The teaching practice of large-unit Chinese language in high schools based on the strategy of “teach less and learn more”

1. The connotation and key points of Chinese language unit teaching

The promulgation of the "General High School Chinese Curriculum Standards (2017 Edition)" has pointed out the direction for the development of high school Chinese teaching. The new curriculum standards clearly require that we pay attention to the shaping of students' core subject competencies, so that Students' "correct values, necessary character and key abilities gradually formed through subject learning". Students are required to actively participate in teaching activities during learning and realize the construction and application of language knowledge content.

The teaching method of the large Chinese unit is inherently consistent with the teaching strategy of "less teaching, more learning". Through the transformation of the teaching concept that emphasizes guidance and emphasizes light indoctrination, students' learning initiative is fully cultivated. nature, in order to build students’ autonomous ability in learning Chinese content.

Compared with the Chinese teaching in the compulsory education stage, the teaching content of high school Chinese is more complex and profound. The purpose and destination of its teaching is to improve the comprehensive Chinese literacy of high school students and improve the students' culture. Character and learning ability. Under the background of my country's implementation of literacy education reform, the teaching model of high school Chinese teaching classes has also changed accordingly.

In high school Chinese teaching, the implementation of large unit teaching is a very effective teaching form. Chinese large-unit teaching is very different from the traditional teaching model. This teaching model goes deep into the arrangement of textbooks, takes textbook units as the basic teaching units, deeply integrates effective resources inside and outside the classroom, and uses rich content in the teaching process. Teaching methods, especially teaching task-driven, explore the textual value of teaching materials in the full interaction between teachers and students.

Large-unit teaching integrates the originally fragmented teaching contents organically, pays attention to the relationship between the contents of the textbooks, and is more conducive to the overall effectiveness of Chinese teaching. In the implementation of large-unit teaching, the concept of "less teaching and more learning" is gradually instilled into students. Students reconstruct their thinking about the overall content of the unit, raise questions, solve problems, and continuously develop good learning habits, forming an accumulation of Chinese knowledge and values.

The implementation of large-unit teaching is an extension of the value of the "less teaching, more learning" teaching model. It can change the teaching model of high school Chinese teachers in traditional teaching. Chinese teaching is no longer a rigid teaching once and for all. , but it is necessary to change the current teaching status and adopt a student-centered teaching model that focuses on core Chinese literacy abilities and innovative awareness. In the teaching of Chinese language, teachers need to constantly accurately grasp and refine the connections between units of teaching materials and the core ideas within the units, and carry out corresponding teaching activities through thinking and research.

From the student's perspective, students are more subjective in participating in the large-unit teaching model. Students have changed from passively accepting knowledge to exploring knowledge. Students no longer stay at the shallow level of learning on the surface of textbook articles, but go deep into the deep thoughts of textbooks to accumulate insights and value thinking.

Large unit teaching is based on the content of each small unit and each part. It can only be carried out after a deep understanding of each part. Therefore, large unit teaching is a deeper requirement for teachers and students, and it also improves the quality of teaching. This teaching model can improve the systematic nature of knowledge, and the process of students' education is upgraded from the learning of knowledge and skills to the cultivation of comprehensive literacy, which builds an organic connection between the teaching process and teaching objectives.

2. Key points in applying the “less teaching, more learning” teaching model in high school Chinese subject

1. Clarity of teaching objectives

Chinese teaching is inherently consistent with the teaching of other subjects. First of all, clear teaching goals must be determined to formulate detailed and feasible teaching plans.

The characteristics of the Chinese subject are highly divergent and expandable. Many times, students are not clear about the ideological context of teachers' teachings in class, and cognitive biases in knowledge are prone to occur. Implementing the teaching model of less teaching and more learning, students actively participate in learning, highlighting the goals and objectives of teaching. Teaching less and learning more requires that teachers do not need to teach the entire class in class, but only need to teach on the blackboard. Clarify the teaching objectives, give simple instructions on the important and difficult points of learning methods and knowledge, and let students control the remaining time according to the teaching objectives.

