How to embody the instrumentality and humanity of Chinese in teaching?

Correctly understand the connotation of instrumentality and humanism.

Chinese curriculum standard emphasizes that "Chinese curriculum should be devoted to the formation and development of students' Chinese literacy". Chinese literacy includes: the accumulation of words, language sense, thinking quality, Chinese learning methods and habits, literacy, writing, reading, writing and oral communication skills, cultural taste, aesthetic taste, knowledge vision, emotional attitude, ideas and so on. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. Instrumentality is the fundamental attribute of Chinese, and humanism is an important attribute of Chinese, both of which are indispensable.

1, what is "instrumental music"?

The instrumentality of Chinese means that Chinese is a basic tool discipline. Because language is a tool for communication, expressing thoughts and feelings and transmitting culture. Learning Chinese is to let students master language tools firmly. The primary task of Chinese teaching is to teach students to use language, including learning to understand and express language, learning to communicate with language and learning to accumulate language.

Chinese is the only special subject with language form as its teaching content. Without the instrumentality of Chinese, how can human nature be embodied? The instrumentality and humanity of Chinese are indispensable. Therefore, double-base teaching can't be lost. Without the basic knowledge and skills of Chinese, Chinese literacy is passive water and castles in the air. At present, many Chinese teachers are afraid to talk about basic knowledge in Chinese class and summarize the center and section in reading teaching. In fact, reading teaching is only based on this. Therefore, we can't lose the noumenon of language and ignore the understanding of text language in Chinese class. Of course, we should not only give students wisdom in the process of tasting the text language, but also nourish students with humanistic spirit and promote the formation and development of Chinese literacy.

Chinese education in China is mother tongue education, and its instrumentality has special connotation. First, we should embody human nature in the process of mastering instrumentality. In other words, in the process of mastering mother tongue, we should be influenced by national culture and national spirit. Second, the particularity of the mother tongue education environment, mother tongue learning time is not limited, space is not limited, you can learn anytime and anywhere. Third, the particularity of teaching methods does not pay attention to the study of Chinese knowledge, but to Chinese practice, and attaches importance to cultivating students' sense of language and overall grasp ability.

2. What is "humanity"?

In order to understand the connotation of "humanity" more deeply, we must first understand the meaning of "humanity". Modern Chinese Dictionary defines "humanity" as "referring to various cultural phenomena in human society." It can be seen that "humanity" refers to human culture in general. Since it is human culture, it must contain a lot of concrete, vivid, subjective and emotional contents. These contents will inevitably lead to the singing of students who are also human beings, thus affecting them. When discussing the concept of "correctly grasping the characteristics of Chinese education", Chinese Curriculum Standard also puts forward: "The rich humanistic connotation of Chinese curriculum has a profound influence on students' spiritual field, and students' reactions to Chinese materials are often diverse." This poem illustrates the dialectical relationship between "man" and "literature": first, "literature" acts on "man", that is, human culture affects and infects students; Second, "people" act on "literature", that is, students' acceptance of human culture is a state of multiple reactions, and each student has his own vision. The so-called horizon refers to an aesthetic horizon formed by subjective and objective factors such as personality, preferences, knowledge and experience. Different horizons have created different people's unique experiences in cultural acceptance. Even the same person, at different ages, the experience of cultural acceptance changes with the change of vision. In the unique cultural acceptance experience, between intentional and unintentional, human culture has been inherited and developed. In addition, "humanity" also refers to an attitude and a spirit in human culture; A humanistic attitude that pays attention to human destiny, "respect people, respect the life value of specific people, respect the culture and diversity of specific people"; A spirit of freedom, self-consciousness and transcendence that points to "ultimate concern" is also a spirit of constantly exploring "why people are human", with high spirits, determination and self-improvement. These are all humanistic spirits.

Based on the above viewpoints, the humanity of Chinese education is mainly reflected in respecting the healthy development of personality, emotional edification and inner experience, and attaching importance to imagination, intuition and creativity. The humanistic connotation of Chinese curriculum should include three meanings: the first is the spirit of pursuing freedom, that is, emphasizing individual freedom and dignity, fully respecting students' freedom and autonomy in teaching, and cultivating students' spirit of independent thinking, reflection and doubt and criticism. The second is to emphasize everyone's unique life value and respect students' uniqueness and differences. Third, edify and infect students, and expand and deepen their spiritual field.

According to the new curriculum standards, the specific understanding of the humanity of Chinese education is mainly people-oriented and culture-oriented. People-oriented Chinese curriculum should give full play to the enthusiasm of teachers and students. In teaching activities, teachers and students are both subjects and objects. But for a long time, students are often placed in a subordinate position and in a passive state. Therefore, in Chinese teaching, it is especially necessary to call on students' subjective spirit, publicize students' personality characteristics, stimulate students' vitality, give play to students' creative talents, and truly realize that students are the masters of Chinese learning. At the same time, Chinese is a kind of culture, which is inseparable from human life, soul and life.

