Report on the research stage of the effectiveness teaching of classical Chinese in junior middle school

1. How to improve the effectiveness of classical Chinese teaching in junior middle schools;

1. Paper: On how to improve the effectiveness of classical Chinese teaching in junior high schools.

2. Author: Dong

3. Abstract: < < junior high school Chinese new curriculum standards > > stipulates that junior high school Chinese teaching should enable students to have the ability to read independently and learn to use a variety of reading methods. Can read simple classical Chinese with the help of reference books. Therefore, in junior high school Chinese teaching, in order to improve the effectiveness of classical Chinese classroom teaching, teachers should guide students to fully preview before class and improve their interest in learning classical Chinese; We should pay attention to the active guidance of classroom teaching, reflect students' initiative in learning, and arrange appropriate after-class exercises to review the old and learn new things.

4. Release source: middle school, 2014 (14):1-14.

2. How to improve the effectiveness of classical Chinese teaching in junior high school? After thousands of years' baptism, classical Chinese has accumulated the essence of Chinese culture for 5,000 years, bearing an extremely splendid humanistic spirit, and is an important carrier of China's traditional culture.

However, under the background of the new curriculum reform, it is still an indisputable fact that classical Chinese teaching is inefficient, which can be roughly described in four words: tired teaching, bitter learning, slow process and poor effect. In short, there is a serious imbalance between input and output.

In teaching, how to make classical Chinese teaching more effective is an important topic for all Chinese teachers. On the surface, teachers seem willing to teach and students seem willing to learn, because hard work can improve their grades.

But in fact, the feedback from previous unified examinations and teaching practice in recent years shows that junior high school students generally don't like reading classical Chinese, and their ability to read classical Chinese and reference books are not guaranteed, let alone their interest in further exploration and study. In other words, our classical Chinese teaching in junior middle school can't be said to be successful. It seems that there is a misunderstanding in classical Chinese teaching in the early junior middle school.

1. Students' reading range is too narrow and their reading volume is too small. The survey shows that students naturally reduce their reading and memory because they have done a lot of exercises.

The teacher only limits the articles explained in class to some necessary articles, and all the so-called "key articles" are repeated analysis, dismemberment, memory and design various exercises. Then, the teacher selects keywords and lists different example sentences according to different meanings, so that students can remember some words, ranging from five or six sentences to more than a dozen.

In fact, every word is learned in a specific sentence, and the understanding of semantics must not be divorced from the context. It is boring and inefficient to memorize words in isolation from specific contexts.

However, many Chinese teachers lack this understanding. 2, the text reading is weak, perfunctory.

We often see such a scene in movies: under the guidance of Mr. Private School, primary school students are shaking their heads and carrying books with relish, and the sound of books is loud and powerful. In today's classical Chinese teaching class, we rarely see such a situation.

Apart from reciting classical Chinese, most students are unwilling to read more. Because I don't know the essentials of reading ancient sentences, I read the text in a stuttering way. Some pause at will, and the preface doesn't match the latter, which makes people sound laborious and even can't help laughing.

If students punctuate the broken sentences in ancient Chinese, it will be even more chaotic, and beautiful Chinese will be torn apart alive, which is terrible. 3。

Classroom teaching emphasizes "speech" over "speech" and emphasizes "speech" over "speech". The traditional teaching method of classical Chinese ignores that classical Chinese is a literary and aesthetic article, which contains the author's thoughts and feelings, but only regards it as a language material piled up by ancient Chinese characters, and it is impossible to find the profound ancient culture infiltrated in the article.

If the emphasis on "word" over "word" in classical Chinese teaching is closely related to the prevalence of instrumental Chinese teaching, then in today's unprecedented upsurge of human nature, classical Chinese teaching has slipped to the other side: emphasizing "word" over "word". Under the guidance of this goal, the focus of classical Chinese teaching has also shifted to the article level, focusing on the interpretation of article skills and the understanding of cultural connotation.

It should be said that this goal orientation and content selection are appropriate, but the problem is that the ontological characteristics of classical Chinese are ignored, that is, classical Chinese is an article written in ancient Chinese after all, and it needs to break through the barrier of ancient Chinese itself to interpret and understand the article. If we ignore the accumulation of basic knowledge of ancient Chinese, the interpretation of the article will only be castles in the air, which is even more terrible than the former.

4. Teachers are superstitious about "standard answers". When I was studying classical Chinese, some students in other classes asked me to add some text explanations. After I learned two or three answers, my classmates were surprised and said that some of the answers the teacher said were wrong.

