What to teach Chinese and how to teach Chinese

1. What is taught in Chinese classes?

What is taught in Chinese classes? This is a question that must be considered seriously, and it is also a very important question. Just like a person walking without a destination, no matter how long or far he walks, it will be blind and ineffective; just like a person doing something without knowing why, no matter how he does it, it will be in vain. of. However, once we understand the nature and status of Chinese courses, and understand the overall goals of Chinese courses, the question of what to teach becomes clear. The description of the overall goals in "Part 2 General Objectives of the Curriculum" in the "Chinese Curriculum Standards" is clear:

1. In the process of Chinese language learning, patriotism and socialist moral qualities are cultivated, a positive attitude towards life and correct values ​​are gradually formed, and cultural taste and aesthetic taste are improved.

2． Understand the richness and breadth of Chinese culture and absorb the wisdom of national culture. Care about contemporary cultural life, respect diverse cultures, and absorb the nutrients of excellent human culture.

3. Cultivate a love for the motherland's language and characters, develop self-confidence and good habits in Chinese learning, and master the most basic Chinese learning methods.

4. While developing language skills, develop thinking skills, stimulate imagination and creative potential. Gradually develop a scientific attitude of seeking truth from facts and advocating true knowledge, and initially master scientific thinking methods.

5. Be able to take the initiative to conduct exploratory learning and learn and use Chinese in practice.

6． Learn Chinese Pinyin. Able to speak Mandarin. Know about 3,500 commonly used Chinese characters. Able to write Chinese characters accurately and neatly with a certain speed.

7. Ability to read independently, focus on emotional experience, accumulate rich content, and develop a good sense of language. Learn to use a variety of reading methods. Be able to initially understand and appreciate literary works, be influenced by noble sentiments and interests, develop personality, and enrich one's own spiritual world. Able to read simple classical Chinese with the help of reference books. The total amount of extracurricular reading in nine years should be more than 4 million words.

8． Able to express one's own meaning clearly and fluently. Able to write using common expressions according to daily needs.

9. Have the basic ability of daily oral communication, learn to listen, express and communicate in various communication activities, initially learn to conduct interpersonal communication and social interactions in a civilized manner, and develop a spirit of cooperation.

10． Learn to use commonly used language reference books. Initial ability to collect and process information.

The author extracted the keywords from the above content and classified the overall goals into the following less accurate categories: 1. Basic knowledge and basic skills. Have the ability to learn Chinese pinyin, be able to use Chinese reference books, be able to speak Mandarin, be able to write Chinese characters correctly and fluently, learn to listen, express and communicate and other basic oral communication skills, have strong reading skills, and the ability to express oneself fluently, etc. . 2. Comprehensive practical ability. They have the ability to collect and process information, take the initiative to explore and learn, use language skills in practice, develop thinking skills, stimulate imagination and creativity, etc. 3. Qualities and methods. Including developing good study habits, mastering scientific learning methods and thinking methods, etc. 4. Emotional attitudes and values. Including cultivating patriotism and socialist moral character, forming a positive attitude towards life and correct values, improving cultural taste and aesthetic taste, absorbing the wisdom of national culture, and absorbing the nutrients of excellent human culture, etc. If the above content is further condensed, Chinese language is to cultivate students' "listening, speaking, reading, writing, thinking" and other abilities, learning and thinking methods, as well as noble moral qualities, positive life attitudes and correct values. If "learning and thinking methods as well as noble moral qualities, positive life attitudes and correct values" are included in "thinking", then Chinese language is to cultivate students' "listening, speaking, reading, writing and thinking" Competencies in five areas.

