2. "Chinese Curriculum Standard" puts forward that high school students "can write simple factual compositions and imaginary compositions, and learn to write reading notes and commonly used practical articles."
The best way to consolidate literacy is to reproduce.
The core of oral communication is communication, with emphasis on interpersonal communication. The cultivation of oral communicative competence should be carried out in two-way interactive language practice.
5. "Dialogue" refers to the multi-directional information exchange and multi-dimensional meaning reconstruction between teachers and students, students and students, teachers and students and texts in the teaching process.
6. The design idea of "Chinese Curriculum Standards" clearly points out that the curriculum objectives are designed according to three dimensions: knowledge and ability, process and method, emotional attitude and values. The three aspects are mutually infiltrated and integrated, and pay attention to the overall improvement of Chinese literacy.
7. Chinese literacy can be divided into six levels: first, necessary Chinese knowledge, second, rich language accumulation, third, proficient language skills, fourth, good study habits, fifth, profound cultural literacy, and sixth, elegant manners.
8. From the way of acquisition, curriculum resources can be divided into three categories: on-campus resources, off-campus resources and network resources.
9. The requirements of Chinese Pinyin teaching are: accurate pronunciation of initials, tones and syllables as a whole; Spell syllables accurately; Write initials, finals and syllables correctly; Know capital letters; Memorize the Chinese phonetic alphabet.
10, "Chinese Curriculum Standard" puts forward: "Chinese comprehensive learning is conducive to students' comprehensive improvement of Chinese literacy in independent activities that they are interested in, and it is an important way to cultivate students' initiative exploration, unity and cooperation, and courage to innovate, and should be actively advocated."
1 1 and "decomposition goal" are designed according to three dimensions: knowledge and ability, process and method, emotional attitude and values, and each dimension lists several small goals according to the actual situation. This narrative method is clear, concrete and easy to operate.
Second, the noun explanation
1, the basic concept of Chinese curriculum
Improve students' Chinese literacy in an all-round way and correctly grasp the characteristics of Chinese education; Actively advocate independent, cooperative and inquiry learning methods; Strive to create an open and energetic Chinese course.
2. Dialogue
"Dialogue" refers to the multi-directional information exchange and multi-dimensional meaning reconstruction between teachers and students, students and students, teachers and students and texts in the teaching process.
3. Chinese reading and writing ability
Chinese literacy can be divided into six levels from low to high and from simple to complex: first, necessary Chinese knowledge, second, rich language accumulation, third, skilled language expression ability, fourth, good study habits, fifth, profound cultural literacy, and sixth, elegant manners.
Another way of saying "Chinese literacy": comprehensive literacy with Chinese ability as the core, its elements include Chinese knowledge, Chinese ability, Chinese learning methods and habits, corresponding thinking ability and humanistic literacy.
4. Reproduction of new words
Effective ways to consolidate literacy. Let new words appear many times in relaxed language environment and colorful teaching situations and meet with students, so as to achieve the goal of consolidating literacy.
Third, short answer questions
1. What do you think is the most common problem in organizing cooperative learning?
A: The most common problems are: (1) lack of well-trained and in-place training in the early stage of "cooperative learning"; (2) The teacher is too subjective when arranging before class; (3) Lack of strategies and means of inter-class adjustment; (4) Organizing "cooperative learning" is a mere formality.
2. What problems should be paid attention to in oral communication teaching?
A: We should pay attention to the following issues: from beginning to end, we should pay attention to the formation and maintenance of a democratic and harmonious communication atmosphere; Create situations to stimulate students' motivation for interactive communication; Two-way interaction to develop students' oral communication ability; Interactive evaluation can promote the formation of students' good oral communication habits.
3. How should the role of new curriculum teachers be positioned?
A: The new curriculum concept requires teachers to be organizers, supervisors and leaders of students' learning in and out of class. Be an encourager of students' autonomous learning, an interlocutor of cooperative learning, an advocate and consultant of inquiry learning.