It seems that in the usual training, teachers are too superstitious about "standard answers" and don't know the contingency. In an open class, the teacher asked the students to explain "Ding Bai" and "Ding Bai", in which the standard answer was "ordinary people" and the students' answer to "uneducated ordinary people" was also wrong.

This phenomenon is by no means unique. Students must copy text notes or "standard answers" word by word when doing problems, so in class, in addition to cross talk, recitation and dictation, they are constantly doing problems and correcting them. Students' active learning is gone, let alone exploration.

Students learn classical Chinese at the end of the book, without reading the notes in the textbook, and without consulting the reference books for words in distress. Serious people listen to the teacher's explanation in class, and then write down sentence by sentence, and the ancient Chinese class becomes a dictation class; Students who are not serious simply do an extracurricular translation of classical Chinese and memorize it to cope with the exam.

One or several volumes of classical Chinese translation and interpretation readers have contributed to this reading atmosphere. So don't recite the original text, just recite some translations and "standard answers." After the exam, these words and knowledge points will be forgotten in a short time.

Under the background of the new curriculum, how to improve the classical Chinese teaching in our junior high school? As the organizer and guide of learning activities, teachers should try their best to stimulate students' interest in learning, improve teaching methods and liberate students from rote learning. Improving teaching methods means advocating effective "learning methods".

What is effective learning? I think the reading requirement put forward by the new curriculum standard is very important: "Reading simple classical Chinese will help you understand the basic content with the help of notes and reference books. Recite 80 excellent poems. "

Based on this, I try my best to try in the following aspects in the teaching of classical Chinese: 1. Attach importance to lead-in and stimulate interest in learning. Yu Yi said: "The first hammer in class should knock on students' hearts, stimulate their thinking sparks, or attract students as firmly as a magnet.

Suhomlinski, a famous educational theorist in the former Soviet Union, believes that good introduction is the "first source and the first Mars" to stimulate students' learning motivation. To stimulate students' interest in learning classical Chinese, it is very important for teachers to introduce the art of new courses.

Before the last new lesson, if teachers can create a learning scene and atmosphere suitable for the new lesson through some careful design and clever introduction, they can arouse students' interest in learning, stimulate their enthusiasm for learning and strong thirst for knowledge, and quickly attract their attention.

3. How to teach classical Chinese effectively? First, clear purpose, rational conversation, more encouragement and more guidance. The new syllabus requires junior high school students to "read and recite" some chapters and paragraphs of classical Chinese, and senior high school students to "read simple classical Chinese with reference books", which embodies the fundamental requirements of classical Chinese in middle schools. The scientific nature of the regulation lies in the requirement that junior high school is the stage of accumulating perceptual materials. Through a lot of familiar reading and reciting, we can be familiar with various linguistic phenomena of classical Chinese, enrich the knowledge of ancient Chinese, accumulate knowledge of vocabulary and sentence patterns, and cultivate a sense of language. On this solid foundation, senior high school gradually formed the ability to read simple classical Chinese through repeated practice.

Second, the interpretation and analysis should be accurate and concise, and the translation of broken sentences should be simple. Students' subjectivity requirements have not been placed in a prominent position in the past, but now they are paid more and more attention, advocated and cultivated. Therefore, in the process of learning classical Chinese in the future, we should pay full attention to the requirements of students' autonomous learning, pay attention to cultivating students' autonomous reading comprehension and application ability, get rid of some bad factors in traditional teaching, and let students gradually become the real learning subject. If students can understand and have clear labels, such as year number, place name, person name and some special words, they can find their own recitation or discussion. If there are disputes and uncertainties, the teacher will give guidance and eliminate difficulties.

Third, guide students to learn that accumulation is silver, mastery of law is gold, and mastery is turning stone into gold. It is, of course, the responsibility of students to concentrate on interacting with teachers, listening carefully and taking notes carefully in class. However, it is impossible to complete the substantive tasks and goals of learning by diligence alone, especially learning classical Chinese. It is also necessary to guide students to draw inferences from others, sum up what they have learned, master the rules, and finally reach the realm and level of comprehensive independent learning. Inductive accumulation is silver, mastery of law is gold, and mastery is turning stone into gold.

4. How to write the interim report on the research project of efficient reading teaching in primary schools? First, the proposal of the project. Chinese reading teaching in primary schools is an important part of Chinese teaching. Because of the openness and extensiveness of extracurricular reading, it is impossible to force every student to unify their requirements, rhythm and content. The uniqueness of individuals makes the research and management of projects more difficult.