From the above analysis, it can be seen that the teaching task of the Chinese subject is not mainly to impart knowledge, nor to cultivate the ability to solve problems in this subject. It is a subject based on Chinese literacy, and it aims to Cultivate students' basic abilities to adapt to society and develop themselves. It is a discipline that cultivates and improves people's basic qualities and qualities. If our teachers' teaching design and implementation are not teaching for this purpose, then there may be problems with our teaching. According to my investigation, quite a few of our Chinese teachers still follow the same routine in their reading classes: browse the text, mark the serial number before each natural paragraph, and work with the students to draw the paragraph hierarchy by asking and answering questions, and summarize the main idea of ​​the paragraph. Summarize the central idea, analyze writing characteristics, etc. I'm not saying that you can't teach in this way, but what is the purpose of this design and what kind of effect is it designed to achieve. The same teaching design and the same teaching behavior may have very different effects due to different purposes and objects. If the purpose is to clarify the main idea of ​​the article, explain the content of the article, analyze the characteristics of the language, etc., this will seriously deviate from the overall goal of the Chinese subject, and such a Chinese class may not be a Chinese class. To put it this way, if it is to cultivate and improve students’ basic Chinese literacy and abilities, then it is a Chinese class.

Whether it is a first-grade Chinese class or a ninth-grade Chinese class, Chinese teaching is nothing more than "listening, speaking, reading, and writing". It will definitely be difficult for any teacher to leave "listening, speaking, reading, and writing" to teach a Chinese class. If he wants to teach a Chinese class, it will be difficult.

"Listening, speaking, reading and writing" are the basic contents and forms of Chinese teaching and there should be no objection. What I propose today to teach in Chinese classes also includes these four aspects, but I want to put forward a more important content - "thinking". Chinese teaching cannot be without "thinking", and it should also take "thinking" as the core and surround it. Teaching Chinese with "thinking" in mind. The connotation of "thinking" here is very rich. It can be understood as "thoughts", "thinking", "thinking", "thoughts", "emotions", etc. "Thinking" can lead to self-clarification and freedom, to public knowledge and laws, and "thinking" can realize our Chinese teaching goal of "unification of instrumentality and humanism". Chinese teaching must use "thinking" to create a Chinese life that is both colorful and full of meaning and value. Chinese teaching is smart because of the existence of "thinking", and Chinese teaching is bright because of the prominence of "thinking". "Listening, speaking, reading, writing and thinking" are the core contents of our Chinese teaching. Our Chinese teaching has become a real Chinese classroom by cultivating the five abilities of "listening, speaking, reading, writing and thinking".

What is taught in Chinese classes? "Listen, speak, read, write and think". This is my understanding of Chinese classes. Chinese class is to teach students the ability to listen, speak, read, write and think. Compared with the knowledge carried by specific listening, speaking, reading, writing and thinking, it can be said that its importance is negligible compared with cultivating students' abilities of "listening, speaking, reading, writing and thinking". Just like a chicken has learned the ability to forage, is food still a problem for it? The kitten has learned to fish, are fish still a problem for it? However, if we reflect on our Chinese teaching, is this how we do it? In your current classroom, are you analyzing texts for the purpose of analyzing texts, or are you analyzing texts for the purpose of cultivating students' "listening, speaking, reading, writing, and thinking" abilities. Is your teaching of "listening, speaking, reading, writing, and thinking" aimed at cultivating students' abilities in "listening, speaking, reading, writing, and thinking" or is it mainly about remembering the knowledge content you teach?

Based on the above understanding, I think, what should Chinese classes teach? Teaching design based on ability and emotional goals - ability training of "listening, speaking, reading, writing and thinking". Chinese class is to teach students how to listen, how to speak, how to read, how to write, and how to think.

2. How to teach Chinese classes

Since Chinese is to cultivate students’ abilities of “listening, speaking, reading, writing, and thinking”. Then, Chinese language teaching should focus on improving students’ abilities and qualities of “listening, speaking, reading, writing, and thinking”, teaching on cultivating learning and thinking methods and habits, and teaching on allowing students to establish a positive attitude towards life and the correct attitude towards life. values ​​to teach.

Cultivating students’ abilities of “listening, speaking, reading, writing, and thinking” is the fundamental task of Chinese teaching. The five aspects of "listening, speaking, reading, writing and thinking" are based on "thinking". They are relatively independent, but also interconnected and restrictive. They cannot be arbitrarily neglected.

