[Chinese classroom teaching structure optimization model] How to optimize the classroom teaching structure

"Teaching structure" is always determined by the interaction of social reality background, historical reasons and the development of related theories. Combining the elements of Chinese teaching structure and the educational concept under the background of new curriculum, this paper puts forward the basic teaching structure based on resource integration, teacher-student relationship and teaching activity process from different angles, and puts forward the ideal teaching structure form of situation, inquiry and construction.

First, the teaching structure model based on the integration of learning resources

(A) to achieve the integration of three-dimensional goals

The transformation from "knowledge-based" to "people-oriented" requires not only knowledge and ability, but also attention to reading methods, positive thoughts and feelings, moral education and aesthetic education in reading practice. The improvement of Chinese literacy can not be achieved in one stage, but runs through the whole Chinese learning stage, which requires us to have a global vision. Knowledge and ability, process and method, emotional attitude and values do not exist in isolation, but run through the whole classroom teaching and learning period, and not every Chinese class can cover everything.

(B) the overall teaching of listening, speaking, reading and writing, reading is not an isolated existence.

Chinese ability is formed in listening, speaking, reading and writing, and reading text is the main carrier of listening, speaking, reading and writing ability. "Independent reading ability", "emotional experience", "rich accumulation" and "good sense of language" stipulated in Chinese curriculum standards all need a holistic thinking field to pay attention to reading and reading teaching. According to the new curriculum standard, each period is developed on the basis of the previous period. For example, the first study period is to read simple articles and feel people and things, the second study period can retell the general idea of narrative works and feel the language, the third study period puts forward its own views in communication, and the fourth study period expresses its own views and opinions and asks questions.

(3) Reading itself is also a whole with rich connotations.

Reading design is rich in content, which is the main carrier for people to know the world, and also the main basis for communicating with people, absorbing spiritual civilization and accumulating culture. It is also the carrier of students' feelings, understanding, appreciation, evaluation, expression, communication, information processing and aesthetics, and also the medium to achieve educational goals. However, there is a long-standing tendency in reading teaching to emphasize cognition over emotion, rationality over sensibility, and partial over whole. The new curriculum attaches importance to language sense, cultivates Chinese literacy and pays attention to integration, which puts forward new requirements for Chinese teaching.

Effective integration

Reading teaching is the basis and key to master basic knowledge and ability. To integrate reading teaching, we should do the following: First, integrate skills into strategies. Instrumentalism holds that reading ability is composed of a series of basic abilities, and learning is a set of skills training in different levels and step by step. The teaching of strategy is based on the whole, which is the thinking of all the elements, and the structural model of the interaction between students' original knowledge and teachers' cognitive structure and the information of the text to construct the meaning of the text. Second, scientific strategy. Is to pay attention to the strategy of obtaining information; The strategy of independent inquiry; Strategies for summarizing and inferring information. Third, the overall perception. Holistic perception is of great significance in reading literary texts. Both teachers and students should perceive the text. In actual teaching, it is impossible for students to follow the teacher's preset process. Paying attention to students means paying attention to students' perception. Fourth, reading and accumulation. In reading, gradually understand the content and emotion of the article and accumulate language materials. Fifth, grasp the overall design of the unit. The courses are grouped by units, with distinct themes and rich contents, which provide space for students to study independently and explore cooperation. Sixth, integrate curriculum resources. Integrate reading, writing, oral English, comprehensive learning, after-school learning experience and text content.

Second, the teaching structure model based on harmonious teacher-student relationship

Confucius put forward the principle of "learning from each other's strengths", that is, establishing a harmonious view of teachers and students, but modern teaching theory understands teaching as teachers imparting knowledge to students, forming a "teacher-centered" learning theory. As a teacher in teaching activities, under the pressure of "exam first", the relationship between teachers and students in teaching activities has appeared serious problems. Based on this, the teaching structure of teacher-student relationship is put forward.

(A) dialogue reading teaching

"Reading teaching is a multi-dialogue among students, teachers, textbook editors and texts, and it is a dynamic process of ideological collision and spiritual exchange." Emphasizing the subjective construction of human beings and the equality between teachers and students all reflect the people-oriented and student-oriented teaching ideas. Under the theory of dialogue, curriculum design, teacher-student relationship and classroom form have all changed, forming a new teaching form and changing passive learning into active learning. Dialogue is just a teaching theory, which is combined with Chinese teaching. It runs through every link and detail of Chinese teaching and goes beyond the practice of Chinese teaching.

In recent years, the structure of dialogue mode is nothing more than "participation-experience-sharing", "cooperation-communication-evaluation", "connotation-close reading-thinking-annotation" and "question".

(B) independent cooperation to explore

The structural model of autonomous cooperative inquiry teaching is put forward under the background of the in-depth development of Chinese teaching theory and the reform of Chinese curriculum, and it is an innovative structural model put forward on the basis of changing the traditional Chinese teaching methods. Curriculum reform to specific teaching implementation is actually the reform of classroom teaching, and the reform of classroom teaching lies in the change of structure. How to live without structural changes will not change the essence of teaching. In normal teaching, the teacher speaks and the students understand, but they just don't transfer their studies and don't do problems when they meet new situations. This is the process of discovering knowledge. They did not find knowledge in specific situations, nor did they form their own knowledge structure. Independent cooperative inquiry is just to change this kind of teaching malpractice, which embodies the active participation of students, the interaction between teachers and students, and the transformation of learning paradigm. This pattern structure forms a set of pattern structure groups. Gao divides him into six types in the research study of the new Chinese curriculum: 1. Exploratory structure. 2. Self-study structure. 3. Competition-cooperation structure. 4. Open structure. 5. Democratic structure. 6. Integrated structure.

Third, the teaching structure model based on the process of teaching activities

This is the teaching structure considered from the activity itself. Activity teaching based on teaching process is a kind of structure that we often use in teaching, and it follows the law of cognitive thinking activity of "cognition-practice-recognition". Since the 20th century, the activity teaching method has been widely used in Chinese teaching. "Activities are a platform for building independent, cooperative and inquiry learning methods, an opportunity for building a new type of equal, democratic and interactive teacher-student relationship, and an intermediary for promoting active, comprehensive, harmonious and sustainable development."

Reading can generally be divided into memory, understanding, transfer and feedback. On the basis of analyzing articles, Yin Xiangru systematically introduced the reading methods such as levels, questions, clues, word selection, comparison, topic selection, personality, outline, etc., which is undoubtedly of great benefit to Chinese teachers' Chinese teaching. Chinese teaching in a narrow sense is the process of learning articles, that is, the reading teaching mode of article learning. Learning articles is the need to improve national culture, reform Chinese teaching and improve thinking mode. "Although various teaching reform schemes have their own characteristics, one thing is consistent, that is, most of them focus on the reform of teaching process and the transformation of teaching subjects, but there is no fundamental breakthrough in the methods of article analysis, and the methods of text analysis are still not diversified enough." These provide the basis for the structure of China process activities. Every link in the process of teaching and learning should be appropriate and harmonious. Teachers should do: first, provide rich learning resources and create learning situations. Second, teachers and students ask each other questions. Third, cooperate to solve doubts. Fourth, the same evaluation.