2. Student Initiatives

The teaching model of less teaching and more learning requires students to actively participate in classroom learning. The entire learning process must give full play to their own subjective initiative. Teachers can only do this through their own in-depth understanding of the teaching material content, especially the content of each part. Only after understanding this can we have the teaching foundation for implementing the less-teaching, more-learning teaching model. Teachers formulate teaching design plans based on teaching objectives to fully mobilize students' enthusiasm. The teaching objectives set must highlight the key points and difficulties, so that Chinese classroom activities are more lively and interesting, and students can Devote your whole body to your studies and life.

3. Diversity of teaching resources

Chinese teaching resources are very rich, especially those involving my country’s extensive and profound traditional culture. There are rich extracurricular teaching resources that can be used. The use of extracurricular resources and the combination of in-class resources can facilitate students to understand the content of the textbook and the deep thoughts that the author wants to express. Foreign teaching resources, especially cultural resources, can also be taught in conjunction with relevant text units. Only by utilizing the rich cultural resources of ancient and modern times, both at home and abroad, and improving the effectiveness and richness of teaching can we expand students' thinking and stimulate their desire to learn.

4. Innovation in teaching methods

Under the less-teaching-more-learning model, teachers occupy relatively less teaching time. Teachers need to build a three-dimensional teaching process by using flexible and diverse teaching methods. In the current environment where information multimedia conditions are becoming increasingly mature, Chinese teaching can use multimedia facilities to realize the relationship structure between Chinese units, modules, and courses. Modern teaching models are combined with traditional blackboard writing. Some schools with mobile network terminal equipment Full participation of students can be achieved, teaching is carried out in an efficient and vivid environment, and the teaching method is integrated with network information technology, which can attract students' attention and contribute to the innovation and progress of teaching methods.

5. Feedback on teaching effectiveness

The less-teaching, more-learning model achieves the corresponding teaching goals in an effective time of more than 40 minutes. In fact, compared with the traditional teaching model, it is more difficult for teachers and students. All are said to be of high difficulty. For the implementation process, especially in the early stages of implementation, it is necessary to provide timely feedback on the teaching effects of teachers and students, summarize experience, and refine the essence. Teachers should learn with humility, cooperate and communicate, and jointly improve teaching effectiveness.

3. Large-unit teaching practice from the perspective of “less teaching, more learning” in high school Chinese subject

1. Achieve focused integration of unit content

Currently, the arrangement of the content of high school Chinese textbooks is basically based on units. The division of units is arranged according to the same elements such as the content and subject matter of the text, the theme of expression, etc. The type of question is the most important basis for the arrangement of Chinese textbooks.

In large-unit teaching, the content of each large-unit teaching module has internal consistency, making it easier for teachers and students to grasp its ideological value as a whole. In traditional teaching practice, since the subject matter of a certain unit is the same, it is easy to have repeated teaching content and it is difficult to highlight the focus of students' learning. By achieving the focus and integration of unit content, especially on the basis of grasping the common teaching content of each unit, and highlighting the personalized characteristics of each teaching article, this is the key to large-unit teaching. Therefore, high school Chinese teachers must dare to make choices in teaching, eliminate the rough and select the essential, and reasonably arrange teaching plans and teaching content.

Take the first volume of the compulsory course for the first grade of high school Chinese published by the Humanities Education Edition as an example. This part of the teaching can be carried out in a large unit teaching mode. In the teaching design, the teacher arranges for students to conduct research on three texts. Read through and get the emotions expressed in the three articles "Autumn in the Old Capital", "Moonlight over the Lotus Pond" and "Mountain Climbing" respectively. Yu Dafu, Zhu Ziqing and Yao Nai each show the mystery of the world from their own unique perspectives. People can't help but sigh. Only when the three texts are integrated together for value consideration can we deeply appreciate the beauty of the world.

Students can feel the richness and splendor of the world in the process of exploring knowledge. When analyzing the three landscape description articles respectively, we should pay attention to the author's historical background. For example, the full text of "Autumn in the Old Capital" highlights sadness and desolation, which sets off the author's complex state of entangled negative and positive emotions. In the other two articles, we can see the author's optimistic mood for a better life. The three ancient Chinese literary works "Climbing Yueyang Tower", "Guizhixiang·Jinling Nostalgia" and "Nian Nujiao·Crossing the Dongting" in the second volume of the compulsory course for the first year of high school Chinese are highlighted, which highlight the unique ideas that ancient Chinese people upheld in social development. Integrity, their perseverance and positive spirit are the secrets of the Chinese nation’s continuous progress.