4. What characteristics should China pay attention to in education?
Answer: (1) We should pay attention to the profound influence of the humanistic connotation of Chinese curriculum on students' spirit and the diversity of students' learning responses; (2) Pay attention to the practicality of Chinese courses and students' Chinese practical ability; (3) Pay attention to the influence of Chinese characters on literacy, reading, writing, speaking and thinking.
5. What is the difference between the writing teaching in the next paragraph and the exercise teaching in the middle and high paragraphs?
A: The lower grades focus on stimulating interest and cultivating self-confidence; The middle grade pays attention to guiding students to love life, pay attention to life and express freely; Senior three students pay attention to reading more, reading widely, thinking hard and expressing themselves individually.
6. It is very important to choose the topic of Chinese comprehensive practice activities. What do you think are the ways?
Answer: The main ways of selecting topics for Chinese comprehensive practice activities are: (1) finding topics in Chinese textbooks combined with reading teaching; (2) Looking for topics in campus activities; (3) Finding problems in social environment.
Fourth, the argument problem
Some people think there is no difference between oral communication and listening and speaking training. What's your opinion?
A: Listening and speaking training and oral communication in language teaching are both manifestations of listening and speaking, so some people regard them as the same thing. In fact, there is a big difference between the two. ：
Listening and speaking training is a standardized language teaching training. Students learn the form and ability of speaking from listening, which is the basis of oral communication.
Oral communication emphasizes "communication", which is a kind of language interactive evaluation communication, focusing on cultivating students' listening, expressing and coping abilities. Pay attention to the role of communicative situations, attach importance to language civilization and language cultivation, attach importance to contact with life, and the form is more flexible.
2. Urban schools can certainly develop more Chinese curriculum resources than rural schools. Is that so? Why?
A: First of all, we must admit that urban schools have great advantages in the development conditions of material, people-oriented and dynamic curriculum resources. However, the development of curriculum resources is human nature, and the hard work and persistent development of rural teachers can fully meet the needs of minority language teaching. Therefore, as a rural teacher, we should first establish a correct view of Chinese curriculum resources in primary schools and be good at developing Chinese teaching resources according to local conditions; Secondly, we should cultivate our own and students' meticulous observation ability; Third, train teachers and students to dig deep into language resources; Efforts should also be made to improve the operation and execution ability of the teaching plan.
3. Curriculum standards advocate encouraging students to express themselves freely in exercise teaching. Does it mean that teachers need less guidance? Please talk about your own views.
Answer: Chinese curriculum standards have different teaching requirements for senior high schools and junior high schools, and teachers need to give homework guidance. We believe that the theory of "less guidance" should be understood as follows:
(1) Strengthen the guidance on the basic knowledge and ability of conversation and practice;
(2) There should be "guidance" based on encouraging evaluation in cultivating interest, loving life and reading more books.
(3) In correcting students' language errors and deviation of values, we must never let ourselves drift, and we must persistently do our duty of "leading";
(4) Some "guidance" that affects or hinders the healthy development of students' personality and undermines their enthusiasm for homework is absolutely impossible.
4. "The purpose of' autonomous learning' is to let students learn independently, and teachers only need to connect teaching links in series to maintain teaching discipline." Do you agree with this view? Why?
A: We disagree with this view. The reason for this is the following：
(1) We admit that autonomous learning sometimes appears in the form of students' "autonomous learning", but autonomous learning can never rule out the leading and guiding role of teachers in learning content. Students' autonomous learning should be carried out under the guidance of teachers, especially in classroom learning.
(2) Secondly, the combination of autonomy, cooperation and inquiry is a more complete and effective way of learning. Teachers are the staff of students' inquiry learning and the main collaborators of cooperative learning. From the perspective of cooperative inquiry, we can't agree that teachers only play the role of subject maintainer and learning link.
(3) The essence of "teaching links in series" should be the series of learning "process and method" dimensions. Because the three dimensions of teaching objectives are inseparable, it is not advisable for teachers to only care about "links" and "subjects" when students study independently, because the key is to acquiesce in the division of "process methods" and other dimensional objectives.
