How to carry out deep learning in junior middle school Chinese classroom

To promote deep learning in Chinese classroom, we should create a series of teaching methods to promote deep learning according to the characteristics of Chinese subject and teachers' deep teaching. Then, how to turn shallow learning into deep learning in Chinese teaching, so that Chinese teaching can gain more?

First, change the role of teachers, and reflect students' dominant position in learning.

Who is reading a book? Is our student; Who is studying? He is also our student. This is a truth that everyone knows and understands. However, in actual teaching, some of our teachers often ignore this basic problem, which leads to the phenomenon of replacing others in specific teaching. The real significance of Chinese teaching lies in organizing students to read and teaching students to learn, not in "teaching", not in highlighting "speaking". In order to complete the "teaching task", some teachers rarely give students time to read and understand the text independently in class, while others arrange for students to read, just let students read the text hastily and then begin to analyze the difficulties. Before the students were familiar with the text, the teacher began to analyze and explain it. In this case, it is very difficult for most students to learn to understand this article. In the long run, they will find it more and more difficult to learn Chinese, and over time they will lose interest in learning Chinese. After a long time, students are more and more afraid of reading and learning Chinese. Even in high school, students still can't read, analyze and understand an article with dignity, independence and fluency. This is the evil result of our overemphasis on "teaching" in Chinese reading teaching

Chinese teaching under the new curriculum concept should change the role of teachers and fully reflect the main position of students' learning. Teachers should attach importance to guidance, teaching research and students' learning guidance, so that students can learn to read under the guidance of teachers. Teachers should change from "lecturers" to organizers, guides, collaborators and participants in classroom teaching. Teachers and students are the same learning subject. Teachers should change from "overlord" and "authority" to equal chief, become students' partners, and teach in a democratic, equal and harmonious atmosphere. This is the premise of promoting deep learning. Only by changing the role of teachers can deep learning be carried out.

Second, improve teaching methods to promote the in-depth study of Chinese.

The reform of teaching methods is an important task of the new round of curriculum reform. Teaching methods directly affect students' learning methods, and then affect their future development methods, and then affect their future survival methods. "Instilling" and "cramming" teaching methods will inevitably affect the generation and development of students' knowledge. Therefore, changing teaching methods is a key point of this curriculum reform and an effective way to promote deep learning.

Chinese teaching should downplay the single or two-way communication between teachers and students in traditional teaching, and encourage and advocate diversified exchanges and cooperation between teachers and students. Only by changing teaching methods, improving teaching methods and paying attention to the guidance of students' learning methods can Chinese learning be effective and the overall improvement of teaching quality and students' Chinese ability and literacy become a reality.

(A) to carry out autonomous learning, and gradually cultivate students' autonomous learning ability.

For many years, influenced by the traditional "lecturing" teaching method, Chinese students' autonomous learning ability is relatively low, but this does not mean that students' autonomous learning ability is lacking. In Chinese teaching, teachers can arrange and guide students to learn independently according to the teaching content, such as consulting reference books and materials, previewing texts in advance, reading and reciting classic poems. , so that students gradually learn to absorb knowledge, master effective and suitable learning methods, and reflect their dominant position in learning.

(B) Chinese teaching can be based on the needs of teaching content, appropriate cooperative learning.

Let students actively participate, communicate and interact, try their best to let every student actively participate in the study, and give full play to their intelligence and wisdom in order to complete the same task. Cooperative learning is a process of collecting individual wisdom as a collective achievement. In this process, we can cultivate students' collective spirit and sense of teamwork, promote the development of teaching and learning, reflect creative and open learning and the generation and development of knowledge, and at the same time publicize students' personality.

Group inquiry learning in reading teaching should be carried out on the basis of students' independent reading. Without autonomous learning before inquiry, group inquiry learning will become passive water and rootless wood. Autonomous reading is the basis of group inquiry reading, and group inquiry reading is the sublimation of autonomous reading. Group inquiry learning can be carried out according to the following steps:

1. Teach students the basic methods and steps of inquiry. For example, in the inquiry teaching of the text "Back", the first question to be explored is "What is this article mainly about?" Secondly, explore "how to write?" Then look at "in what way?" "What kind of thoughts and feelings did you show?" Wait a minute. Let students gradually master the general reading methods and steps of articles in independent inquiry, develop good reading habits and lay a solid foundation for reading.

