First, Chinese is a special subject. Let me make a comparison between Chinese and mathematics. For example, mathematics in the fifth grade of primary school teaches students a formula and a theorem in one class. Students only need to do relevant exercises and understand and master them. Therefore, mathematics teaching is relatively simple and concentrated.
Chinese subjects are different. First of all, we should educate and cultivate students through the "humanistic theme" Secondly, it should run through the "Chinese elements", which contains a lot of Chinese knowledge, such as new words, disyllabic words, antonyms, the author's writing background, stylistic knowledge, text content, thoughts and feelings, expression methods and so on. In addition, students' listening, speaking, reading and writing abilities should be cultivated. Compared with mathematics, the knowledge points to be taught in Chinese are wider and more complicated.
Second, the concept of education has changed. In traditional Chinese teaching, the teacher talks, the students listen, the teacher talks about knowledge, and the students remember knowledge. This teaching mode is relatively simple and not difficult to operate. Now Chinese teaching should be teacher-led and student-centered, and teachers should guide students to learn, which is an interactive exchange and cooperation between teachers and students. Classroom teaching focuses on developing students' thinking and cultivating students' ability. This educational concept leads to abandoning the traditional spoon-feeding teaching in teaching mode, taking students as the main body and interacting with teachers and students. In a word, we should change traditional learning knowledge into cultivating students' ability.
When the educational concept changes, the teaching mode will change, and the teaching methods will also change. Some teachers still stick to the traditional teaching mode of cramming, obviously unable to adapt to the current teaching, and naturally feel that Chinese class is not easy to teach.
Third, Chinese textbooks have changed. Previous Chinese textbooks were mainly about learning knowledge. The current Chinese textbooks have been completely changed, which has strengthened the comprehensiveness and practicability of Chinese learning, attached importance to cultivating reading ability and interest, and paid attention to classicality and diversity in the selection of texts.
Therefore, teaching Chinese is a great challenge for Chinese teachers. Some teachers in China find the text too difficult to teach.
And it does not rule out that some texts are really difficult for primary school students. For example, in Unit 1, Grade 6, "Lilac Knot" and "Song of Flowers", I saw that some Chinese teachers didn't know how to teach students except the general idea of word paragraphs.
Fourth, the Chinese exam has changed. I remember when I was in primary school and junior high school, the teacher's Chinese class was to memorize, create new words and explain the central idea of words in sections. Teachers are easy to teach, and we are eager to learn, but we just learn by rote. At that time, the exam was also simple, that is, take whatever you teach. As long as you are not lazy, you can get high marks if you write it down.
But the Chinese exam questions are too lively now. It is no longer just memorizing knowledge as in the past, but focusing on examining students' abilities of understanding, analysis, organization and expression and comprehensive application. Especially in the extracurricular reading part, it is not directly related to the study of a single text.
Let me give you an example.
The reading goal of the third unit of the first volume of the sixth grade is: "Choose the appropriate reading method according to the reading purpose." There are three selected works, namely Bamboo Man, Mystery of Cosmic Life and Palace Museum.
The editor's intention is obvious, that is, step by step, from easy to difficult, to cultivate students' comprehensive Chinese literacy. But if the teacher sticks to the course intention, it is obviously not directly related to the current examination questions.
This makes teachers very entangled in textbooks, teaching and exams, which is very embarrassing. As a last resort, you can only test what you teach, or simply deal with the text and brush the questions directly to get the results.
The above is my humble opinion. I don't know what you think. Welcome to discuss and leave messages. If you want to know more, come and pay attention to "All the way three feet podium".