Five, teaching design questions (12 points)
1, please design a lesson plan for the exercise teaching "I found it".
Topic analysis:
(1) From the point of contact with life, the content of this exercise should emphasize three aspects: "my discovery" and "the result of discovery".
(2) Because "discovery" is a process, the article should describe this process in detail or slightly.
(3) Because it is a "discovery", the discovery result should be a phenomenon, cognition, "secret", conclusion and so on with certain novelty.
(4) This discovery is the "discovery" of my personality.
(5) The proposition documentary composition should be the requirement of senior three exercises.
Course planning can have several processes:
A, purposefully arrange exploratory observation in advance;
B. Summarize students' observation results and other relevant materials in class;
C. Teachers and students evaluate the material results interactively from three aspects: "I", discovery process and discovery result.
D, try to write a few sentences, and then evaluate them interactively. Students complete the whole article separately.
E, grasp the protagonist, process and result, and select several typical articles for interactive appreciation.
2. The combination of reading and writing in reading teaching is an effective way to improve students' writing ability. Please draw up a teaching design according to your own teaching practice.
Demand analysis:
(1) Reading and writing combination "combination" is a kind of connection, which is often manifested in the content of reading and writing, as well as in the structural form of reading and writing paragraphs and the expression form of sentences.
(2) Design example:
(1) Learn the article "Swallow Train" and strengthen the characteristics in several aspects:
A, the content is about the relationship between people and animals;
B, flashback method is adopted in structure;
C, the use of interrogative sentences in the first paragraph arouses readers' interest, and the end is full of affectionate blessings.
(2) Interactively tell stories between several people and animals (such as Strangers in the Jungle). ), ask students to record and rewrite, and ask them to use the corresponding paragraph form and sentence form of the example.
(3) Try oral English, writing and interactive evaluation to modify personality.
Six, case analysis questions
1. The following are the teaching objectives of two ancient poems, Volume 12 of Zhejiang Education Edition:
(1) With the help of textbook notes and extracurricular materials, we can correctly understand the general idea of two ancient poems through autonomous learning.
(2) Chew and understand the emotional atmosphere of key poems, and feel the emotions and images of poems in repeated reading and emotional imagination, which is nurtured and nourished by the soul.
(3) In the comparative reading of two ancient poems, I feel the expression of lyricism by borrowing scenery, understand the internal relationship between poems, and understand the poet's feelings of worrying about the country and the people.
Please comment from the perspective of goal grasping and goal narration.
A: (1) Zhejiang Education Press 12 has four ancient poems: a gift to Wang Lun, the title of Lin 'an House, the feeling of going out to the fence door to meet the cold in autumn night, and bamboo stones (two poems may lead to the Song Dynasty).
Lin 'an House: When will the West Lake Song and Dance be closed? Warm winds make tourists drunk and make Hangzhou a continent.
In autumn night, the fence door will break dawn to welcome the cold. Feeling: Three rivers and seas in Wan Li, five thousand mountains climbing skyscrapers. The adherents wept in the dust and looked south to Julian Waghann for another year.
(2) From the perspective of grasping the goal, designing the same teaching goal for the teaching of several ancient poems in different periods is definitely not conducive to a deeper understanding of the ideological content of each poem. The two poems of Lin 'an House in the Southern Song Dynasty are concerned about the country and people from the perspective of criticizing and condemning the powerful, while the feeling of leaving the gate at dawn in autumn night is concerned about the trapped land in the north. The two poems have completely different ways of thinking. It is not a word that can be generalized.
(3) From the narrative point of view, the designer tried to describe the "goal" by decomposition. However, due to the great differences in the contents of poems, it is difficult for the decomposition of goals to play an active role in the specific operation of each poem teaching.
(4) The words "chewing, feeling, feeling" in the second paragraph of the target narrative are not operable as "process methods", and the direction of "key verses" is not clear.
2. The following is a teacher's teaching about the word "dish":
Teacher: Little friend, how do you remember the word "dish"?
