First, the opportunity for junior high school Chinese to expand the curriculum development
In the actual Chinese teaching, we are often confined to Chinese textbooks and Chinese classes, which leads to the situation that students' divergent thinking is suppressed and passive. As far as Chinese teaching materials are concerned, it involves politics, economy, astronomy, geography, music, art, mathematics, chemistry, history, physics, biology and other disciplines, and it is an all-encompassing comprehensive system. The extension of Chinese is equal to the extension of life, which is a disciplinary attribute that other disciplines do not have. We must establish the teaching concept of "big Chinese" in the process of developing and practicing the extended curriculum, which is in the same strain.
China educators of the older generation have already passed on the idea of expanding teaching to us. For example, Xia Mianzun, a famous linguist, advocated an extended text reading method. He said in "Learning about Chinese": "I think it is best to focus on selecting texts and learn from many sources, and don't limit the scope of learning to selecting texts. ..... We must proceed from this point, do all kinds of related research, and expand our knowledge. " He starts with intensive reading of articles or books, and knowledge is interrelated. A large number of related books are read together to deepen and expand knowledge, from point to surface, from here to there. Mr. Ye Shengtao, a famous educator in China, made a more incisive conclusion. He thinks: "China's textbooks are nothing more than examples. With this example, students should be able to draw inferences from others and develop their reading and writing skills. Therefore, if teachers want to "stress" the standard of urging students to "fight against the three evils", they must stimulate students' initiative and guide them to explore as much as possible. " ②
Second, the connotation of junior high school Chinese development course
The so-called extended Chinese course is to take learners' interests and needs as the logical starting point of teaching, to promote students' all-round and individual development as the training goal, to strengthen the correlation and integration between disciplines as the ability extension, and to carry out various learning activities aimed at cultivating students' Chinese ability from the perspective of "Greater Chinese". It focuses on the fundamental task of moral education, and through the integration, complementarity, broadening horizons, comprehensive comparison and deepening understanding of Chinese and other disciplines, it really improves students' listening, speaking, reading and writing abilities, dialectical thinking abilities and practical application abilities, and finally realizes the goal of all-round development of students' quality.
Third, the guiding principles for the effective development and practice of junior middle school Chinese development courses.
(1) Based on deepening classroom teaching.
In-class teaching curriculum is the unified learning content stipulated by curriculum standards. Implementing in-class teaching is the primary task of school teaching and the cornerstone of expanding curriculum development. The Guiding Opinions of the Office of Education Department of Zhejiang Province on the Construction of Extended Courses in Compulsory Education clearly points out that knowledge-based courses are the extension, application and integration of basic courses. Extended courses emphasize the integration of knowledge. The problems in real life are complicated, and isolated and unconnected single knowledge and skills can't cope with them in real situations. This requires us to organize static knowledge in class and put it into dynamic practice systematically. If students are only required to memorize low-level and scattered knowledge points without paying attention to cultivating students' knowledge and ability to solve complex problems, then the final result is that over time, students not only have zero teaching effect in class, but also cut off the possibility of expanding courses.
According to the learning pyramid theory, after two weeks, the learning efficiency of listening and reading is below 20%, while the learning efficiency of discussion, experience and practice is above 70%. Expanding courses require students to create problem-solving methods through their own stored relevant knowledge, so as to gain learning experience and ability accumulation. In this way, the existing knowledge can drive the understanding of new knowledge, reconstruct and complete new knowledge on that known knowledge system, and make it a new and more perfect knowledge system. The durability and efficiency of the new system obtained from such discussions, experiences and practices will follow students out of the classroom, into life and even personal lifelong learning.
For example, if we want to set up an extended course of "Appreciation of Tang Poetry", we should ask students to memorize and summarize the basic entry points of appreciation of ancient poetry in class, decompose several elements such as poetic language, image, expression techniques and background of the times, and then draw inferences from others, learn independently and cooperatively, practice static knowledge dynamically, and gradually form the ability of appreciation of Tang poetry in application. Among them, the teacher only serves as an assistant to guide and integrate knowledge, and completely returns the status of the learning subject to the students.
