There are the following strategies to develop campus cultural resources and improve students' Chinese literacy:
First, give full play to the role of library resource pool.
"Books are the ladder of human progress" (Gorky language). The school library has a large collection of books, covering astronomy, geography, health care, environmental science and children's encyclopedia. It is an extremely important resource library for Chinese course teaching. Chinese teachers can guide students to borrow books from the school library regularly, teach reading methods and guide students to learn languages through various channels.
The library can also set up an electronic reading area for students to roam in the vast ocean of e-books. The school library is fully open to students, and students borrow books from the library, so that students can learn Chinese in Chinese reading and improve their Chinese ability. In order to stimulate students' interest in reading, the library can carry out "weekly new book recommendation" to recommend new books to all teachers and students, thus cultivating students' interest in reading.
At the same time, each class has set up a book reading class, which can improve students' Chinese ability and literacy. In addition, each class has established a "book corner", "learning garden" and "reading club", which effectively stimulates students' reading enthusiasm.
Second, create a colorful Chinese learning environment.
Campus environment is also an important part of Chinese curriculum resources. It includes two parts: explicit and implicit. Green lawns, blooming flowers, lifelike rockeries, tall sculptures and other facilities in emerging campus attractions can become a good place for students' cultural life, edifying and edifying, and good materials for students' literary creation. These campus cultural resources can become important resources for students to learn Chinese courses.
For example, according to the needs of Chinese teaching, students can be arranged to observe the school environment step by step and in a planned way, observe the changes of flowers and trees, the structure of landmark buildings and the significance of school statues, and then arrange students to write, so that these campus cultural resources can become the object of students' writing, and cultivate students' writing ability and improve their Chinese literacy in writing. At the same time, it also cultivates students' deep feelings for the school and feels the unique charm of campus cultural resources in a subtle way. What is hidden is that campus cultural and artistic activities, such as colorful Chinese comprehensive practice activities, can be developed, excavated and utilized as Chinese teaching resources. For example, the school regularly organizes various reading knowledge contests, such as storytelling, recitation, textbook drama performance, handwritten newspaper, exercise book compilation, Chinese knowledge contests, etc., so that students can learn Chinese in colorful and lively Chinese practice, promote development in activities such as telling, discussing, communicating, evaluating, operating, and Chinese competitions, form solid Chinese ability, and experience the fun of Chinese learning.
In Chinese teaching in primary schools, the Chinese curriculum standards for grades 3-6 require students to do necessary exercises in each unit. The content of the exercise is rich and colorful, writing people, taking notes, writing scenery and writing things. These exercises are closely related to students' family life and study life. Students' excellent exercises are displayed in class, so that students can learn together and improve their Chinese literacy.
Teachers can also make full use of their time to hold language competitions such as American reading, storytelling, hard pen calligraphy and composition on campus. Through the competition, students can feel the rhythm, taste the rhythm of American English reading, understand the content, truth, goodness and beauty expressed by the language and characters in the story-telling competition, cultivate good writing habits in the hard-pen calligraphy competition, experience the great humanistic connotation contained in Chinese characters, and exercise students' writing skills such as wording, rhetoric and structure in the composition competition, so as to improve their superb Chinese literacy and enhance their ability.
Class surfing the Internet provides favorable conditions for students to learn Chinese. Teachers guide students to browse websites such as China Children's Literature Network, China Children's Network, Primary Chinese Network, China Primary and Secondary Education and Teaching Network, and Primary Chinese Animation Classroom, so as to taste Chinese curriculum resources full of childlike interest and literature, cultivate students' Chinese ability and improve their Chinese literacy.
Third, actively develop student resources.
"Everything is for the development of students, for the development of all students" is the highest purpose and core concept of the new curriculum. Students themselves are an educational resource. Therefore, in the development and utilization of resources, we should emphasize the student-centered idea and bring students' life experiences, experiences, specialties and some randomly generated information into the education and teaching process.
(A) the development and utilization of students' existing knowledge and experience
Chinese teachers make use of students' existing knowledge and experience in class, which is conducive to stimulating students' interest in learning Chinese and improving teaching effect. For example, when teaching the article "The Destruction of Yuanmingyuan", the instructor learned that many students collected a large number of pictures and written materials of rare treasures in Yuanmingyuan through the Internet and other channels. For students, these are no longer the key points that teachers need to explain repeatedly, so the instructor focuses on the characteristics of the author's layout. In class, guide students to collect and sort out the information of the original appearance (photos and history) and precious items (such as the value of bronze monkey head, bronze sheep head and bronze tiger head) of Yuanmingyuan, and inspire students to think further. "The topic is" The Destruction of Yuanmingyuan ".Why should we spend a lot of time writing about the glory of the past?" As a result, students' thinking has been deepened.
