Content summary:
The New Chinese Curriculum Standard stipulates that Chinese teaching in middle schools must enable students to "have the abilities of literacy, writing, reading, writing and oral communication to meet the actual needs." In a word, listening, speaking, reading and writing ability is to cultivate people with Chinese literacy. The purpose of learning Chinese is to improve students' listening, speaking, reading and writing abilities. Among them, listening, speaking and reading are the foundation, while writing is the key and the core. After more than ten years of Chinese teaching practice, I deeply realize that only by organically combining listening, speaking, reading and writing, especially reading and writing, can students' Chinese level be improved as soon as possible.
Keywords: listening, speaking, reading, writing, Chinese, reading aloud.
The Chinese Curriculum Standard points out that language skills include listening, speaking, reading and writing and their comprehensive application ability. Listening, speaking, reading and writing are important forms for people to communicate through language, and they are also important means for people to know the world, acquire knowledge, intelligence and exchange emotions. These four skills complement and promote each other in language learning and communication.
The purpose of learning Chinese is to improve students' listening, speaking, reading and writing abilities. Listen, that is, you can quickly receive complex language information and have a strong sense of language; That is, it can be expressed in an orderly way through brain thinking; Reading refers to having certain reading, analysis and understanding ability; Writing is writing ability. Among them, listening, speaking and reading are the foundation, while writing is the key and the core. After more than ten years of Chinese teaching practice, I deeply realize that only by organically combining listening, speaking, reading and writing, especially reading and writing, can students' Chinese level be improved as soon as possible.
Everyone knows the saying, "Read a book a hundred times, and its meaning will show itself". However, some of our Chinese teachers did not fully implement this sentence in class. Some teachers are afraid of losing their dominant position in the classroom, so they don't leave time for students to read the text. What's more, let students read silently and then begin to understand the key points and difficulties of the text, even the key chapters of grade seven, which makes students feel that the difficulty of Chinese class has increased a lot and even lost their interest in learning Chinese.
Chinese teaching focuses on cultivating students' perception ability and understanding ability, and the acquisition of these two abilities depends on students' experience and sentiment in reading. Yu Yongzheng, a famous special-grade teacher in China, emphasizes the effect of students' "reading" (people-oriented, reading-oriented, innovation-oriented, emphasizing interest, perception, accumulation, migration and habit). He said, "Chinese teaching focuses on students' practice of reading the original text, that is, connecting students' original knowledge and experience in various ways and understanding the connotation of the text." Some teachers in China said that although students are a little smarter now, they are too busy playing and don't want to study. It took a day, and they didn't remember anything. Why is this happening? The reason is that teachers give students too little time, too little free time and too little time to read texts freely. Now some teachers still think that he can't remember what he said less, and only repeated emphasis is a good way to help students remember. This is a lack of trust in students, because it is a complete waste to give time to students because they don't know how to cherish it. This is another extreme understanding. Giving students time is not for teachers to let themselves go and hide in the office for tea, but to give full play to their leading role. Before reading, they should clearly design specific problems and tasks and let them solve them by themselves, so as to give them full trust, let them have something to do and not waste time.
Some teachers also ask students to read, usually silently, and then read freely. Of course, this is also the way to read the article, but it should be handled flexibly according to the content of the article and the learning situation. It can also be teachers' reading, students' leading reading, teachers' and students' reading together (only one paragraph or sentence can be read), group reading, large group reading, students' reading alone, reading by roles according to specific texts and so on.
In Chinese teaching, reading aloud with emotion can help students deeply understand the ideological content of the article, guide them into the artistic realm, and at the same time get subtle education. Reading articles with beautiful language often can also enrich vocabulary, enhance language sense and improve the ability to master the language. Then, how should Chinese teaching cultivate students' reading ability?