(1) About Chinese teaching based on the ability of “listening”

About “listening”. "Listening" is an important language ability that students should possess. "Listening" and "reading" play an equally important role in obtaining information, which cannot be ignored. Only by clarifying the value of listening training can teaching activities be carried out in a targeted manner. Teachers must make it clear to students that having a certain level of listening ability is the need to obtain extensive and accurate information and master scientific knowledge; it is the need to actively engage in communicative activities and establish harmonious interpersonal relationships. In daily oral communication activities, only by learning to listen and being good at listening can you respond positively and accurately when talking to others.

In Chinese teaching, "listening" usually refers to students paying attention to the teacher during class. It is a kind of "listening" in which students passively receive knowledge. But the author believes that the teaching of "listening" is more than just these. "Listening" in Chinese teaching should include three aspects: first, cultivating students' interest in "listening", second, cultivating students' "listening" attitudes and habits, and third, cultivating students' "listening" methods.

To cultivate students' interest in "listening", Chinese teachers are required to have lively and interesting classes, so that students can turn passive into active and give full play to their subjective initiative in listening. Students should listen extensively, not only to the teacher, but also to Listen to your classmates. Listening can take many forms, such as answering questions, reciting texts, conducting debates, telling stories, etc.; listening methods include audio recording, film and television, video, etc. In this way, students can develop the habit of actively accepting and daring to question.

Second, cultivate students’ good “listening” attitudes and habits. This requires Chinese teachers to understand the students when instructing them and choose different ways to guide them according to different personalities. Let students learn to look at each other with nodding, smiling, approving, and paying attention during the listening process; use expressions and short language to inspire each other; do not interrupt the other party easily; allow the other party to express and retain different opinions, which is not correct Others ridicule or make personal attacks.

Third, we must train students to master the scientific method of "listening". Students are required to concentrate on the person speaking and the topic being expressed, focus on arousing relevant knowledge, materials, concepts and imagination, and form interactions related to this topic. Focus on what the other party said and why they said it; have psychological reactions and cognitive feedback to the words and sentences and key points heard; be able to quickly summarize and evaluate what they heard during the "listening" process. Contents can be distinguished from priority and form an overall concept consciously, so that the content that needs to be memorized can be kept in mind.

Soviet educator Suhomlinsky said: "Only when students regard education as their own needs and are willing to accept it, can they achieve the best educational results." The development of any teaching activities and educational aspirations The realization must be based on giving full play to students' subjective initiative. The improvement of students' listening skills and the cultivation of good listening habits are no exception. Teachers should focus on cultivating students' listening pleasure and transform listening practice into students' inner needs. Only in this way can listening training achieve twice the result with half the effort. Teaching students how to listen, making students good at listening and even willing to listen, is also a step-by-step process. In this process, teachers must abandon the test-oriented education mentality and do not forget the importance of "listening" because it is difficult to test "listening" in large-scale exams. In teaching, we must establish a comprehensive development of the Chinese language teaching concept. We must be confident and persistent in the listening training of students, and we must not have the idea of ​​​​achieving overnight or rushing for success.

(2) Regarding Chinese teaching based on the ability of "reading"

Most Chinese teachers still attach great importance to text reading in the classroom. Design teaching links such as reading aloud, intensive reading, extensive reading, skimming, etc., but many teachers may conduct these links haphazardly and have vague goals. They may simply neglect the training of "reading" ability in order to complete the content of the text. Either they only regard "reading" as a means to complete teaching tasks, or they do not consciously and purposefully conduct Chinese teaching training based on the ability of "reading". The author believes that "reading" in Chinese teaching should focus on the ability training of reading aloud, intensive reading, extensive reading, and speed reading, rather than just reading the text to pave the way for explanation and analysis.

Zhu Xi said in "Three Principles of Reading": "There are three ways to read, namely, the heart, the eyes, and the mouth." It can be seen that "reading" is a form of language training that uses the mouth, eyes, ears, and brain simultaneously, and is an important key to Chinese teaching.