⑵ To stimulate students' interest.
In the process of curriculum development and practice, teachers can't imagine angles, directions and other issues out of thin air, and can't impose what they think is beneficial on students. This not only misunderstood the connotation of extension courses, but also greatly reduced students' expectations of extension courses and dampened their enthusiasm. Then, in the development and practice of expanding courses, how should teachers choose and set up points? The key is to take students' interest in learning as the guide, stimulate students' interest in learning, have fun in the learning process, and then generate interest in learning and form a benign sustainable cycle.
Interest is the best teacher. Teachers are no longer the authority of knowledge, but teach the prepared knowledge system to students, but the process of exploring knowledge with students. Students are no longer recipients of knowledge, but passively obey teachers' instructions, but have a high degree of autonomy. Students really become the masters of learning. They should give full play to their subjective initiative, actively carry out self-search, self-design and self-control in Chinese learning according to their own interests, needs and viewpoints, and explore the mysteries of the Chinese world. At this time, the teacher is the negotiator on their learning path.
Of course, sometimes students can't accurately determine the research direction of valuable expanding courses because of their limited ability. Just for the sake of interest, they split the internal relationship between Chinese development course and Chinese subject. For example, the "animation language research" proposed by some students, although in line with the principle of giving priority to students' interests, is of little research value as an animation with a shallow cultural background and selling cultural fast food. So here, as a negotiator, the teacher should correct it in time.
(3) According to the actual learning situation.
In the development and practice of expanding courses, teachers should always be clear that they cannot be divorced from students' existing learning conditions. If their goals are too high, they will not only fail to achieve the expected effect of extending the course, but also may make students feel depressed and lose interest in learning.
Suhomlinski said in "Suggestions for Teachers", "The advantage of a good teacher is that he can be aware of the development of the class, and he can just follow the only correct path at the moment from the logic of the development of this class. ..... Teachers must have a high degree of insight and flexibility and change their teaching methods at any time. " (3) Teachers must really consider the learning situation of junior high school students in the process of discussing the direction of Chinese expanding courses with students. For example, one of the requirements of the first volume of the ninth grade classics of People's Education Edition is that students should read Water Margin, and its reading suggestion is: "As an excellent literary heritage in China, Water Margin contains rich artistic nutrition. When reading, we should pay special attention to vivid language and action description; At the same time, we must also realize that due to the limitations of the times, some feudal dross such as indiscriminate killing and discrimination against women cannot be avoided in this work, which needs to be identified and abandoned. " Then, I think it is not in line with the academic situation for the children who just entered school in grade seven to watch the Water Margin and complete the above reading requirements. The seventh-grade students who just entered school have little or no contact with ancient Chinese. Although some students have read the short version or the modern version, although the Water Margin itself is a vernacular novel, and although some students have a good foundation in classical Chinese, if the language expansion course of Water Margin Review is given to all seventh-grade students, it will be a bit divorced from the basic learning situation of students. Is it appropriate for ninth-grade students to take the course "The Story of the Water Margin"? Not exactly. It is certainly possible to do some promotion according to the above reading suggestions, but it is unrealistic to ask students to do academic research like Lecture Room and deeply understand its social roots and social ideals.
(4) By various evaluation methods.
The Guiding Opinions of the Office of Education Department of Zhejiang Province on the Construction of Extended Courses for Compulsory Education points out: "The evaluation of extended courses should take written test, oral expression, talent display, simulated performance, experimental operation, inquiry record, investigation report, work display, paper writing, professional identification and other ways according to the characteristics of course content and study period." Most of these evaluation methods can be applied to Chinese subjects, and they all put students in specific situations to judge the process performance or (and) results of students completing complex tasks.