First of all, before reading a work, we must perceive the work as a whole, make clear the author's writing intention, carefully analyze the ideological content of the work, understand the central idea and artistic image, and sort out the thread of ideological and emotional development, so as to grasp the emotional tone. For example, Spring is a beautiful landscape prose and a rare reading. The key to learning this article well is to understand the author's love for spring through reading. When reading this short passage, you should always grasp a passionate emotional tone. In the same prose, Mr. Zhu Ziqing's "Back" shows the sincere feelings between father and son incisively and vividly in an almost sketchy way, with a hint of sadness between the lines. When reading this article aloud, you should impress the audience and yourself with a low, slow tone and sincere feelings, so as to get good results.
Secondly, we should use perfect language skills to accurately reflect the ideological content of the work and express our feelings delicately. In this regard, we should pay attention to the following issues:
(A) teachers should read the model essay correctly. Fan is the standard template. Teachers must use Mandarin with clear speech, correct pronunciation, accurate reading and fluency. Otherwise, students' pronunciation will be led astray, making them often out of tune or not pronouncing at all. Reading the text in local dialect really doesn't smell good. Some teachers find it difficult to change dialects or dialects, or are ashamed to change them. They can play recordings during the module reading, or download ready-made courseware, or ask teachers and classmates with good Mandarin to help record the sound before class. As long as we think hard, there will be better ways to improve the mode reading.
(2) Pay attention to the stress and pause of the sentence. Stress is to emphasize some words or phrases in the text in order to express artistic conception and central idea in the process of reading aloud. The key to determine the stress lies in the understanding of the content of the article you read. For example, "that book is mine." In this sentence, if the stress is on "book", it means there are other things besides books; If the stress is on "I", it means that this book is not someone else's. Therefore, stress should be dealt with in context. Pause is a way to adjust the breath in order to clearly and prominently express thoughts and feelings during reading. Pause in reading is often not limited by punctuation, but mainly by expression. For example, after expressing strong feelings, you can pause appropriately.
(3) Reflect feelings in reading. We often ask students to read the text with emotion, and readers' feelings can reflect their understanding of the text. Teachers should guide students to feel the text attentively and understand the emotional factors in every word and sentence of the author, so as to better understand the author's profound intentions and realize the spiritual interaction among students, teachers and authors. Students will have a deeper understanding of the text and a firmer grasp.
(d) Correcting students' problems in reading in time. "Singing and reading" still exists in different degrees in all grades, especially in grade seven, which has a great negative impact on the understanding of the article and the author's intention. When students read aloud individually, teachers should listen carefully and correct mistakes in time, with emphasis on pronunciation and word-breaking.
(5) Guide students to solve problems while reading, so that students can feel that reading can solve problems, thus enhancing their interest in reading.
Reading can promote oral English, writing and listening. Because what students read by themselves will really become their own knowledge savings, and over time, when writing, the true feelings will be revealed naturally, so wouldn't it be more labor-saving for Chinese teachers? In teaching, I attach importance not only to students' reading, but also to myself and students' writing. I have been a teacher for more than ten years, and I have always maintained a habit of communicating with students with pens as much as possible.
I remember the moment when I first stepped onto the podium with my youthful dreams and longings. Facing more than 50 pairs of childish eyes, I said to myself: "I don't want to be a strict teacher, I want to communicate with students on an equal footing, and I want to be their friends." But in the following days, I gradually found that it is not an easy thing to communicate with students. Because some students always keep their distance from the teacher, few students take the initiative to talk to the teacher. So I used all my spare time to get close to students, and at the same time began to try to communicate with students with pens.
Every class meeting, I will ask students to write a letter to the teacher. The content of the letter is very casual: I can reflect the situation in last week's class, I can give my teacher euphemistic advice, and I can also talk to my teacher about the problems I have encountered in my study and life ... I will read every letter of the students carefully. I will give them an answer to the common problems in the class reflected in the letter. For some students with special circumstances, I will reply seriously. After doing this for a while, I tasted the pleasure of written communication. Most of the students gradually eliminated the gap with me and began to open their hearts to the teacher with letters and express their psychological words. Even some students began to write to the teacher on their own initiative when they encountered problems in peacetime.
