Over the past year, based on this understanding, I have paid attention to the development and utilization of learning resources in students' life in the design and arrangement of extracurricular exercises, innovated the form and content of extracurricular exercises, and guided students to jump out of Chinese textbooks and swim in the ocean of Chinese knowledge.
1, "Ask so clearly, let the source come alive"-using extracurricular reading to promote students' Chinese accumulation.
Extracurricular reading is the main content of Chinese extracurricular practice. The ancients said: "The horizon is wide and about, and many a little makes a mickle, but it is thin." Mr. Lv Shuxiang once said: "Ask people who learn Chinese well, and they all say that they read books after class." In view of the obvious contradiction that primary school students can't make ends meet, the Chinese curriculum standard points out a way out for us. For example, the requirement of grade five or six is to recite 60 excellent poems (paragraphs) and try to use information channels such as libraries and the Internet for inquiry reading. Expand the reading range, and the total amount of extracurricular reading is not less than 6.5438+0 million words. "It can be seen that extracurricular reading is very important, and it is also a space for students to develop freely, which can not be done by teachers. Not all students are interested in extracurricular reading, and some students feel at a loss about which books to read, which requires us to guide them correctly and stimulate their interest in extracurricular reading.
As an extension and supplement of classroom reading teaching, extracurricular reading must be combined with classroom reading teaching. So I mainly start from the following aspects: ① Arrange reading before class. It is often easy to arouse students' interest in reading by recommending similar, opposite or related contents to students according to the contents of textbooks appearing in classroom teaching. For example, before teaching a night's work, guide students to read books and articles about Premier Zhou, so that students can have a preliminary understanding of Premier Zhou, and provide opportunities for students to exchange and introduce their studies after class. In this way, many difficult problems in the text are solved before class, which not only greatly improves the efficiency of classroom teaching, cultivates students' ability to obtain information in many ways, but also satisfies students' desire to express and stimulates students' enthusiasm for extracurricular reading. Recommend reading materials after class, and guide students to apply the methods learned in class to extracurricular reading in time, so as to achieve "learning in class and using it after class". For example, after learning "Grass Boat Borrows Arrows", the students admire Zhuge Liang's clever calculation. At this time, the teacher took the opportunity to ask: Do the students want to know more interesting stories about Zhuge Liang? Would you please read Romance of the Three Kingdoms, one of China's four classic works? Another example is teaching Jingyanggang, suggesting that students read Water Margin and learn more about Liangshan heroes. After studying Lin Hai written by Lao She, Tong Hang Only written by Bing Xin, Paradise of Birds written by Ba Jin and Land of Young Runners written by Lu Xun, I recommend students to borrow relevant anthologies of these writers. This is to guide students to read different articles by the same writer according to the content of the textbook, and also to guide students to find works with similar themes by different writers after learning relevant texts, thus broadening their horizons and enriching their knowledge. For example, after learning the text "Guilin Landscape", the teacher recommended the students to read "Scenery of West Lake" and "Travel Notes of Lijiang River", so that students could understand that the author used a comparative method to set off the beauty of Lijiang River with the water of West Lake. It is not that the West Lake is not beautiful, but the beauty of the West Lake is endless, fascinating and reverie, but the writing is different from Guilin's landscape. The travel notes of Lijiang River can help students have a complete understanding of the beautiful scenery on both sides of Lijiang River, stimulate their love and yearning for the landscape of the motherland, and stimulate their interest in extracurricular reading.
"Chinese Curriculum Standard" puts forward: "Cultivate students' extensive reading interest, expand reading scope, increase reading volume, and advocate doing less questions, reading more books, reading good books, reading good books and reading whole books." Therefore, I put forward the slogan of "close to books, close to masters" in my class. In order to further strengthen students' interest in extracurricular reading on a stable basis, we should also pay attention to the feedback of extracurricular reading, give students the opportunity to show their reading achievements, hold handwritten newspaper competitions, story meetings, speech competitions and other activities, and select advanced individuals such as "king of stories", "king of poetry recitation" and "expert readers". These activities give all students a chance to succeed and enjoy the joy of success, so as to gain self-confidence and motivation and constantly enhance their interest in extracurricular reading. In order to ensure reading time, I specially designed a weekly reading time record table, which students record after reading every day and communicate once a week. In this way, the reading time is guaranteed, and students gradually improve their reading awareness, changing "the teacher wants me to read" into "I want to read" and gradually developing good reading habits.