Second, how to realize the unity of instrumentality and humanity.

Starting with methodology, Chinese Curriculum Standard repositions Chinese curriculum, reorganizes curriculum objectives, organization, implementation and evaluation according to the idea of "unification", and points out that the unification of the two is the basic feature of Chinese curriculum. Its basic connotation is: Chinese curriculum must follow the characteristics of Chinese itself and students' learning Chinese, and students can acquire basic Chinese literacy and master the important tool of language through independent, exploratory and cooperative learning methods and a large number of Chinese practice activities; At the same time, Chinese course should accommodate students' life experience, let students interact with the course text, influence students' mind and morality, and build a cultural foundation for students' lifelong development. This is the concept of the new curriculum standard. The teaching objectives of the course are designed according to three dimensions: knowledge and ability, process and method, emotion, attitude and values. Among them, the first two comprehensive dimensions embody instrumentality, while the latter one embodies humanity. The mutual penetration and integration of the three dimensions is the embodiment of the unity of instrumentality and humanity.

In Chinese class, students' reactions to Chinese materials are often different, so classroom teaching should be less restrictive and more free. Students should be able to find problems by themselves, enhance their perception and improve their Chinese literacy through discussion and communication. Teachers should strive to improve their humanistic quality and knowledge level, create a good atmosphere for students' autonomous learning, and create an ideal situation of equal dialogue between teachers and students. Teachers, as the leaders of the classroom, help students construct meaning through interactive dialogue between teachers and students and students on the basis of respecting students' differences and diversity.

To realize the unity of instrumentality and humanism, there are many problems to be solved in practice. From the teacher's point of view, how to explore the humanistic factors in teaching materials, how to infiltrate the humanistic spirit in teaching, what kind of teaching strategies should be adopted to promote the unity of instrumentality and humanism, what is the best state and effect of the unity of the two, and what evaluation criteria should be adopted are all problems that need to be solved. From the students' point of view, what kind of attitude and emotion should we treat the unity of instrumentality and humanism, how to deal with the relationship between the requirement of teaching unity and personal unique feelings, experiences and understandings, how to understand the humanistic spirit of Chinese through inquiry activities, and understand the humanistic characteristics contained in language and writing, all these problems need our teachers engaged in Chinese teaching to explore and solve.

Based on the concept of the new curriculum standard and the above theoretical analysis, we come to the conclusion that the unity of "instrumentality" and "humanism" in Chinese teaching is based on "culture and emotion", so that the training of students' language and thinking can be carried out alternately in the cultural atmosphere, in the learning mode of independent cooperation and inquiry, and in the harmonious and equal emotional communication between teachers and students, so as to cultivate students' Chinese literacy, develop students' personality, and finally make students receive the education of humanistic spirit.

Next, I will take the teaching of the poem "Singing Willow", which describes the willow in early spring and February, as an example to illustrate the unity of instrumentality and humanism in Chinese teaching. According to the theory of reception aesthetics, different readers have different "horizon of expectation", different feelings and understandings of works, that is, different aesthetic distances, so the reception effect is different. I define the breakthrough point of the unity of instrumentality and humanity as "feeling the spring". Before teaching, first let students search for words and poems related to spring. In teaching, after understanding the main idea of the poem with the help of notes, I asked the students to read the poem carefully again and again to see what kind of spring you felt from it. What words are used to feel it? Students express their opinions and feel different. For example, "the jasper tree is high, and the tapestry of thousands of strands of green silk hangs down." In a word, some students felt a charming, slim and graceful girl coming in a green dress from the words "Jasper" and "Green Silk Tapestry" ... In this way, students were trained in divergent thinking in the process of feeling, and also deepened their understanding of words, words and sentences in emotional experience. Then, I asked the students to exchange poems about spring collected after class. What kind of spring did they feel from them? In the process of communication, students can't help but be infected by poetic artistic conception and language, and actively create spring poems. A student shouted, "In spring, you are an unknown painter who dedicated' Jasper' to the earth." Another student chanted, "I am a wicker, hanging happily on the branch, and the warm spring breeze caresses me." These poems are not only the embodiment of students' language ability, but also full of humanistic connotation, expressing students' rich feelings and love for spring. In Chinese teaching, teachers should first look for the breakthrough point of the unity of instrumentality and humanity from the perspective of humanity. Because only with a humanistic perspective can we find a breakthrough point full of human feelings, attract people, impress people and infect people, make instrumental and humanistic harmony and unity, and make the classroom a poetic dwelling place.

In short, the Qianli Glacier was not built in a day. Similarly, the unity of instrumentality and humanism in Chinese teaching cannot be achieved overnight. Therefore, all Chinese educators must establish correct new teaching concepts under the guidance of Chinese curriculum standards, and continue to explore and study in teaching practice. One day, we will realize the harmonious unity of instrumentality and humanism in Chinese teaching, and constantly improve students' Chinese literacy.