Through the integrated teaching of the above large units, students can understand the intrinsic value of Chinese textbooks from multiple angles and improve the learning effect.

2. Construct a linkage model of teaching resources inside and outside the classroom

As the saying goes, "There is a road to the mountain of books, and diligence is the path, and the sea of ​​learning is boundless and the boat is a boat." The learning of Chinese knowledge requires learning from others' strengths and extensive exposure, and students must have perseverance and perseverance.

When implementing large-unit teaching, teachers should reasonably arrange extracurricular learning resources according to the subject matter and content of the unit text. In particular, they can make use of rich electronic teaching resources on the Internet. Chinese teaching can be through text, It is carried out in various forms such as videos and music to present excellent cultural resources from ancient and modern times to students. Students search for relevant information on their own under the guidance of teachers. Students develop their own thinking and aesthetic abilities during learning. The resources they search for and those provided by teachers must be limited. The limited scope is the relevant content of large-unit teaching.

The first unit of the compulsory volume for the first year of high school in the Chinese Humanities Education Edition is "Qinyuanchun·Changsha", a poem by Chairman Mao Zedong. During the teaching process, students from the past can Comparative study of the poems such as "Qinyuanchun·Snow" and "Long March" that have been studied. By comparing the content and characteristics of Chairman Mao Zedong's works in different periods, and at the same time comparing them with the "Side of Eriduo Snow Peak" and "Oh, Fragrant Snow" in this unit Comparative analysis of scene descriptions, through horizontal and vertical comparisons, can analyze the author's psychological state in different periods, and gain a deeper understanding of the author's emotions.

This kind of scene description unit allows students to have a direct visual experience and can improve the teaching effect. Multimedia can be used to carry out three-dimensional teaching in the form of video animation and other forms. The content of the screen is reproduced, and students conduct on-site simulations based on their own understanding. This not only expands the scope of students' knowledge, but also improves students' understanding and innovation abilities. This changes the teaching model of teachers blindly instilling, and students can participate more in teaching.

3. Consolidation and improvement of teaching results

The learning of Chinese knowledge needs to be continuously improved through consolidated review and large-unit teaching. Teachers also need to test students' mastery of knowledge. In the teaching design of teaching less and learning more, the teaching links of unit design should be consciously connected with previous teaching content to consolidate relevant knowledge in a timely manner.

In the teaching process, students’ teaching opinions and feedback must be carefully listened to, the teaching design should be adjusted in a timely manner based on students’ feedback, and the implementation of teaching should be optimized by constantly adjusting one’s own teaching design. In particular, the unit evaluation model is determined and a normalized mechanism for teaching evaluation is formed. Teachers can also obtain feedback on students' learning effects based on students' evaluation results. Give full play to the subjective role of students in teaching, encourage students to dare to ask questions, discover problems, and solve problems based on their own understanding.

In the use of evaluation methods, teachers need to comprehensively use qualitative and quantitative, self-evaluation and other evaluation, result evaluation and process evaluation. They should not only pay attention to the achievement of students' Chinese learning goals, but also pay attention to the development of students' personalized learning level. They should not only pay attention to students' learning outcomes after reading and learning, but also pay attention to students' behavioral performance in learning tasks.

In the process of learning classical poetry, large-unit teaching can put poetry together for comparative analysis. For example, in the study of the first volume of the compulsory textbook for the first year of high school, there is Li Bai's "Sleepwalking Tianmu Yin Leaving Farewell" ", Du Fu's "Ascending" and other works. Most of the classical poems selected in high school Chinese textbooks are famous poems, mostly works by Li Bai, Du Fu, and Bai Juyi. The works of these authors often appear repeatedly in Chinese textbooks, and even some Poems that are not selected are also frequently assessed in the exam syllabus. The study of related poems is a key content for high school students to master. In class, based on the characteristics of poems summarized in large-unit teaching, relevant poems are purposefully guided to achieve consolidation. The purpose of promotion. Students can expand their knowledge scope by sorting out ancient poems and prose independently, thereby achieving the accumulation of Chinese content learning.