Health 1: I like mustard tuber. This word is on the packaging bag of mustard tuber, so I will remember it.
Health 2: I have seen this word on the sign in front of the food market.
Teacher: It's good that you can study with your life. Is there a different way?
Health 3: I want to write and remember the word "dish".
Teacher: That's a good idea.
Health 4: The prefix "grass" plus "picking" is "vegetable", which is the "vegetable" of green vegetables.
Teacher: It's also a good idea to remember this word. Any different opinions?
Health 5: Take out the lower part of the word "flower" and add "picking" to make it "dish".
Health 6: Remove the word "flower" from the bottom and the word "color" from the right to become "dish".
Health 7: Remove the word "Tian" below and add "Cai". The word "Miao" is "Cai".
Teacher: Good. The children have come up with many ways to remember this word. Let's read it again.
What new curriculum ideas do you think the teacher's teaching conforms to? What's the problem? Try to comment.
A: In literacy teaching, the teacher pays attention to the structural characteristics of Chinese language and the generalization of font methods, such as "plus one". The spirit of independence, cooperation and inquiry has been initially embodied, which is in line with the new curriculum concept.
However, when students 5, 6 and 7 analyze glyphs, the methods are not innovative, and the analysts are artificially complicated, which will affect the literacy efficiency. Teacher evaluation ("many methods") is irrelevant. It is suggested that appropriate scene "reproduction" and hands-on methods should be adopted to improve similar literacy teaching process. Student 4' s speech should be changed to "Cai", and "grass prefix" is more appropriate.
3. A teacher is teaching a fragment of the book "Visiting the Cottage" published by Zhejiang Education PressNo. 1 1:
Zhang Fei said, "Why should a village man go by himself? Send someone to call him. " Liu Bei rebuked him: "Nonsense! Kong Ming is a great sage today. How can you just send someone? "
Teacher: What do you mean by "Great Sage"? The teacher will test everyone first. Do you know the name of a man with very high martial arts?
Health: Hero!
Teacher: What about the rich people in the family?
Health: Big money!
Teacher: What about people who can cook good food?
Health: Chef!
Teacher: What are the names of very famous singers and movie stars today?
Health: Big shot!
Teacher: A person with profound literary and artistic attainments?
Health: Master!
Teacher: Do you understand what "Great Sage" means now?
Health: refers to people with outstanding ability and political integrity.
Student: He is the greatest person in terms of ideological quality and talent.
Combined with the study of Chinese curriculum standards, what do you think this case "word meaning teaching" gives you?
Answer: (1) Word meaning teaching should be related to paragraphs and the contextual content of reading;
(2) The teaching of meaning should stimulate the interest and enthusiasm of learning meaning, and pay attention to methods;
(3) Word meaning teaching can be connected with life horizontally and flexibly;
(4) Word meaning teaching should try to make students understand the way of thinking (such as analogy or definition). ).
4. When learning the second paragraph of this lesson, the teacher should let the students imagine the ellipsis at the end of the paragraph, and let the students imagine all kinds of strange shapes of the pond. Of course, there is nothing wrong with this, and I think the beauty of the color pool lies not only in its shape, but also in its magnificent colors and wonderful changes. Therefore, after learning the complete text, I further let the students imagine: what is the colorful pool like? Because of the inertia of thinking, the students still make a fuss about the shape. In this way, students' imprisoned thinking can not be solved. At this time, I said, "In my eyes, the colorful pool is like a strange gem, shining with charming light." As soon as I said this, the students' thinking suddenly ran out of the "shape" circle, and the wonderful imagination blurted out.
Please comment on the above teaching clips.
Answer: (1) In this teaching link, the relationship between teachers and students is harmonious, and teachers and students actively develop Chinese curriculum resources. This case is a successful example of tripartite dialogue in reading teaching.
(2) After the teacher's demonstration again, the new round of training has realized the combination of instrumentality and humanity in Chinese subject at a new height;
(3) Teachers' participation in learning as collaborators is conducive to guiding students to change from "directional" language training to innovative direction.
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