The evaluation emphasis of Chinese development course should be completely different from other learning methods. The key point is that the process of students' participation in learning should be the investigation of comprehensive abilities, such as the ability to form good study habits, the ability to collect and process information, the ability to solve problems, and the ability to seek independent opinions. Teachers should pay attention to the cultivation of students' learning ability in practice, not just the result of learning. Therefore, it is more beneficial to give full play to students' autonomy and independence, fully tap their intellectual potential, stimulate their creativity and cultivate their research ability by adopting various evaluation methods and returning the learning stage to students.
5] For the purpose of improving comprehensive quality.
Expanding curriculum aims at improving students' comprehensive quality, promoting students' all-round development and personality development, and shifting the focus from knowledge, scores and other objects to students' main factors as "people", which is the embodiment of student-oriented classroom and the essential progress of curriculum reform.
For example, the author recently opened a language expansion course "Appreciation and Creation of Children's Picture Books", which was divided into 16 class hours for arrangement:
1, data collection and arrangement stage (1 class hour): Students collect classic children's picture books by themselves through the internet after class, and teachers and students will arrange the picture books collected by everyone into a list of no less than 50 books in class.
2. Reading classification stage (3 class hours): Students make effective use of classroom and spare time, fully read the picture books on the bibliography, and classify them in a certain way according to their personal understanding.
3. Appreciation and discussion stage (5 class hours): Why do students classify individuals in this way when they communicate with each other in groups (students should classify them from the aspects of expression, language characteristics, educational significance and picture color, etc.). ), then let students explore the uniqueness of children's picture books, and finally think about what characteristics a good children's picture book should have.
4. Imitation creation stage (6 class hours): Students do group imitation creation according to the summarized characteristics of excellent children's picture books.
5. Exhibition and evaluation stage (1 class hour): bind the children's picture books imitated and created by students into a book, and show all students their labor achievements and wisdom through multimedia. If possible, it can be printed in color and taken home for parents to see, so as to improve students' enthusiasm for activities.
In this course design, according to the learning gradient from easy to difficult, we focus on cultivating students' ability. The first stage is to cultivate students' ability to collect and process information; In the second stage, cultivate students' ability to read effectively and individually, and have their own thoughts and opinions on the content of reading; The third stage is to cultivate students' cooperative learning ability, thinking and exploring ability and summarizing ability. In the fourth stage, the creation and compilation of picture book stories cultivate students' writing ability, the drawing and coloring of illustrations cultivate students' imagination and painting ability, the mutual division of labor, communication and cooperation among students highlight their overall coordination ability, and the completion of the division of labor also reflects their self-management and sense of responsibility. Of course, the final evaluation and presentation stage plays an indelible role in the formation of students' correct emotions, attitudes and values.
Chinese development course always bears the imprint of Chinese subject, which can effectively improve students' Chinese literacy, but at the same time it is interdisciplinary, and its training goal is to improve people's comprehensive quality and pay attention to people's practical growth.
Fourthly, the significance of developing junior middle school Chinese curriculum.
(1) is helpful to stimulate students' active learning consciousness.
The curriculum standard puts forward: "Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, guide students to master Chinese learning methods, and create an environment conducive to autonomous, cooperative and inquiry learning." ⑤ The Chinese subject itself is a comprehensive and practical subject. When developing and expanding courses, Chinese learning will not only stay in text learning, but also extend from in-class to out-of-class, from textbooks to life, and from Chinese subject to other subjects. This way of Chinese learning, which breaks time and space, is no longer a cramming by teachers, but allows students to explore, discuss, discover and practice independently. This kind of learning method, which breaks away from convention and makes students fondle admiringly, can stimulate students' initiative and is more conducive to students' mastery and consolidation of knowledge.
⑵ It is helpful for students to form a learning style of autonomy, inquiry and cooperation.