Confucius said, "Knowing is not as good as being kind; Good people are not as good as musicians. " Interest is the best teacher. Because when arranging extracurricular reading, we can seize the opportunity, combine the characteristics of teaching materials, take the texts of key training items as the classics, make students master reading methods, take excellent extracurricular reading materials as the weft, and guide students to use reading methods, so as to build a reading teaching network that crisscrosses warp and weft, promotes knowledge transfer and complements each other inside and outside class.
2. "Everything is learned when the world is clear, and article study is learned when people are familiar with it"-creating activity situations to improve students' writing level.
Ba Jin, a famous modern writer, said, "I write articles like life." Suhomlinski, an educator in the former Soviet Union, pointed out in his book Advice to Teachers: "The harmony of education lies in how to coordinate and balance human activities with the following two skills: on the one hand, the understanding and understanding of the objective world; On the other hand, it is the self-expression, own world outlook, views, beliefs, willpower and character found and expressed in the relationship between active labor, creativity and collective members. " Suhomlinski's exposition on harmonious education just sums up the relationship and importance between life and composition.
In teaching practice, teachers often find that many students are afraid of writing, which is often because teachers have divorced students from real life and students have nothing to write. In fact, "the extension of Chinese studies is equal to the extension of life." The world of Chinese studies is vast, and its tentacles can reach every corner of primary school students' lives, so that students can draw nutrition from familiar daily life. "Chinese Curriculum Standard" also clearly points out: "Writing teaching should be close to students' reality, so that students can write and express themselves easily. "Expanding the life materials of students' writing can make students feel the need of expression from vivid real life, because writing reflects life with language. Once you leave life, writing will become a passive water and a tree without roots. Therefore, I often associate the design of extracurricular exercises with students' social life, seize the opportunity, guide students, parents and friends to go to society and nature, create activity situations, and get the most real feelings, and sprout new psychological experiences from this real feeling, and express what I see, hear, feel and think in time. Only when students are in direct contact with the society and feel the rich and colorful social life can the composition shine with the brilliance of thinking and the language be colorful.
For example, before Mother's Day, the small headquarters proposed to all the students to express their love for their mothers with practical actions. This is not only an opportunity for filial piety education, but also a good opportunity to practice calligraphy. After some design, it is arranged like this: "Classmates, people say that' only mothers are good in the world'. Indeed, mothers are great and respectable. She works hard for you silently. Isn't this worthy of your filial piety? Come on, let's go! Mother's Day is coming. Take advantage of this beautiful holiday, this happy Sunday, you can choose a delicate little gift for your loving mother. You can also make a greeting card for your mother, draw the most beautiful picture, write a most sincere blessing and put it on your mother's pillow; You can also do housework for your mother to relax her. Then, write a composition about what you did, pay attention to what you thought when you did it, what changes your mother received from you, what she said, how she did it, how you felt, and so on. , it became a good article. Read it to her and she will be happier! " Words are guidance, encouragement, and more like a spring breeze that wrinkles a pool of spring water. Students are full of gratitude to their mothers, and they are eager to be grateful. On Monday, what was presented to me was a composition with concrete content and full of true feelings, which made people believe that creating vivid and vivid situations for students can greatly stimulate students' desire to express and expand their writing ideas, and they will no longer be distressed by having nothing to say.
