First, create a vivid teaching environment
The teaching environment, on the one hand, includes the material environment, which mainly refers to the classroom, that is, the "student's home". On the other hand, it includes psychological environment, which mainly refers to the relationship between teachers and students.
1, the construction of the material environment of Chinese teaching life
Mainly means that all arrangements should be full of knowledge and strong childlike interest. For example, with the change of seasons, we can decorate the classroom with students in different styles, such as "bright spring", "bright stars", "autumn harvest" and "romance in winter", which can add a lot of fun to students' Chinese learning. In addition, according to the local characteristics and students' interests, the classroom can also open up planting corner, exploration corner, science and technology corner, book corner, intimate mailbox and so on. This will help students learn Chinese ... The classroom is a centralized school and a miniature society. In this class, students not only learn Chinese, but also learn Chinese knowledge and skills, and explore the nourishment of spirit and humanistic care. A student is not only a "student", but also an explorer and researcher, a vivid life full of personality and aura. In this way, life-oriented Chinese teaching has a strong life pillar and inexhaustible vitality.
2. The establishment of life-oriented teacher-student relationship.
To implement life-oriented Chinese teaching, we must build a new relationship between teachers and students based on life, which is the premise of life-oriented teaching.
First of all, teachers should create a good external image. A person with a good external image can always win the favor of others no matter where he is. Others always like to be close to him and are willing to associate with him. Teachers are engaged in educating people, so we should pay special attention to this problem. In front of students, teachers should pay attention to their words and deeds. Linguistically, polite, humorous, sincere and organized; In behavior, we should be dignified, expressive and infectious. In dress, be generous and decent. Teachers with good external image can easily attract students to their own side.
The second is to establish a democratic relationship between teachers and students. Squat down to see students, understand their inner needs, respect their hobbies and habits, and pay attention to protecting their privacy; It is necessary to communicate with students more, integrate into their world, shorten the psychological distance with students, and let students "learn from others and believe in their ways"; We should treat every student equally, be fair and just, especially be kind to underachievers, be good at discovering their bright spots, and let them devote themselves to their studies with confidence. In this way, the classroom will become a home for teachers and students to live together and a paradise for common growth.
Second, the construction of life-oriented teaching content
Most of the texts in primary school Chinese textbooks come from life. In teaching, we should make teaching close to life, encourage students to judge by the standard of life, interpret by the inside story of life, interpret by the experience of life, realize dialogue with the text, and let students understand, experience and sublimate the text in their understanding of life.
1, grasp the "contact point". Grasp the connection between the content of the text and life practice, set up scenarios, let students talk with life and the text at zero distance, stimulate students' interest in the text, consciously understand the text in life, and express life with the text beyond the text. For example, when teaching the second volume of "Knowledge of Pruning" in Grade Three, it was in the middle of winter and the trees had to be pruned. Teachers can combine the pruning of campus flowers and trees, study texts, learn pruning knowledge and acquire planting skills. Then according to their own practice, write their own experiences, carry out language training, and organically combine the instrumentality and humanity of Chinese.
2. Find the "conflict point". Grasp the collision point of the characters' thoughts in the text, set up an argument, and let the students understand the truth in the argument. For example, Xue Fagen, a special teacher, said in the third grade, "You must let this fish go!" ",around" letting go "and" not letting go ",teachers and students play the role of father and son respectively, and start a spiritual dialogue in combination with daily life. After several arguments, the "son" understood the importance of obeying the rules and being honest, and let go of Big Bass with conviction.
3. Explain the "confusion point". Focus on students' confusion and ambiguity. The article Sweeping Passers-by in Feng Tianyou, the second volume of the sixth grade, wrote, "... not tired, not tired. I sweep up the mountain every morning, sweep down the mountain at night, take a trip, have a rest, and then look after the mountains and waters. " Some students suggested that Tianyou Peak has more than 900 steps, hanging in the air like a silver line, which makes tourists flinch and give up halfway. But can an old man in his seventies not be tired of climbing more than 1,800 steps every day? Facing the students' doubts, the teacher asked the students to discuss this problem in combination with their own experience of climbing stairs and mountains. Some students said that climbing 1800 steps every day must be very tiring, but because the old man loves this job, he feels happy no matter how tired or bitter he is. Some say that because he cleans and exercises every day, he is used to working like this; Others say that he has long regarded himself as a member of the mountain. He can live with the mountain, and he will not be tired if he is tired in his eyes ... Students walk into the text, integrate into the work, life and thoughts of the elderly, and walk into the hearts of the characters. In the process of learning from class to life, the optimism, openness and perseverance of the elderly have penetrated into the hearts of students, and their Chinese ability has also been enhanced.