Most of the selected texts in Chinese textbooks are typical, scientific, and practical. Teachers should fully explore the interesting points of "reading" in the textbooks, and conduct vivid analysis and guidance on the layout, style and characteristics, theme and artistic conception of the model essays, so that students will want to read and love to read, and ultimately understand the articles and use them for their own purposes. purpose and ability improvement.

Pay attention to broadening students' reading scope and training students' extensive reading ability. Guide students to read extensively extracurricular books, encourage students to read more, read good books, read well, and increase the amount of extracurricular reading. On the basis of extensive reading, students can develop good reading habits, improve their reading speed, and develop speed reading abilities.

Cultivating students to master scientific reading methods is a difficult point in Chinese teaching. Darwin said: "The most valuable knowledge is the knowledge of methods. If you master the method, you master the golden key." Therefore, teaching students scientific reading methods is a lifelong benefit. The step-by-step reading method includes four stages: reading, understanding, comprehension, and application. The first is reading, which can improve students' interest in learning and develop good study habits. The second is understanding, training students' reading and thinking ability, and being able to quickly grasp the structure, ideas, and characteristics of the book content. The third is comprehension, focusing on being inspired, comprehending, feeling, and innovating after reading, and being able to write your own experiences and thoughts. The fourth is application, applying book knowledge and one's own experience to real life and study, improving one's awareness of society and life, and improving one's cultural taste and aesthetic taste.

(3) About Chinese teaching based on the ability of “speaking”

Language is an important communication tool for human beings. The process of using language to express feelings is "speaking". "Talking" in teaching is not just about teachers' "talking" and students' "talking", nor is it about teachers teaching and students answering questions in class. "Speaking" in Chinese teaching should be a skill training in which students actively use their own language to express their thoughts. Therefore, the cultivation of this kind of "speaking" ability must be carried out in a planned and step-by-step manner with certain time, tasks, environment, and standards.

Carry out "speaking" training in the classroom. First of all, teachers are required to guide students so that students understand that "speaking" is the most fundamental way to communicate ideas and emotions. Understand the importance of "speaking" in our lives, studies and work. In the classroom, we must find ways to create a "speaking" environment for students and give students full opportunities to "talk". During practical activities such as narration and explanation in the classroom, let students retell the text, introduce themselves, orally describe the people and things around them; if various reading and performance activities are carried out, they can be combined with prose, poetry, scripts, novels, etc. in the textbook Different language characteristics make classroom teaching appropriately sketch-like, recitation-like, and story-like. Systematically train students in terms of content, courage, voice, feeling, posture, etc. In addition, the practice of "speaking" can also be carried out outside the classroom. For example, with the support and cooperation of the class teacher, small theme class meetings, story meetings, lectures, debates, poetry recitals and other "speaking"-focused activities are often held to cultivate students' quick thinking and language application abilities. It is also possible to appropriately assign "speaking" homework with the support of parents to encourage students to speak clearly, accurately and expressively.

(4) About Chinese teaching based on the ability of "writing"

"Writing" can be understood as "writing" or "writing".

First of all, let’s talk about writing.

Computers are a major symbol of modern civilization, but their impact on Chinese calligraphy is obvious. However, it is very wrong to think that with computers for typing, there is no need to write well. First of all, the art of calligraphy is part of the essence of traditional Chinese culture and needs to be inherited and carried forward. Secondly, in society and in schools, no matter in exams, admissions, recruitment, employment, etc., computers cannot replace handwriting. Therefore, writing is also one of the necessary survival skills for a person. Writing good handwriting may enhance a person's ability. competitiveness in society. However, according to statistics from relevant departments, in the current society, people's writing ability has seriously declined, the emphasis on writing teaching at various stages is also very uneven, and the writing level of primary and secondary school students is also declining. Therefore, the current Chinese language teaching should strengthen the teaching of writing and let students realize the importance of writing. Different grades should teach students in accordance with their aptitude according to different learning stages and carry out various activities to stimulate students' interest in writing and let every student write beautifully. The Chinese characters cultivate students’ sentiment of pursuing beauty and loving beauty. Of course, teachers should also take the lead and set an example, strive to write standardized Chinese characters, and persevere.