(B) the development and utilization of students' advantages
Students are always interested in their own things, and students always have their own advantages and specialties. Giving full play to students' specialties, and making students' advantages and specialties become the resources of Chinese course learning, is also an integral part of campus cultural resources. According to students' different advantages and specialties, we have set up literary groups such as Reading Interest Group, Sinology Interest Group, Broadcasting Interest Group and Little Writers Interest Group in our school. Under the guidance of teachers, we should learn the skills and methods of poetry recitation, get in touch with and learn the classic contents of Chinese studies, learn broadcasting and practice writing articles, so that students can understand the connotation of China characters and experience the language and characters in colorful group literature activities.
Fourthly, compiling school-based teaching materials.
(1) In the process of students' writing, many excellent compositions emerge, which can become important resources for Chinese course learning. Teachers can organize students to edit Selected Works of Pupils, Selected Diaries of Excellent Observations of Pupils and Fairy Tales Written by Pupils in a planned, step-by-step and targeted manner according to teaching needs. We can bind these collections into volumes and put them in the classroom for all students to read, exchange their writing experiences and enjoy the resources of Chinese teaching courses. (2) Writing a Classic Reader of Chinese Studies. There are quite modern and reasonable factors for children to read Chinese classics. First, fully respect the particularity of children's physiological stage. Most of the classic sentences of Chinese studies are short and rhythmic, which adapts to children's psychological characteristics. By repeatedly stimulating reading, it contributes to the development of early language ability and lays a psychological foundation for classical Chinese grammar and vocabulary. [1] Second, the research on the history of science by philosophy historians and educational psychologists proves that a large part of human learning ability is subtle learning. It seems that I don't understand what I have learned, and I really don't remember much. In fact, all these will become a kind of "implicit memory" and gradually play a role in the psychological background. [2] Based on the above two points, teachers can choose the content suitable for primary school students' reading comprehension as school-based teaching materials according to the teaching needs, so as to cultivate students' sensitivity and acceptance of language and enhance the motivation of cultural mind.
(3) Organize students to make the school newspaper. Pupils like painting,
I also like writing. Their world is reflected through painting and writing. As Chinese teachers, we can make use of students' love of painting and writing to organize students to make a school newspaper regularly in class. Students who love painting draw in the school newspaper, students who love writing write in the school newspaper, and students who love writing write articles to complete the school newspaper together. Through exhibition, we can give full play to the role of school newspaper as a campus cultural resource, temper students' language ability and cultivate students' Chinese literacy.
Five, explore the characteristic school-based curriculum.
(A) "Painting and Writing" course. Whether it is ancient poetry or modern literary works, many can be described by painting. In ancient times, there was a saying that "there is a picture in poetry and a poem in painting". Such as Wang Wei's poem "Autumn Night in the Mountains":
The empty mountains are bathed in a new rain, and feel the early autumn at night. The bright moon shed clear light from the cracks and cleared the fountain on the rocks. The bamboo forest is sonorous, the washerwoman returns, and the lotus leaves are swaying to get on the canoe. Spring spring might as well give it a rest, and the autumn sun can stay on the hills for a long time. Since ancient times, "poetry and painting are indistinguishable." Chinese teachers can use students' love for painting to cultivate their Chinese ability. As mentioned earlier, the ancient poem "Ode to Goose" allows students to draw a picture of a goose along the line of "singing to the sky, white hair floating green water, red palm waving clear waves"; For example, when talking about the characteristics of whales, students can draw the characteristics of whales according to the description of whales in the text. The activity of "painting and writing" not only cultivates students' interest in painting, but also improves students' Chinese ability.
(2) "Poetry every Monday" activity. The new curriculum standard of primary school Chinese clearly puts forward: "... recite 50 excellent poems (paragraphs)." For primary school students, the purpose of this requirement is obvious, which is to accumulate vocabulary, syntax and poetry methods in poetry through memory, obtain language materials, enhance students' feelings for language and improve students' Chinese ability. The activity of "one poem a week" is to compile all the poems that need to be recited and distribute them to students, so that students can recite a poem in advance, and every little makes a mickle, and so on. Over time, students can recite the required ancient poems, and their Chinese literacy can be greatly improved.
In short, as long as we pay full attention to the development and utilization of campus cultural resources, give full play to the role of library resources, create a colorful Chinese learning environment, actively develop student resources, creatively compile school-based textbooks, and explore distinctive school-based courses, we can cultivate students' good sense of language, improve all students' Chinese ability, and comprehensively promote the development of quality education.