4. Add "blank spots". Expand the implied imagination space. For example, at the end of the first volume of the third grade, Xiao Lu, I designed Xiao Lu to go. If you are sunflower, poplar or morning glory, what do you want to say to Xiaolu? "Someone said," What a lovely little dew! You are as bright as a diamond, as transparent as crystal and as round as a pearl. How can I let you go! " ; Some said, "Little Dew, Little Dew, you moistened the flowers and trees with your own body, making everything more vibrant. How I wish you could stay with us forever "; Some said, "Xiao Lu, you are our good friend, and we all like you very much. You must come again tomorrow! " ..... This is the creative spark generated by students according to their own life accumulation, and it is the life experience of students that adds vitality to the Chinese classroom.
Third, the construction of life-oriented teaching methods
The book "Learn to Live" points out: "The same trend in primary education is that we must combine theory, skills and practice, and combine mental work with manual work. School can't be divorced from life, and children's personality can't be divided into two worlds that are not connected with each other. In a world, children engage in learning like puppets divorced from reality; In another world, he achieved self-satisfaction through some activities that violated education. " Classroom is the main position of Chinese teaching and the starting point of implementing life-oriented teaching. When designing learning methods, teachers should try to make Chinese teaching close to students' life, make teaching close to life, and let students apply what they have learned to grow up healthily in learning full of childlike interest and fun. Specifically, we should do the following:
1. Observe life and learn the text.
Some texts are common and familiar life phenomena for students, but they often turn a blind eye or know little about them. In view of this situation, teachers should guide students to observe life carefully, understand life, think about life, and enhance their feelings through observation.
For example, in the first volume of the second grade, "The Sunset is Beautiful", students have all seen the sunset, but few really observe it, appreciate it and feel it. This lesson is arranged at the last lesson of this book. Learning this lesson is already in the middle of winter. Teachers can follow the principle of "moving forward and following up" to guide students to observe the sunset and understand the process of sunset and the color change of clouds at the most beautiful time in late autumn. When studying this lesson, students will be able to learn the text easily by combining their observation experience in life. After learning the text, further guide students to observe the sunset in the middle of winter and compare it with the sunset in the late autumn, so that students can broaden their horizons, enhance their understanding of the text and strengthen their language and writing training. The five-pointed star in the apple and Zhang Shu in Soong Ching Ling's former residence can all be studied in this way of "observation-learning".
2. Reproduce life and learn the text.
Every text takes language as a carrier to record certain life information, and students learn Chinese by reducing language into objective things in their minds, thus gaining subjective feelings. However, some texts are far from students' life, which brings some difficulties to students' study. Therefore, in teaching, we should use the creation of situations to reproduce the life pictures depicted in the text, so that students can be immersed in the scene and better understand the content of the text. In teaching, the scenes described in the text can be displayed intuitively through modern media; Students can also perform the content of the text in the form of a textbook drama, thus reappearing life, showing the language to students and deepening their understanding of the text.
(5) Popular science texts such as Mars, the twin brother of the earth, and texts introducing places of interest such as Terracotta Warriors and Horses of Qin are more suitable for multimedia teaching; Some fairy tales, fables and historical stories with strong stories, such as Smith, can be learned through textbook drama. Using the method of "representation-learning" can improve students' interest in learning, but we should pay attention to choosing the right time to understand the text, feel the text and improve Chinese literacy, and we should not replace Chinese learning with media and performance.
3. Experience life and learn the text.
As the saying goes, "If you want to know the taste of pears, you must taste them yourself." Similarly, students' perception of the text is the same. Ushinski, a famous educator, said: "Children think with images, sounds, colors and feelings." Teachers should consciously create educational situations, guide students into life, help students to contact with existing life experiences, and feel, comprehend and experience on the spot.
For example, we can take students to the wild to find and feel the spring by teaching "only picking children in many ways" (five times). Teaching Happy Festivals (Part II), we can design and carry out celebrations with students as the theme to experience the happiness of festivals; Teaching "the characteristics of nature" (Part VI) can organize students to find the characteristics of nature in their lives ... In this way, students can experience not only the characters, but also the contents of the text and the dynamic life world.
4. Imagine life and learn the text.
"Life is colorful, but a happy life always belongs to those who dare to imagine and are good at creating." In the textbook, there are many contents full of imagination about life. Because most of the articles in this field are based on reality and higher than reality, it is more difficult for students to understand. In Chinese teaching, students should be encouraged to imagine boldly according to the description of the text, and record the imaginary content through painting, narration and other forms, so as to concretize the abstract words in the text. This not only enhances students' understanding of the text content, but also cultivates students' yearning for life.
