How to design an activity plan for roaming the Chinese world?

Activity target 1. Through this activity, students can fully realize the close relationship between Chinese and life, understand the resources of Chinese learning and the ubiquitous opportunities to use Chinese, and try to communicate the links inside and outside the classroom, inside and outside the textbooks and inside and outside the school in Chinese learning, so as to develop and utilize Chinese educational resources in social real life. 2. Through this activity, guide students to collect the freshest and liveliest language phenomena in family, campus and social life, understand the nonstandard phenomena in the use of language and characters in society, and initially establish the normative consciousness of Chinese. 3. Through discussion, make students realize that Chinese literacy is the basis of learning other courses well, pay attention to the expression of street language and advertising language, and exercise their oral expression ability. 4. Through writing exercises, guide students to observe life from multiple angles, discover the rich and colorful expressions of the Chinese world, and write their own unique feelings and real experiences about the use of Chinese in social life. 5. Understand the methods of finding and using information. Second, teacher preparation 1. Make a timetable for this activity. 2. Collect detailed bibliographies of relevant reference books, such as Language and Social Life, Chen Yuan, Life, Reading and Knowledge Joint Publishing Company, 1980. New Words, Chen, Chinese Publishing House, 2000. New Words and Social Life in China, by Chen Jianmin, Chinese Publishing House, 2000. Dictionary of Chinese Neologisms, edited by Li Xingjian, Chinese Publishing House, 1989. Dictionary of Modern Chinese Neologisms, edited by Yu Genyuan, Beijing Language Institute Press, 1994 (later edited and published 199 1 Chinese neologisms, 1992 Chinese neologisms, 1993 Chinese neologisms, and) ". Chinese Characters and Computers, by Gu Xiaofeng, Chinese Publishing House, 2000. Interpretation of Language Errors, Ning Jinhua, Xinhua Publishing House, 1999. The Complete Works of Case Evaluation and Revision, Lin Hechen, Hunan People's Publishing House, 1999. Bite like a bound volume (one volume a year), Shanghai Culture Publishing House. China Construction, published by Language and Literature Publishing House of the State Language Committee. Others such as "Network Language Dictionary", a grand view of advertising terms, etc. 3. Collect stories and anecdotes about the use of language and words, including wonderful and irregular use. 4. Conditional, you can collect programs about the use of language and characters broadcast by radio and television at all levels, such as audio and video. Three. Activity guidance 1. There are languages everywhere in life. Whether reading books, chatting with people, listening to cross talk, watching TV or shopping, conventional or novel, awkward or artistic, as long as you pay attention to language phenomena, you will always encounter problems related to learning and using Chinese. According to the materials provided in the textbook, students can be divided into several different groups according to their hobbies and choose the convener of each group. Conduct a language survey in groups. You can also conduct an investigation alone. 2. Before the activity, we must first determine the content of our group or our own activity, and make our group or our own activity plan according to the content of the activity. If it is a group activity, team members should pay attention to division of labor and cooperation. 3. Compiling the collected information into a booklet can best reflect students' innovative consciousness and practical ability. We should face all the students and let every student participate in it. The first is the screening of content, sorting out the relevant information collected by students through investigation. The second is arrangement, that is, arranging the same type of data together in a certain order. Thirdly, the binding design. Booklets can be written by hand; Conditional, can also use the computer to print. After editing, students with special skills can be invited to write inscriptions, illustrations and design covers. Finally, let the whole class communicate and let all the students share the happiness of this activity. Four. Activity suggestion 1. Carrying out comprehensive Chinese learning is an important way to cultivate students' initiative exploration, unity and cooperation, and courage to innovate, and it also provides a very broad space for students to show their individuality and expertise. Therefore, after defining each student's activity items and activities, we should let students really "move" and actively participate in the activities, so that all students can accumulate language in the Chinese investigation activities they are interested in and improve their Chinese literacy in an all-round way. Some people say that language is an ocean and a forest, and each of us lives in the ocean and forest of language all the time. Because of this, students may be careless and don't know where to find Chinese and how to carry out investigation and collection activities. Teachers can use passionate language to mobilize, and they can also cite some vivid and typical use cases to stimulate students' interest, mobilize their enthusiasm to participate in this activity, and make students willing to start work and be diligent in collecting. 3. Collection and investigation activities can be carried out collectively or individually. The data collected by the survey will be screened and sorted out in groups. Only by compiling materials belonging to the same type can we compile pamphlets such as "highlights", "examples" and "collections". 4. Class or group discussion, one is to summarize and exchange the situation and achievements of each student in this activity, and it is also an opportunity to practice oral expression and oral communication. The textbook provides three discussion questions. Students can choose a question or discuss other questions that students are interested in, without being limited by these questions. 5. The textbook provides four essay topics, all of which are open-ended and have no stylistic requirements. Teachers can also supplement composition topics, and students can also draw up their own topics and write topics of interest to them. V. Activity evaluation Activity evaluation should pay attention to students' spirit of inquiry and innovative consciousness, especially respect and protect students' autonomy and enthusiasm in learning Chinese, and encourage students to use various methods to conduct diversified inquiry from different angles. Activity evaluation should be based on students' self-evaluation and mutual evaluation. Evaluation indicators can include the following aspects: 1. Whether the materials collected and investigated for learning and using Chinese are novel and typical. 2. Summarize the oral communication ability, participation consciousness and emotional attitude in communication, and discuss whether it reflects the students' real oral communication level. 3. Whether the composition has its own unique insights and unique feelings, whether it expresses its true feelings, says what it wants to say, and whether the language expression is literal translation. 4. Whether you have a preliminary sense of cooperation, innovative spirit and practical ability in the editing and exchange activities of the Chinese practical activity booklet.