4. The connection between teaching content and real life

Chinese large-unit teaching introduces real life situations, eliminating the gap between language works and students' lives. Only in practice can theoretical learning come to life and show lasting vitality. Every normal person's life is inseparable from language. Chinese is a course that promotes students’ language and mental development and is closest to students’ lives.

The teaching texts of high school Chinese are all carefully selected outstanding cultural masterpieces, which are the crystallization of history and culture from all over the world. However, the language and content expressed in some works are somewhat different from students' lives. It is these distances and even barriers that create a certain degree of learning difficulty and cause students' learning difficulties.

The teaching of large Chinese units is close to real Chinese life, allowing students to learn through application and apply what they have learned. Some learning content is very close to students' current learning life. Teachers can only skillfully design the teaching of these units in teaching design, which can not only improve the quality of students' learning, but also promote students' growth.

The teaching information obtained through large-unit teaching must be connected with life, such as "Recording People and Things in Hometown" and "Investigation on the Current Situation of Cultural Life in Hometown" in the fourth unit of the compulsory Chinese language course for the first year of high school. ”, “Participating in the Construction of Hometown Culture” and other chapters related to hometown cultural life. These texts express themes about life and hometown culture, conveying the diversity of culture and the meaning of life to high school students. Through these inspirations, students can express their views on their feelings about their home and country, establish their own correct values ​​in life, and inspire students to study hard to benefit their hometown. In the implementation of specific teaching, students can contact the actual situation in their hometown and describe themselves respectively. Learn about the cultural characteristics and local customs of your hometown, deeply understand the unique cultural connotation of your hometown, and exercise your ability to connect theoretical learning and practice. In this way, in the process of studying Chinese textbooks, you can improve your comprehensive Chinese literacy and achieve the depth of large-unit teaching. purpose of learning.

5. Display of teaching results under deep learning

Currently, including the group text reading learning model and the whole book in-depth reading teaching model, deep learning teaching methods are used as an effective means of Chinese teaching. In the large-unit teaching model, teaching results are displayed in the classroom to test students' learning effects, and at the same time, they can achieve progress and growth through mutual learning and communication.

This kind of teaching method with results display can allow students to deeply participate in the teaching of high school Chinese. Students are the main body of the teaching process and enhance the status of students in Chinese teaching. At the same time, rich and colorful Chinese teaching activities can also enhance the interest of the classroom and stimulate students' desire to learn. Students can expand their learning thinking and exercise their comprehensive quality in an active classroom atmosphere. During the teaching process, group discussions can be used to

Students communicate with each other about their learning results under the large-unit teaching model, and discover their own shortcomings through mutual communication, such as the text "The Man in the Condom" in the second volume of the compulsory course for the first year of high school. , students can express their own views and opinions from multiple angles and evaluate each other to deepen their understanding of the text. "Lin Jiaotou Fengxue Mountain Temple" uses the description of the scenery to highlight the changes in the author's inner state. Lu Xun's "Blessing" expresses the author's sympathy for the oppression of women in feudal society.

The above texts are all very rich in character and scene fragments, and they can be performed through various forms of scene reproduction. Through students' independent participation in performances, they can have a better understanding of the inner thoughts of the characters in the text. Deep grasp. Finally, the conclusions drawn by each are discussed, and the Chinese teacher makes a final summary and refinement. In the entire teaching model, teachers do not participate much, and students are the main body of Chinese classroom learning.

The display of teaching results can be in various forms such as discussion exchanges, speeches, drama sketches, etc. In this diversified teaching, students’ learning Enthusiasm is fully mobilized, the classroom atmosphere will be lively and lively, the teacher's role has undergone fundamental changes, and students have become the protagonists of the classroom. In this state, high school Chinese teaching will improve students' critical thinking, communication skills, collaboration skills, and self-evaluation. Ability will be improved in all aspects.

Source丨"Training for Primary and Secondary School Teachers"

Author丨Bu Chunfu, Master of Education, senior middle school teacher, research direction: Chinese education