For example, the article Ocean-21Hope of the Century (Part VI) introduces the rich products of the ocean and its close relationship with human beings, which most students don't quite understand. In teaching, students can be instructed to collect information extensively, expand their imagination, combine with the text organically, and describe what the future ocean looks like in their own minds and express it through various forms.
To sum up, only when our Chinese classroom teaching is connected with students' real life can we promote the harmonious development of students' Chinese ability and humanistic spirit, and Chinese classroom can truly achieve the unity of instrumentality and humanism.
5. Learn Chinese in life.
In addition to guiding students to learn Chinese in combination with life, they should also be guided to learn Chinese in life.
One is to guide students to learn Chinese in contact with school life. For example, class cadre elections can organize students to plan and let them write letters of recommendation or give speeches on stage; Class get-together, you can collect the lines of the best host and run for the host. , so as to exercise and improve students' Chinese expression ability.
The second is to guide students to learn Chinese in combination with family life. For example, children in grade one can learn pinyin, which can let students go home to teach their parents to learn pinyin and improve their enthusiasm for learning; You can make full use of parents' professional resources, organize students to design advertisements and introduce products, which is an opportunity to learn Chinese and exercise Chinese ability.
The third is to guide students to learn Chinese in connection with social life. For example, after learning Butterfly Valley in Taiwan Province Province and Bird Island, students can be small tour guides and introduce them to their parents and friends. In view of the phenomenon of nonstandard use of Chinese characters in society, students can play the role of civilized guards and go into society to correct the phenomenon of nonstandard use of Chinese characters; Organize students to carry out social investigation on the cultivation of local characteristics. Let students go out of the classroom and enter a colorful world, feel all kinds of social situations with heart, write their own feelings and show their concern for society with actions.
In a word, the study of Chinese knowledge is related to life practice, and they complement each other. Only by letting the soul of life enter the school, go deep into the classroom, and constantly improve the process of externalization, internalization and internalization of Chinese learning and life practice can we really break through the barrier between literature and use. Chinese teaching can germinate, blossom and bear fruit only if it is rooted in the living soil of life.
Fourth, get out of the misunderstanding of life-oriented Chinese teaching.
"Life-oriented" has become a beautiful landscape in Chinese teaching. But we should also avoid the misunderstanding of "living" Chinese teaching.
1, based on life and not limited to life.
[Case] When a teacher was teaching Home, the first volume of Chinese for the first grade, in order to achieve a "realistic" effect, he put a lot of household items in the classroom and brought a lot of toys and food to the students. The classroom became dazzling and became a "home". Another teacher arranged for each student to bring an insect when teaching the first volume of the fifth grade, Pockets Full of Insects. The teacher also hung many beautifully decorated insect specimens in the classroom. The classroom has become an "insect garden"
[Reflection] Is it necessary for students to get in touch with real life situations when Chinese teaching is "alive"? Of course not. The teachers in the above cases understand the meaning of "life-oriented" unilaterally, and spend a lot of manpower, material resources and financial resources to arrange the Chinese classroom very similar to real life in order to pursue "life-oriented" teaching. An expert from China Education News put forward the viewpoint of calculating teaching cost in view of the above phenomenon. We believe that authentic real life cannot be equated with Chinese, so we should deal with "language and culture" when we move "life" into the classroom. A story, a video, some teaching AIDS or some pictures can all be the material for us to create a "living" teaching situation. Of course, if conditions permit and the operation is relatively simple, students may as well be brought into reality to know, learn and apply Chinese and experience the close relationship between Chinese and life.
2. I want to live like a child, not as an adult.
[Case] A teacher taught "What is the first question?" In "President Tao's Speech" (Part V). Why should we put a healthy body in the first place? How to make our bodies healthier ",the teacher first added a popular view, that is," the body is 1, and the study, work and wealth are all zero. With a healthy'1',study, work and wealth are meaningful; Without good health, study, work and wealth'1'. Meaningless. "Then, I listed many celebrities and long-lived old people's experiences of exercising. In fact, after the teacher explains his own point of view, let the students talk about how to be healthier in their own lives, and the students' experience will be more profound. There is also a literacy class that teaches freshmen to "go out" and "go in". Teachers use multimedia to show various entrances and exits of urban life, just like walking a maze, so that rural children sitting in their seats don't know how to "go out" and "go in". They could have had a clear lesson, but the result was that the students were in a fog.