Let’s talk about “writing”. If "writing" is the pursuit of physical beauty, then "writing" is the pursuit of spiritual beauty. Writing should be a kind of pouring out of the soul and an expression of thoughts. Writing is a normal survival ability that a person should have, and it is also a noble spiritual activity. It is a comprehensive thinking activity that reflects a person's abilities in all aspects. Real writing should be a relaxed and enjoyable study or life. process. However, the current writing ability of young people is not optimistic. According to the Chinese curriculum standards, writing training begins in the third grade of primary school. According to my survey, the current writing problems of primary and secondary school students are still relatively big. For example, as the age increases, students' interest in composition becomes weaker and weaker. As students grow older, the contents of their compositions become more and more false and even random, their composition patterns are rigid, and their language is empty and cliche. A considerable number of students are afraid of writing essays, cannot write essays, make up essays, or even plagiarize essays. Students cannot feel the joy and happiness of writing. Writing in Chinese language teaching is to prepare for exams, not to prepare for life and work. Therefore, the current teaching problem of "writing" in Chinese teaching is relatively big. Therefore, we must vigorously change the current status of "writing" in Chinese teaching, make "writing" a part of students' lives, and make students like writing and know how to write. creation. This should be the task that our Chinese teaching should complete.

I think "writing" in Chinese teaching should be an innovative way for students to learn to observe life, think about life and express their feelings. It is a process of venting psychology, behavior and emotions full of vitality. It should be a normal and normal thinking activity for students, and it is also an explicit process of students’ thoughts and consciousness. It is also a beautiful process for students to appreciate and create beauty. However, in our actual teaching, "writing" is often just a passive test-taking training for students. Therefore, if you want to cultivate students' writing ability, you must guide students to observe people, things, scenery, and objects in life, and think about the emotions and reasons in them; if you want to improve students' writing ability, writing teaching cannot be a teacher When a composition topic is given and students write an article, it should be a process in which teachers and students discuss life together, express their ideals, and express their own ambitions; in order to improve students' writing ability, for a "beginner" "Writers", teachers must be good masters and teach them basic writing techniques so that they can get started; if they want to improve students' writing skills, they must train students in divergent thinking, concentrated thinking, innovative thinking and other abilities; If we want to improve students' writing ability, teachers should not teach texts for the sake of teaching them, but should combine "listening and speaking" and "reading and writing"; if we want to improve students' writing ability, we should not let our students " "They are deaf to things outside the window and only read exam books", but should guide students to "care about family affairs, national affairs, and world affairs." If they want to improve students' writing skills, teachers should read the works of masters with students. Listen to everyone's teachings; teachers should express their inner feelings and express their love and hatred with students. Only in this way will our students love life more and more, understand life more and embrace life, and become wiser, smarter, humane, happier, etc. If we do this, I think our students will learn happily.

(5) About Chinese teaching based on the ability of “thinking”

As for “thinking”, in What Chinese Teaching, the author has already said that Chinese teaching is based on “thinking”. The teaching of "listening, speaking, reading, writing and thinking" is the core. How to embody the core of "thinking"? The author believes that as a Chinese teacher, we should do the following:

1. Chinese teachers are not only teachers of knowledge, but also teachers of ideology and morality.

The French thinker Pascal said: "Man is just a reed, the most fragile thing in nature; but he is a thinking reed. There is no need for the entire universe to take up arms. Only a breath or a drop of water can kill him. However, even if the universe destroys him, man is still much nobler than the thing that kills him; because he knows that he is going to die and the universe has no influence on him. He has advantages that the universe knows nothing about. Therefore, all our dignity lies in thought..." Therefore, as a Chinese teacher, we must become a person with dignity because of thought and cultivate people. A thoughtful and dignified person.

Chinese teachers are not teachers of knowledge, but teachers of ideas and morals. They should even be teachers of students’ happiness and teachers of the inheritance of social morality and ethics.