2. Carry out group inquiry learning. The significance of group inquiry learning lies in exerting one's intelligence and wisdom in order to complete a certain learning task, exerting one's expertise or unique viewpoint in inquiry, and finally achieving * * * knowledge. Before group inquiry reading, we should design specific questions, clarify reading tasks, fully trust students' reading, let students analyze, understand and feel the text through independent reading, group cooperation inquiry, discussion, analysis and induction, understand the thoughts and feelings contained in the text, solve related problems in reading teaching, and cultivate students' ability to filter and sort out information.

3. Pay attention to communication and sharing in inquiry. For example, in the reading teaching of "Ailian Shuo" and "From Baicaoyuan to San Tan Yin Yue", students can communicate and share widely on the basis of inquiry learning. Through the communication and sharing between individuals and groups in the group, different understandings and feelings about the article are published, so as to achieve the purpose of mutual learning, mutual supplement, mutual promotion and overall improvement.

Third, pay attention to the learning process and students' emotional experience.

Chinese teaching should embody the teaching goal of "knowledge and ability, process and method, emotional attitude and values". To achieve the "three-dimensional goal", Chinese teaching should not only let students learn knowledge, master learning methods and skills, but also pay attention to the emotional experience in the learning process. This is the foundation of deep learning.

Judging from the current teaching practice, many teachers only regard Chinese class as a tool class and Chinese training as a simple technical training, which makes the living Chinese textbooks "dead" and makes students feel boring, which seriously affects the proper function of Chinese class. The new Chinese curriculum standard clearly stipulates that "when appreciating literary works, you can have your own emotional experience, initially understand the connotation of the works, and gain beneficial enlightenment to nature, society and life … you can tell your own experiences and taste the expressive language in the works". Therefore, the author believes that in Chinese teaching, we must pay attention to guiding students to experience what they have learned emotionally, so as to make students' minds and personalities sound.

First of all, a teacher should be an emotional person. German educator Dostoevsky said: "No one can develop and cultivate others' emotions without developing and cultivating their own emotions. "Secondly, teachers should go deep into the text and tap rich emotional factors. Chinese is a synthesis of language, writing and literature. Language is a tool for people to transmit information and exchange ideas. Whether painting scenery or describing characters, it is full of the author's emotions. Therefore, teachers should integrate the emotions experienced in preparing lessons into teaching, and hit students' hearts with enthusiasm, passion and true feelings, so as to shake the ripples of students' emotions and expose students to a situation full of strong atmosphere and be infected. Teachers should be good at stimulating students' emotional experience in teaching, activate students' experience with their own understanding, and let students understand their emotional experience. As American Mai Leder said, "He should influence my mood through my eyes. He can't affect my mood until he shows me something that can touch my heartstrings. "If it's just students' mechanical rote learning and learning, the effect is not great. The richness of the text determines the possibility of our interpretation. Students can keep their opinions on the same issue, which is his right and his freedom. He can give his own understanding and embody his own personality. It is also the character of Yule in My Uncle Yule. Some students think that Yule's life is bumpy, and he tried to make money before, trying to repay his brother, which shows that he has a conscience and contrasts the selfishness and ruthlessness of the Phillips couple. His reluctance to go home after being down and out shows that he has backbone. Some people think that Yule is a poor man, but he is kind and has a conscience. Of course, there are still many students who agree with the Phillips couple in the article. These views and opinions should be encouraged and affirmed. In reading teaching, students' emotional experience is very important, which can reflect their understanding of the text. Teachers can guide students to perceive the text as a whole and appreciate the emotional factors infiltrated by the author in the article, so as to better understand the author's profound intentions, which will realize the dialogue and communication between students, teachers and the text, and students will have a deeper understanding of the text and a firmer grasp.

In short, it is necessary to organize teaching in a targeted way, so that the classroom can become a place where teachers and students interact with each other. We should put students' initiative and enthusiasm in the first place and stimulate students' autonomy, cooperation, inquiry and innovation. In this mode of combining "teaching" with "learning", students are always in a state of thinking, analysis, discussion and expression, with active thinking and profound understanding, and their ability to analyze and solve problems is gradually improved, and their sense of innovation is obviously enhanced. More importantly, through this in-depth and real Chinese learning activity, students can understand Chinese, life and life, and establish a correct outlook on life and values, so that Chinese learning can truly reflect effectiveness and efficiency.