The new curriculum standard emphasizes actively advocating the learning mode of autonomy, cooperation and inquiry, and expanding the curriculum is an effective carrier of this learning mode. No matter what kind of expanding courses are inseparable from the construction of cooperative groups, in the next series of course activities, the division of labor, discussion, cooperation and practice among group members all reflect the independent, exploratory and cooperative learning methods. When several cerebellar melon seeds huddle together to listen to their peers' opinions, when they discuss a problem together, when they are flushed with a difficult problem, their learning ability is improving and their awareness of inquiry learning is strengthening. Japanese educator Manabu Sato once said: "To implement learning-centered teaching ... is to organize and guide task-based learning, team-based learning and activities for students to share and appreciate what they understand with their peers." ⑥ Practical and comprehensive extension courses conform to their natural attributes. In this way, it is just around the corner to get out of the extended curriculum and form an independent, exploratory and cooperative learning method in other courses.
(3) It is beneficial to improve students' Chinese literacy.
The ultimate goal of Chinese development course is to improve Chinese literacy. Only based on in-class and realizing the transfer of knowledge from in-class to out-of-class in practice can students' practical application ability be deepened. As Mr. Ye Shengtao said, teachers "teach with textbooks", not "teach with textbooks". Therefore, how to effectively "teach with teaching materials" requires teachers to be conscientious people, better check for leaks and fill gaps in extracurricular development classes, promote the improvement of students' Chinese literacy in various forms, and make students' learning no longer thin.
Fifth, the misunderstanding of expanding Chinese learning in junior middle school
(1) ignores the characteristics of Chinese subject.
In the interview of "A Hundred Years of Chinese Question and Answer", Teacher Li Hailin said such a thought-provoking sentence: "What other courses learn is not the text itself, but the content loaded by the text. Only the Chinese class that mainly does not learn the content of the text is the text itself. " Many teachers have the phenomenon of "non-China" in the orientation of learning objectives. In the course of Chinese development, teachers should pay attention to guiding students to pay attention to the topic of humanistic quality related to Chinese. Let students feel the charm of China's language and writing by searching for information, studying information, finding problems, exploring problems and solving problems in the process of research and study.
⑵ The operation of learning form is not closely related to "Chinese"
Extended courses extend from in-class to out-of-class, with links to text and network resources and the infiltration of Chinese subjects into other disciplines. But in practice, it may be the other way around. The forms of Chinese development courses can be varied, but no matter what fields, disciplines and methods are involved in learning activities, they are only carriers to stimulate students' interest in learning and improve Chinese literacy. Whether it is poetry reading, textbook drama performance, new story writing, picture book creation, etc. The exhibition of each activity should closely follow the Chinese learning goal, embody the characteristics of Chinese subject in practice, and take the cultivation of students' "listening, speaking, reading and writing" as the main way to effectively improve students' Chinese literacy and make the whole learning activity full of strong Chinese flavor.
(3) The goal of expanding the curriculum should not be too superficial or too ambitious.
The content of Chinese development course in practice should conform to the actual situation, including students' life experience, life experience, cognitive level, knowledge accumulation, students' ability development level, regional differences and characteristics, so as to be practical and teach students in accordance with their aptitude. Therefore, we should also consider the individual differences of students, fully consider the "recent development direction" of students at different levels, and set up gradient activities so that students can choose freely and get what they need. Only when each student can find his own direction and goal in the course of expanding, can he really arouse students' enthusiasm, let them shine in the course of activities based on students' reality, and effectively accomplish the goal of expanding the course, so as to improve students' Chinese literacy and obtain a successful learning experience.
In a word, the effective development and practice of junior middle school Chinese development course should guide students to build and complete a new knowledge system on the basis of the existing knowledge system, gradually develop their ability to solve practical problems, and form an independent, cooperative and inquiry learning model, so as to expand their ability on the basis of strengthening basic courses and improve the all-round and effective development of Chinese literacy and comprehensive quality. You know, returning the main position of learning to students is the ultimate pursuit of teachers.