2. Chinese teachers are not only teachers of ideas, but also teachers of thinking. Lamartine said: "People can become gods by thinking." Goethe said: "The so-called true wisdom has been thought about thousands of times; but if we want to make them truly our own, they must go through us. I think about it again and again until they take root in my personal experience.” Therefore, thinking ability determines a person’s future work level and development level. Only by possessing high thinking ability and mastering certain thinking methods can a person be able to cope with study and work with ease. Therefore, our Chinese teaching cannot ignore the training of thinking, such as image thinking, logical thinking, divergent thinking, convergent thinking, dialectical thinking, etc. Of course, thinking training is not only a task for the Chinese subject, but also needs to be carried out in other subjects. However, thinking training in Chinese teaching has its own uniqueness. It is thinking training that runs through the process of Chinese teaching, not anything else. For example, essay writing is not so much a test of students’ language expression ability as it is a test of students’ life experience and quality of thinking (ability to analyze, appreciate, and innovate social life phenomena) and abilities.

3. Chinese teachers are not only teachers of classics, but also teachers of humanities. Han Yu once said, "Teachers preach, impart knowledge and resolve doubts." "Preaching" is the first priority of Chinese teachers. Cultivate students' positive and healthy ideological and moral ethics and noble aesthetic taste, thereby improving their cultural taste. The "Chinese Curriculum Standards" points out: "The rich humanistic connotation of Chinese courses has a profound impact on students' spiritual fields, and students' reactions to Chinese materials are also It is diverse. Therefore, we should pay attention to the edifying role of Chinese and pay attention to the value orientation of teaching content. At the same time, we should also respect the unique experience of students in the learning process." This passage clearly tells us: Chinese teachers should strive to explore the teaching materials. "Cultural cultivation point" creates a cultural atmosphere in the classroom, conveys the motherland's, world's, historical and modern multi-culture to students through language and writing, and cultivates students' "humanistic qualities". Confucius used it more than 2,000 years ago. His actions fulfilled the path of "preaching" as a humanistic teacher. In "The Analects of Confucius? Zilu, Ran You, and Gong Xihua Sitting", Confucius did not simply judge right and wrong for the different pursuits and goals of the three people, but guided the students through means of enlightenment, enlightenment, stimulation and recognition. Self-cultivation and determination. Isn’t this an example of humanistic teaching and humanistic teachers? Because language is not only a tool, but also has strong humanity, life, humanity, and personality intentions. Learning a language is not just about learning language knowledge and honing language skills, but also emotional education and cultural edification, thereby enriching the soul, cultivating moral character, improving personality structure, and educating people in a true sense. Therefore, successful Chinese teaching requires teachers and students to have a kind of humanistic feelings, life experience, and human feelings rooted in the humanistic spirit of language, fully activate the originally solidified language, fully display their personality, and create a kind of obsessed and soul-stirring person. situation.

4. The process of teaching and learning Chinese must have "thinking" running through it.

Language is not only a tool for expressing thoughts and communicating, but also the material shell of thinking and the carrier of information. This kind of tool, shell, and carrier are all symbols that only humans possess. Therefore, thought and thinking are the core of language. Without thought and thinking, language will have no meaning of existence. This is what the ancients said, "Writing conveys the Tao." Therefore, if there is no "thinking" in Chinese teaching, Chinese teaching may be ineffective teaching. Of course, there is "thinking" in any of our Chinese classes (even the poorest ones). What I am saying now is that we should put "thinking" in a very important and prominent position, and we must have "thinking" in our hearts - Think of "thinking" when preparing lessons, think of "thinking" when teaching, reflect on "thinking" after class, think of "thinking" in an interesting way, rather than "thinking" casually, to strengthen "thinking", and to have "thinking" in teaching, There is "thinking" in learning, and there is "thinking" in practice, so that students can learn to "think", be good at "thinking", and be able to "think".

The author believes that Chinese language classes are to teach students the five major abilities of "listening, speaking, reading, writing and thinking", closely following the key points of interests, habits, innovation and humanities, and following the "basic knowledge, basic abilities, "Basic methods, basic applications" four requirements, with the main purpose of improving people's abilities and qualities.