How to carry out comprehensive practical activities in Chinese teaching in primary schools

Comprehensive practical activities are practical courses with students' experience and life as the core. It is a course with activities as the basic form, practice as the main link and synthesis as the important feature, which is closely related to students' own life, social life and the development of the times. Comprehensive Chinese learning in primary schools is a comprehensive practical activity. It is a comprehensive practical activity with life as the source, practice as the basis, comprehensiveness as the feature, and the goal of comprehensively cultivating students' Chinese literacy. Comprehensive learning is an important content of the new curriculum reform, and it is a brand-new teaching form in the primary school Chinese curriculum. Chinese curriculum standard juxtaposes "comprehensive learning" with "reading and writing", "reading", "writing" and "oral communication". * * * together constitute the five major sections of Chinese learning, which embodies the spirit of the new curriculum reform and will become the highlight of guiding Chinese teaching reform. Key words: comprehensive practical activities, primary school Chinese, comprehensive learning, new curriculum reform, research-based and primary school Chinese comprehensive learning are comprehensive practical activities and important contents of the new curriculum reform. It is a brand-new teaching form in primary school Chinese curriculum. It is based on students' Chinese knowledge, combined with students' practical experience and knowledge and ability level, according to the needs of social and technological development, with the goal of cultivating students' comprehensive literacy for lifelong development. Instruct students to actively carry out social research study around a certain theme. "Chinese Curriculum Standard (Experimental Draft)" puts forward specific objectives for the third phase of "comprehensive learning": 1 Solve problems related to study and life, use information resources such as libraries and networks to obtain information, and try to write a simple research report. 2. Plan simple campus activities and social activities. Discuss and analyze the theme of planning, learn to write activity plan and activity summary. 3. Organize discussions and lectures on the problems around you, or the stories and images in TV movies, and learn to distinguish right from wrong. 4. Understand the basic methods of finding and using information. Then, how to effectively carry out comprehensive Chinese practice activities in the senior grades of primary schools? I am here to talk about my views and understanding according to the content of comprehensive study in the first volume of grade five. The fifth group textbook "Roaming the Kingdom of Chinese Characters" in the first volume of the fifth grade is a brand-new textbook form-an independent comprehensive learning unit. Great changes have taken place in the content, presentation characteristics and specific objectives of comprehensive learning: from the past integration with texts, oral communication, exercises and unit topics to the present integration. There is also a separate unit group. Undoubtedly, this is the best interpretation of the emphasis on "comprehensive learning" in the curriculum standards. For this new course, students' comprehensive learning methods must go beyond the traditional learning methods. However, in practice, students often lack the awareness of comprehensive learning or have not yet constructed a comprehensive learning method. At the same time, teachers have not conducted in-depth research on comprehensive learning and accumulated relevant experience. All these conditions will inevitably affect the normal progress of this course form, but also pose a greater challenge to teachers' teaching. In the comprehensive learning activities of this unit, the content and arrangement of teaching materials have many characteristics different from those in the past. Teachers must be clear about these characteristics and master the teaching materials comprehensively. Only by making proper teaching arrangements can we implement correct teaching strategies. The main part of this unit includes two comprehensive learning theme activities-"Interesting Chinese characters" and "I love you, Chinese characters". Unit introduction is a group learning scheme, which points out three characteristics of Chinese characters: a long history; 1; the largest number of users; and calligraphy is a unique art, so it puts forward three tasks of comprehensive learning: 1; feeling the magic and fun of Chinese characters; and understanding the culture of Chinese characters and doing something practical for the purity of Chinese characters. To complete every activity, we should be guided by learning reading materials, but reading materials are different from ordinary texts. In teaching, don't focus on learning reading materials, but take reading materials as an example to let students collect and find relevant materials. Carry out activities under the guidance of reading materials. The focus of "Interesting Chinese Characters" is to let students feel the fun and magic of Chinese characters. The suggested activities in the textbook are: collecting and writing crossword puzzles and carrying out guessing activities; Look for ancient poems, two-part allegorical sayings, couplets or jokes that use the homophonic characteristics of Chinese characters; Collect