Life is the source of writing, and activities are an important means for children to obtain writing materials. To solve the problem of students' writing materials, it is very important to create an activity situation for students, including composition training in activities, so that students can learn composition in activities and apply it in communication. For example, when the spring blossoms, take students to the wild for an outing, so that children can pick wild flowers, pick Malantou and even recite poems and paint in the warm spring breeze and the smell of rape flowers; In the golden autumn when the sky is high and the clouds are light, take students to enjoy chrysanthemums in the park where chrysanthemums are in full bloom, and go to a golden field for an autumn outing to help them with their work; Usually carry out activities such as planting flowers and vegetables, raising small animals and doing small scientific experiments; Organize sports competitions, including jiaozi and picnics; Be a housekeeper on Sunday, go to class with your parents for one day, interview your parents and learn about your birth and family background. These activities enrich students' life, stimulate their interest in writing and reach the realm of "expressing feelings with feelings". Coupled with the guidance of teachers, how can students' exercises be meaningful, orderly and reasonable? Enriching the colorful life of students' extracurricular practice has injected new connotation into Chinese extracurricular practice. Students finish their composition in such a life situation, not as a burden, but as an interesting activity and a kind of enjoyment of a better life.
3. "If you get it from paper, you will feel shallow, but you will never know." -Cultivate students' Chinese ability through practical activities.
Yes, only in practice can knowledge reflect its practicality and value and be transformed into practical ability. The Chinese Curriculum Standard points out that "Chinese is a practical course, and we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice", and emphasizes in its "Implementation Suggestions" section: "Communicate inside and outside the classroom, make full use of educational resources such as schools, families and communities, carry out comprehensive learning activities, broaden students' learning space and increase students' Chinese practical opportunities. "In the extracurricular exercises I designed, many students need comprehensive exercises, such as" criticizing non-standard product specifications ". Teachers combined with "3. 15" Consumer Rights Day, asked students to collect inferior "product manuals", analyze and criticize them, point out their loopholes and help them correct them. Another example is to arrange for students to use their extracurricular time to carry out "typo cleaning" activities. Students use the weekend to find many typos in shop names, signboards and billboards in the streets and lanes, and talk with relevant personnel to point out the typos, tell the harm caused by the typos and persuade them to correct them. Students like "finding fault" best, and everyone is full of interest in this extracurricular exercise. Through the activities, some students have changed the wrong idea that some typos are irrelevant in their previous compositions and homework, and their oral communication ability has also been exercised in the process of talking with relevant personnel.
In the process of completing this kind of extracurricular exercises, students are often asked not only to use their words and eyes, but also to use their hands and brains, so that all kinds of senses can cooperate to "fight", so as to arouse students' appetite and make them eager to try, and change "want me to do" into "I want to do" and "unwilling" into "willing". For another example, when spring comes, I designed and arranged such a one-week extracurricular exercise: first, I guided students to describe spring: I collected idioms, couplets, proverbs, poems, essays and stories about spring after class, and described spring vividly; Then let the students go out and feel the spring under the guidance of their parents: observe the beautiful scenery of spring, enjoy the sunshine of spring and kiss the breeze of spring; Fly colorful kites in the wild, roll a few laps on the grass, kick a few balls and run a few laps ... Take pictures of the spring scenery in Chun Qing, so that the beautiful spring scenery will last forever. Finally, let the children praise spring in the form they like and are good at: those who like painting, those who like writing literature, those who are good at writing poetry, and those who praise great spring scenery. This situational theme exercise has enabled the students to expand the knowledge of "Spring", enrich the language of "Spring", experience the beauty of "Spring", cultivate the sentiment of loving nature, and cultivate the intelligence of language, space, body movements and interpersonal communication. It really kills two birds with one stone. Children will be very happy to finish such exercises!
Cultivating students' Chinese ability is inseparable from Chinese practice. Chinese learning resources and practical opportunities are everywhere. As long as we grasp the opportunity flexibly, skillfully create various situations and guide students to effectively carry out Chinese practice activities after class, we can promote the comprehensive application of students' Chinese knowledge and the all-round development of their listening, speaking, reading and writing abilities, thus gradually cultivating the Chinese practice ability needed by modern society. At the same time, in the process of completing the exercise, we also exercised our sensory organs and thinking organs, and cultivated students' comprehensive abilities such as cooperation with others, collecting information and applying what they have learned.
