes, thereby providing technical support for the implementation of core competencies and comprehensive quality evaluation.