What I remember most is such a thing. After the end of a semester, the winter vacation is coming, and the class has carried out a series of selection activities such as "three good" students and outstanding class cadres. After the results of the selection were announced, one student in the class, Lin Li, whose academic performance was far ahead every time, was not rated as a "three good" student. Although "learning well" is not the only criterion for selecting "three good" students, the result is somewhat unexpected. After the results were announced, I found Lin Li lying on her desk, feeling a little depressed-maybe she didn't expect such a result.
The next morning, as soon as I entered the office, I found a letter neatly on the desk. I quickly opened it and found that it was written by Lin Li. This is a very long letter, with five manuscripts written. After reading this letter in one breath, I finally understood the ins and outs of the matter. It turned out that Lin Li was born in a poor family. Because of her poor family background, she felt inferior since she was a child, which led to her being a loner and seldom communicating with her classmates. This inferiority complex has been transformed into a motivation for learning, which has given her a belief that she must surpass others, which has made her very strong and strive for the best in everything. However, excellent grades did not let her out of the shadow of inferiority, but made her somewhat lofty. So most students are biased against her, and few people make friends with her.
Holding this letter, my heart is heavy. A girl of thirteen or fourteen bears such a heavy psychological burden. I think: As her teacher, I have the responsibility to get her out of the shadows. So, at the end of this letter, I replied to her: family poverty is misfortune and a kind of wealth. The key is how you treat it. Many times, we always like to shut ourselves in a closed house and stubbornly believe that the whole world is dark. In fact, when I gently opened the door, I suddenly found that the sun was shining outside and the aroma was fragrant. Dear students, please try to open your heart and communicate with teachers and classmates. You will find that the outside world is wonderful and the days with friends are very happy. Walking out of the closed room, the face of 13 years old should be full of innocent smiles. The new year is about to begin, so let yourself welcome it with a new look!
After returning to school during the Spring Festival, I am interested in observing Lin Li's every move. I am delighted to find that she is really changing slowly. In the self-study class, one is no longer boring to do problems, but begins to take the initiative to help students with poor learning; After class, I don't always sit quietly reading in the classroom alone, but start activities with my classmates. Gradually, she had several inseparable partners around her, and finally a bright smile appeared on her face.
When I graduated from junior high school, she wrote me this short message:
Teacher:
I'm leaving you. I'm a little reluctant. I will never forget that you led me out of that closed little house and made me feel the joy of life. Without you, I might live in a lonely desert forever. Thank you very much, teacher.
After graduation, Lin Li often writes to me as if I were her friend. On New Year's Eve this year, I received a card from her high school, which read:
Teacher, after a journey of life, looking back suddenly, I find that in my deepest heart, besides my parents, you are the most important person. Although we are far apart, I believe that missing can travel through space. I wish you a happy new year and a happy life!
Short sentences, deep friendship. In this cold winter, I clearly felt the warmth rising from my heart. As a teacher, what is more gratifying than students' understanding and love? Try to communicate with students with a pen, and you will find it interesting.
Listening, speaking, reading and writing are the basic skills of Chinese. These four skills are inseparable and should be mutually reinforcing. Therefore, it is my guiding ideology to combine writing and reading to promote each other and form a harmonious development ability system. Don't separate listening, speaking, reading and writing unilaterally, develop multiple abilities while writing, let one language training language activities play a comprehensive role, and let multiple abilities be cultivated at the same time to improve efficiency. At the same time, mobilize students' interest in various ways and give play to their enthusiasm for participation and learning.
References:
1, Entering the New Curriculum (edited by the Department of Basic Education of the Ministry of Education and published by Beijing Normal University Press)
2. Concise Chinese Teaching Method in Middle School (edited by Chu Yan Zhang and published by China People's Public Security University Press)
3. People's Education Edition junior high school Chinese textbooks
4. Talking about China Modern Education Yunnan Nationalities Publishing House
5. Modern Education Theory compiled by Yunnan Education Commission.
6. The role of full-time junior high school Chinese in nine-year compulsory education.