[Reflection] Chinese teaching should start from students' existing knowledge and experience or real life. In the above cases, the teaching content, teaching situation and Chinese practice are indeed closely related to real life, but they are more designed from the perspective of adult teachers. This "life-oriented" design from the perspective of adults is often divorced from the real life of primary school students. Teachers should respect the reality of students' life and create a "life-oriented" suitable for students' reality, instead of being complacent and understanding the "life-oriented" of adults as the "life-oriented" of students.
3. Lead life, not cater to it.
[Case] This is a short film of the school-level open class "Cloud House II". When learning the second section, the teacher asked the students to say which cloud house they like best and why. Students express their opinions, some say they like cloud houses such as big buildings and auditoriums, some say they like cloud houses such as big white gourd, and some say they like cloud houses such as flowers. At this time, a student said that he liked a small cloud house, because no one came to rob him and no one came to squeeze with him, which was very comfortable. The teacher happily repeated the students' answers and entered the next stage of teaching.
[Reflection] In the above cases, students' thinking should be said to be very active, and they are also more active in learning and dare to express their views. However, when students' understanding is deviated, teachers fail to guide them well. We suspect that the student who likes Xiaoyun House a little may be timid at ordinary times and doesn't like to associate with his classmates. He is often worried that classmates will "bully" him. It may also be that he is selfish and unwilling to share happiness with everyone. Most students' opinions come from their understanding of life. As a teacher, we should establish the great educational concept of "teaching is education", be good at capturing and generating educational resources from students' answers, guide them in time, and improve students' ideological understanding. This is the concrete embodiment of teachers' leading role. Unfortunately, what we often see is that teachers cater to students and repeat their answers, instead of guiding and promoting them. In the above cases, teachers can remind students how lonely it is to live alone in a cloud house. Although Yunzhai is small, it is still possible to find a good friend to play in it. How interesting that would be; Or guide students to start with the loveliness of a Xiaoyun house and talk about their love for it.
4. Live a real life, not an empty one.
[Case] After learning True Feelings (six times), the teacher asked the students to talk about their own experiences in combination with life. The students talked about Li's enthusiasm for serving everyone and won the title of "Top Ten People Who Moved China"; Speaking of nurses' dedication to patients, they got the title of "angels in white". There are also teachers who have devoted their true feelings to nurturing the next generation and won the title of "Engineer of Human Soul". These are "true feelings in return". It should be said that students have an understanding of "the return of true feelings", but students' understanding only stays in the honorary title, and no one mentions the people around them who really give their true feelings and need help.
[Reflection] "Talking about experience in connection with life" is an exercise that we often do in Chinese teaching, especially when learning ideological texts. Because of "doing it often", the students gradually touched some "doorways" and learned some "routines" for answering questions. However, these "doorways" and "routines" often make students step into a "false, big and empty" situation, and fail to play the role of "understanding feelings and guiding actions" in "talking about experience in connection with life". In fact, the most touching thing in life is often not the earth-shattering event, but the ordinary details of life. A look full of true feelings is often more touching than a loud slogan. Therefore, teachers should be good at guiding students to understand the true feelings from subtle points, so as to achieve the educational effect of "spring breeze melts rain and moistens things silently".
5. I want to live in China instead of living.
[Case] In an excellent evaluation class, a player tutored the first volume of the second grade of Jiangsu Education Press, Cloud House. In order to help students understand the happy mood of birds, the teacher asked the students to be birds and play freely in the imaginary cloud house. Now, students are happy! Leave their seats one by one and run around in the classroom. Hundreds of teachers watched dozens of students running wildly in the "performance area" for nearly ten minutes and refused to stop, dumbfounded one by one.
[Reflection] Classroom teaching is a quiet revolution. It needs both temperature and depth, and only the temperature based on depth is valuable; A lively classroom without depth often implies shallowness and shallowness. In the process of teaching activities, in order to embody "life", some teachers overemphasize the creation of life situations and put the learning of Chinese knowledge in a subordinate position. The rich flavor of life greatly dilutes the original flavor of Chinese. The subject of life-oriented Chinese teaching should be "Chinese". The purpose of "life-oriented" Chinese teaching is not only to bring students into familiar life situations, but more importantly, to effectively stimulate students' interest in learning and make students' Chinese learning rich, vivid and solid.
Life-oriented Chinese teaching has always been one of the themes of Chinese teaching practice and research activities. American educator Walter said that "the extension of Chinese learning is equal to the extension of life", which revealed the relationship between Chinese and life very simply and profoundly. It can be said that it is a law that Chinese teaching must follow. Only by organizing Chinese teaching activities based on this perspective can we hold up the "red sun" of Chinese teaching and usher in the "sunny day" of Chinese teaching.