information about the origin of Chinese characters. "Reading materials" are provided around the activities, which are divided into three parts: crossword puzzles, interesting homophones and the origin of Chinese characters. Crossword puzzle is a unique word game in China. The textbook provides some examples of crossword puzzles, including crossword puzzles, picture games and action games, which students are very interested in. Through crossword puzzles, students can realize that Chinese characters are a combination of sound, form and meaning. The font of Chinese characters often expresses a certain meaning. Students can further feel the interest of Chinese characters when collecting homophone works. Traditional forms of using homophonic words in China provided by textbooks include two-part allegorical sayings and jokes. "Creating Characters in Cangjie" is a legend that introduces the origin of Chinese characters. Students can learn from this story that Chinese characters have a very long history. The earliest Chinese characters were created by imitating the shape of things. This book, code, deletion and origin, Chinese characters is a short article. It tells us that Chinese characters were written on bamboo for a long time in the history of our country, and the words "book, canon and deletion" are all related to this history. It can be inferred from these three words that Chinese characters are an ideographic writing. You can better understand the meaning of Chinese characters and remember their glyphs. The focus of the section "I love you, Chinese characters" is to let students know that Chinese characters contain rich culture, but they are also faced with the practical problem of how to use Chinese characters correctly and standardly. The suggested activities mainly include: understanding the evolution history of Chinese characters; Appreciate and learn China's calligraphy; Through the collection of misspelled jokes, social word surveys, etc. Only in this way can we understand the harm caused by typos and consciously use Chinese characters in a standardized way. "Reading Materials" is divided into three parts: the evolution of Chinese characters, the harm of typos and the appreciation of China's calligraphy. The evolution of Chinese characters takes "Sun, Moon, Car and Horse" as an example to show the evolution of Chinese characters for thousands of years. The glyphs of Chinese characters tend to be simpler. After seeing the appearance of Oracle Bone Inscriptions, we can know that Oracle Bone Inscriptions, which is carved on the bones of tortoise shells and beasts, is the earliest extant writing in China, and it has been four or five thousand years since. A penny is worth a thousand dollars. This is a true story. It is said that plastic bags with a value of 6.5438+0.8 million are a pile of waste because of the difference of one point. Warn us against typos. At present, there are quite a few typos on street signs, advertisements and TV. The photo of "Miscellaneous Words in the Street" is an example. Taking this as an example, it can guide students to investigate the characters used in society and make a little contribution to the purity of the language and characters of the motherland. Praise Zi Han, the appreciation of calligraphy works and the expression of the beauty of Chinese characters are in the form of words and pictures respectively. Praise Zi Han for using concise four words. This paper summarizes the different font features of seal script, official script, running script, regular script and cursive script, and praises China's calligraphy art. The last reading material of this group, Chinese Characters in China, is an essay by contemporary writer Liu Zhanqiu. In the author's eyes, Chinese characters are "like a group of lively and lovely children joking and playing on paper, just like beautiful flowers make you feast for the eyes". And they can produce endless changes under the calligrapher's pen. This article is vivid in language and figurative. It expresses a strong sense of national pride by praising Chinese characters, which is exciting to read. This article allows students to read aloud with emotion and extract their favorite sentences as the summary of this comprehensive study. In comprehensive learning activities, teachers are both organizers and guides of learning activities. He is also an active participant in learning activities. The curriculum standard puts forward that "comprehensive learning should emphasize students' autonomy, attach importance to students' active participation spirit, focus on students' own design and organization of activities, and pay special attention to the process of exploration and research." Therefore, this kind of comprehensive learning activity teaching should not only reflect comprehensiveness, but also highlight subject individuality. Therefore, we should pay special attention to: first, carry out effective activities to improve students' ability. Although the content of this comprehensive study is in the field of Chinese subject, it breaks through the traditional teaching mode. Through solve riddles on the lanterns, collect poems, two-part allegorical sayings and couplets with homophonic characteristics of Chinese characters, investigate street typos, hold calligraphy exhibitions and other activities, so that students can fully experience the magic and interest of Chinese characters. Textbooks provide us with a relatively broad space, and we should make full use of this space to make students "move". Learn and use Chinese knowledge comprehensively in activities to realize the all-round development of listening, speaking, reading and writing ability. When it comes to letting students do activities, we are inevitably worried that some activities are easy to carry out in cities, easy to carry out in areas rich in teaching resources, and difficult to carry out in rural and remote areas. Fortunately, the flexibility of the textbook is quite large, and it is not necessary to do all the activities suggested in the textbook. We can choose several activities according to the actual situation of the region and the school. For example, if it is difficult to investigate signboards, advertisements and other activities, you can change it to investigate the typos in your study and that of your classmates. Textbooks provide us with the basic materials for activities, such as crossword puzzles and collecting homophonic allegorical sayings. Schools that lack textbooks can take the materials in textbooks as their main activities. Second, highlight students' autonomy. The Chinese curriculum standard points out: "Comprehensive learning should emphasize students' autonomy, attach importance to students' active participation spirit, and focus on students' own design and organization of activities." This is an important difference between comprehensive learning and ordinary unit teaching. The textbook suggests: "We are free to form groups. Discuss what we can learn from Chinese characters ... After the event, we can show the results of the event in various ways. " An important connotation of "autonomy" is to learn to analyze and judge and learn to choose. This is an extremely important comprehensive ability in a person's life. Students are free to form a group, and students in the group can discuss what activities to carry out, how to carry them out, and what form to present their learning results. This is an excellent opportunity to exercise self-determination and cooperation. It is worth noting that primary school students are young after all, and it is the first time for them to conduct comprehensive study for a long time. It is necessary to avoid letting themselves drift. Teachers should actively give students suggestions on what activities are suitable and what activities are not suitable according to the local actual situation. For example, "holding a calligraphy exhibition", if there is a calligraphy exhibition in the local area, students can be organized to visit it; If there are students, teachers and parents with good handwriting in the school, you can ask them to provide works and hold exhibitions; If there are many students who like calligraphy in the class, you can also hold a calligraphy exhibition in the class. All these need the teacher's overall consideration. Teachers should keep abreast of and pay attention to the process of students' free group and the progress of group activities. Third, the inquiry process should not be ignored. Judging from the current teaching situation, teachers should pay full attention to the "practice" after the formation of knowledge: design various exercises for students to consolidate and organize activities linking with real life, including extracurricular practical activities, but pay insufficient attention to the inquiry practice before the formation of knowledge. More often, teachers rush to new lessons and draw conclusions as soon as possible. Students have not experienced the process of knowing and feeling the generation and development of knowledge. Piaget's cognitive structure theory holds that the individual's cognition stems from the constant assimilation, adaptation and balance of the subject to the object. In Piaget's view, "the copied truth can only be regarded as half truth", and truly understand a concept and theory. It means that the subject explores, discovers and creates them again, rather than simply accepting, repeating and remembering them. The independent, cooperative and inquiry learning methods advocated by the new curriculum can be better reflected in comprehensive learning. In this unit, students are exposed to a wealth of Chinese characters, so we can consciously guide students to explore and master methods and laws. For example, if you can't guess a crossword puzzle, guide the students to say what you think. After reading Book Source, Canon and Delete, I know that Chinese characters are closely related to the life and culture in ancient China, so I can teach myself the origin of some Chinese characters. From the evolution of Chinese characters, we can find that the development of Chinese characters has a trend from complexity to simplicity, which is farther and farther away from physical form; Another example is to investigate the original causes of typos and study ways to prevent and correct typos. In fact, it doesn't matter how the research results are. What is important is students' participation and interest cultivation. Students increase their knowledge in research, practice in research, activate their thinking in research and improve their Chinese literacy. The purpose of Chinese comprehensive practice is to cultivate students' interest in learning, improve their Chinese literacy and improve their comprehensive quality. As a Chinese teacher, as long as he has a strong sense of resources and adheres to the principle of combining "activities" with "Chinese", he can seize the opportunity to carry out comprehensive Chinese learning activities and promote the all-round development of students.