How to carry out this work effectively and deeply is a research topic that we need to explore and solve. Teachers also don't pay attention to the cultivation of students' reading interest.

Based on problems, analyzing problems and solving problems, I put forward a study on the effectiveness of Chinese reading teaching in primary schools. Second, the definition of the topic In the teaching process, the effective strategy of Chinese reading teaching in primary schools refers to stimulating students' reading interest, teaching children reading methods, enabling students to concentrate on reading, have emotional input, have certain emotional experience, creatively integrate and use teaching materials, and build an effective classroom.

Improve students' reading ability, cultivate students' good reading habits, and gradually internalize reading habits into students' conscious behavior. Maximize students' Chinese literacy.

Grasp the teaching rules of Chinese reading teaching in senior primary schools in essence. Third, research objectives and principles: explore ways and methods to improve the effectiveness of Chinese reading teaching in senior high schools and primary schools.

Form an atmosphere to study the effectiveness of Chinese classroom teaching in senior high schools and improve the teaching quality of Chinese education in senior high schools. Improving senior high school students' Chinese literacy through research.

Principle: Follow the principles of independence, exploration, creation and cooperation. Four. Research object and content (1) Research object: fifth and sixth grade primary school students.

(2) The main content of the study: We will closely focus on the specific requirements of Chinese curriculum standards for reading teaching, and effectively improve the effectiveness of Chinese reading teaching in senior primary schools. 5. Research ideas and methods (1) Research ideas: With the development of students as the goal, reading textbooks as the carrier, classroom teaching as the main channel, reading teaching efficiency as the core, and the improvement of teachers' education and teaching level as the focus, explore ways and methods for the effectiveness of Chinese reading teaching in high schools and primary schools.

(2) Research methods: Under the guidance of the general topic of "Research on Effective Teaching Strategies in Chinese Classroom in Primary Schools", the research is mainly based on action research, supplemented by experience summary and literature review. Under the guidance of a certain theory, we should combine education and teaching practice with theory.

In practical research, we should constantly reflect and summarize, and apply the research results to practice in time. By going deep into the classroom, we can find problems and conduct targeted research.

In order to achieve the best research results. Through the timely summary and refinement of the more effective research work in the research process of this topic, the results are formed and the further research of this topic is promoted.

Collect relevant documents as theoretical guidance and implementation materials for research. Research progress of intransitive verbs (1) Strengthen theoretical study and update reading teaching concepts.

Theory is the basis of practice. The new curriculum reform has put forward many new ideas and concepts for reading teaching, which is necessary for us to think and explore.

Since the establishment of the project, it is the premise and foundation for us to correct the guiding ideology of reading teaching, update the teaching concept of writing in an all-round way and explore scientific reading teaching strategies and methods to re-interpret and learn the teaching concepts of writing in the new curriculum standard and correctly interpret and fully grasp the spiritual essence of these new concepts. (two) to carry out reading teaching seminars and reading teaching competitions.

Follow the theme of "reading-oriented" proposed by the research project, pay attention to the combination of reading line, life line and situation line, strengthen practical autonomy, formulate effective strategies, and make the activities orderly. Record practical activities and make periodic evaluation in time.

(C) strengthen the guidance of reading methods, so that students can master reading methods step by step. Relying on Chinese teaching and strengthening the guidance of students' reading methods, we can extract and recite some good words and sentences in the text.

Secondly, use various activities in the class to lead children to experience and guide students to read based on personal experience. Seven, the phased results of the project research (a) stimulated students' reading interest, and students' reading interest was strong.

(B) Students have developed a certain reading habit, and can screen the reading content according to their reading interests. (3) The selection of small reading experts has improved students' reading enthusiasm, and a number of small reading experts have emerged in the class.

(4) Pay attention to students' needs and carry out various activities to enrich students' experience and effectively guide students to read. Eight. Problems and Puzzles in Project Research Since the implementation of the project, although we have paid attention to the individual differences of students, it is still difficult to operate in actual teaching and cannot effectively pay attention to the development of students at different levels.

Secondly, how to test students' reading effect should not only pay attention to the differences of students' reading level, but also take into account students' emotional needs, so that students of different levels can be improved. This is the confusion I encountered in teaching and research, and it is also the direction of my next effort. Nine. In the next stage of research, I will continue to follow the original research ideas and focus on the problems encountered in the previous stage.

Constantly strengthen their own theoretical study, through guidance and practice, combined with students' social life time, make students interested in reading, willing to read, and enjoy reading in the process, increase their knowledge and really enjoy reading.