4. "Is it true that the article is self-righteous and handed down from generation to generation?" -Carry out investigation and research to cultivate students' spirit of inquiry.
The words "inquiry" and "research" are easily associated with scientists and professional workers, as if this is a sacred and mysterious job, which is beyond the reach of ordinary people, let alone what we primary school students can do. Now "research curriculum" and "research learning" have entered the classroom of basic education and the lives of primary school students. "Chinese Curriculum Standard" points out: "Chinese comprehensive learning is conducive to students' comprehensive improvement of Chinese literacy in their own independent activities. It is an important way to train students to actively explore, unite and cooperate, and be brave in innovation, and should be actively improved. " In the stage goal, for example, sixth-grade students are required to "use information channels such as libraries and networks to obtain information and try to write simple research reports". "Get to know the basic methods of finding and using information". Proper arrangement of some extra-curricular exercises with inquiry value can fully mobilize students' initiative in learning and induce them to challenge the top thirst for knowledge.
Last winter vacation, I assigned a special assignment to students. During the holiday, around the theme of "Spring Festival", I investigated and studied from four aspects: "food culture, literature and art, folk art and folk taste" and wrote a survey report. After the winter vacation, I didn't expect to get an unexpected surprise: all 46 students in the class finished the report. Most of the students' reports are rich in content and varied in forms: legends, stories, examples, arguments, lyricism, and in some places pictures related to the content are inserted. Every student carefully designed the cover. It can be seen that the students spent a lot of time on this assignment, but when asked about their feelings, they all said, "It took a lot of time to find information, ask others and write research reports, but they also learned a lot of knowledge, which is very interesting."
Suhomlinski once said: "There is a deep-rooted need in people's hearts-they always feel that they are discovery, research and explorers." Children like the Spring Festival best, and the culture and customs about it can attract their interest. It is a challenge for them to accept this form of extracurricular practice for the first time. It stimulates students' initiative and enthusiasm in learning, meets their "deep-rooted needs" and will certainly be recognized by students. The students' survey report was not only highly praised by school leaders and teachers, but also aroused great interest from reporters of Haiyan Daily. The reporter specially interviewed the students in our class, and published a newsletter "A Special winter vacation homework" in Haiyan Daily on February 19, 2003.
Professor Huo pointed out: "Open learning not only changes the place and content of students' learning, but more importantly, it provides students with more ways and channels to acquire knowledge, and urges them to care about reality, understand society and experience life. "This kind of inquiry homework has stimulated students' initiative and creative inspiration, and aroused students' strong interest. They look for valuable objects or problems to study from their own lives and surrounding environment. Over the past semester, some students in our class have studied the history of Tianning Temple, some students have studied the environmental sanitation problems in residential quarters, and some students have also studied the use and protection of fitness equipment in residential quarters. This special exercise enables students to have a deep understanding of the problem and write insightful investigation reports through surfing the Internet and going to the library to look up information, reading, listening, asking questions and thinking. In this process, students have learned a lot of knowledge that is not available in textbooks, learned to consult materials, analyze and study problems, enriched their knowledge, exerted their creative spirit, and effectively improved their cognitive level and practical ability.
"The extension of Chinese studies is equal to the extension of life". Chinese extracurricular learning resources are inexhaustible. It is like a rich and urgent "treasure house", which is everywhere and all the time. The design forms of extracurricular exercises are also rich and colorful. As long as we keep in mind that "Chinese is everywhere in life", expand Chinese learning resources, innovate extracurricular practice design, let the tentacles of Chinese learning extend to every corner of primary school students' lives, let students learn Chinese in a vast world and draw nutrition from familiar daily life, it will greatly promote the overall improvement and coordinated development of students' Chinese literacy.