True Speech Drive Protestant Teaching

The reform of Chinese curriculum emphasizes from the course standard level to comprehensively improve the core literacy of students' language disciplines in the "real language use situation". This not only puts forward new requirements for the establishment of the context, but also states that the context is the main field where the core literacy development. The situation is not an unfamiliar teaching term in the teaching of primary and secondary schools. In the teaching of ancient poetry, teachers usually create situations such as drawing, music, performances, videos, stories, etc., but practice has proved that in this relatively simple and straightforward way of creating teaching The situation is difficult to attract students. The new curriculum standard puts forward the "real language use" situation, which not only clarifies the situation, is the context, but also emphasizes the need to strengthen the connection between the situation and life.

We might as well analyze in combination with some teaching cases. The humanistic theme of the third grade of the third grade of the primary school Chinese textbook is "Deep traditional culture, the root of the Chinese". Among them, "Three Ancient Poems" and other texts involve Chinese excellent traditional culture in festivals, inventions, architecture and art. The texts, after -school thinking exercises, and comprehensive learning content are designed around the excellent traditional culture of China. Yang Jing and Liu Chun, who are affiliated to Chengdu Yulin Middle School, closely follow the goals and content of the unit, with the theme of "China Excellent Traditional Culture", and construct the real language of "introducing the world with long and splendid Chinese culture". Overall teaching. Teachers' construction of the situation describes "that section", "that paper" and "that bridge", so that students can feel that we still "use" "use" and "walk" ... The teacher first constructs the situation in language to guide students to enter the text to enter the text. Context, extract excellent traditional culture information inside and outside the text, and ask students to introduce Chinese culture to the world as a "dragon's heir".

This teaching case is a typical "literacy teaching", "introduce the world as the" dragon's heir "". Enhanced the sense of role and mission, the "world" became the audience. These elements constitute a true language field and have a strong sense of substitution. In the process of the role of the role and the task -driven process, the two areas of reading and expressing are opened, and the unit reading and writing elements can be deeply integrated.

To complete the task of introducing the introduction, they have to go through such a process: First, what Chinese traditional cultural content has been introduced in this unit poetry and text, and the other is which method these cultures are introduced in. Which Chinese cultural content and introduction methods, the fourth is how to sort out these contents and methods, and the fifth is to introduce written, verbal, and melting media to introduce, and how to convert written content into oral introduction or melt the media, etc. Essence For example, when studying this unit's text "Three Poems", students simulated cultural messengers introduced the Spring Festival, Qingming Festival and Chongyang from the perspective of "Poetic Chinese Holiday Culture" or "We are the same as the ancients" or "we are like ancient people." The festival shows the folk customs of traditional Chinese festivals. In the process, students completed the collection, processing, understanding, and externalization of festival information. It not only promoted the excellent traditional Chinese culture in the real language use situation, but also cultivated the core literacy of Chinese disciplines as a whole.

Based on the context of true language -based teaching, it provides new perspectives, new resources, new methods, new vitality, and new channels for the teaching of ancient poetry. The ideological and cultural gap is conducive to the improvement of the core literacy of students' Chinese disciplines.

(Author: He Xiaobo is the vice president of the primary school affiliated to Chengdu Yulin Middle School, a special teacher in Sichuan Province)

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