Chinese language teaching experience

Part 1: Experience in Chinese Language Teaching in Secondary Vocational Schools

I. Problems in Chinese Language Teaching in Secondary Schools Chinese teaching is a basic course in secondary professional schools and plays a role in supporting professional courses. Therefore, it is generally not possible for students to pay attention to it. It is always thought that only professional subjects are important, and language is dispensable. However, as far as the language level of secondary school students is concerned, it is really not optimistic. Some secondary school graduates do not even write a self-recommended book, and some students who work will not even write a notice. These grim realityes have led us to ponder over the teaching of secondary school language. How to solve the current difficulties faced by Chinese language teaching in secondary schools? We may wish to analyze the current situation of Chinese language teaching in secondary schools:
1. Language teaching is generally underestimated. Since all types of schools and different majors are responsible for cultivating junior technical talents in the industry, the guidance from the leaders of the school to the service awareness of the faculty is based on the teaching of professional courses. auxiliary. A series of teaching activities in the school have placed Chinese teaching in a dispensable position, which has made Chinese teaching unrelenting. As a result, students also despise the importance of the language.
2. The teacher is free to teach. Because there is no specific training target and pressure for further study, many secondary school Chinese teachers believe that the training goal of secondary school students is mainly to solve the employment problem, as long as the professional teachers are good at it. This kind of ideological tendency of the teacher will inevitably lead to the freewheeling of the lectures. The syllabus and the textbooks are not carefully studied. Everything is done, and the imagination is arbitrarily used. As long as the students love to listen, they are funny, they can make fun of it, and the evaluation is good. Therefore, in the teaching process, the teaching content is not paid much attention, the teaching principle is lacking, and the teaching is not deep.
3. Students' writing ability has generally declined. After attending secondary school, many students have reduced their strength and their languagework has been sloppy. Some students believe that in middle school, the three major styles of narrative, argumentative papers and explanatory texts have been written many times, and there is no need to practice seriously in the secondary school. Therefore, reluctance to brain and fear of writing, leading to a general decline in writing ability.
Second, the innovative countermeasures of Chinese teaching
l. Break the old teaching model and build a new classroom concept. In the traditional classroom teaching, the teacher's mind is more about the teaching material consciousness and the teaching sensation consciousness. The outline is the outline, the book is based on the subject, the eyes are fixed on the knowledge points, the standard answer is emphasized, and the examination is concerned with the attention. Is the score. But today, with quality education as the center, we must break this traditional teaching model, establish some new educational concepts, and highlight the value orientation of “all for the development of students”. As a teacher, you must have curriculum awareness, student awareness, openness, and problem awareness. Teaching should start from the student's experience and return to the student's life world. The teaching method shifts from passive acceptance to active research learning and independent cooperation learning. Teachers should learn to create artistic conception, turn knowledge in textbooks into problems, guide students to explore, help students build their own knowledge, and maximize student thinking.
Since a successful language lesson depends to a large extent on the pre-class teaching concept, this concept has a great breakthrough compared to the step-by-step teaching plan we used in the past. It consists of textbook analysis, student analysis, design concepts, and teaching. Objectives, teaching processes, after-school feedback, and self-evaluation constitute a new teaching framework. This framework can present the entire teaching design process and turn the classroom into a torch that ignites the wisdom of students. This is the classroom teaching we are pursuing.
2. Teachers and students are the main subjects, interpreting "good education" and "learning". People say: "Teaching is an art and a science." Because the Chinese curriculum has the characteristics of “open and full of innovation and vitality”, artistic and scientific can be fully displayed in the language classroom. However, if the two are to be perfectly combined, it is necessary to construct a two-way interactive teaching mode between teachers and students. The fundamental of teaching interaction lies in "good education" and "learning". "Good education" requires teachers to have a strong sense of innovation, to create a good teaching situation, to guide the grasp of the key points and difficulties of knowledge, to focus on inspiring and inducing students, to be good at stimulating students' excitement, to cultivate and disseminate the learned knowledge. . "Learning" means that students change from passive to active. In the process of teaching, they are no longer passive, "wait, listen, remember", but actively participate in discussion, thinking, questioning and innovation.
The new textbooks for secondary Chinese language focus on improving students' comprehensive language literacy, embodying the reform concept of promoting students' development, highlighting the characteristics of vocational education, and strengthening ability training, which is conducive to teachers' efforts in classroom reform and innovation, and give full play to their teaching wisdom. And the ability to innovate, the perfect combination of the artistic and scientific nature of teaching, creating the ideal classroom of "good education" and "learning".
3. Implement humanities education and cultivate students' sentiments. The "Chinese Curriculum Standards" clearly states: "The unity of instrumentality and humanity is the basic feature of the Chinese curriculum." Language teachers should regard the classroom as a stage for students to think, recognize, understand, experience, and interpret life. In the new textbooks, the charm of many excellent literary works is displayed, and the sentiments of life wash away the souls of the seekers. For example, Bi Shumin’s “Reminding Happiness” reminds us not to let happiness pass by. Li Lewei's "My Castle in the Air" brought us into the wonderful realm of embarrassment, expressing the feelings of love and pursuit of beautiful nature. What the students are enjoying is the subtle feelings of life and the literary edification. Similarly, in the new textbooks, there are also articles that promote patriotism and teach people to be determined. Teachers need to use Chinese texts, entertain and educate, be sensible, understand, and appreciate with students, to arouse students' resonance, in an equal, harmonious, free, happy and democratic classroom atmosphere, enlighten, Guide students to understand life and let the language cultivate their sentiments.
4. Innovation should strengthen reading. The new round of curriculum reform is not just a set of textbooks, but an update of educational concepts. The change of the talent training model is a revolution involving the way of classroom teaching and the way students learn. In the context of this great change, our teachers must first study hard to learn educational theories, change educational concepts, and learn new professional knowledge. Only by carefully understanding the concept of curriculum reform, can the reform of teaching methods have new ideas and new perspectives. Secondly, teachers should change their roles. Teachers are not passive performers of the curriculum, but active promoters and developers of the curriculum. Teachers can analyze, process and adapt teaching materials and design their own classrooms based on their own knowledge, experience and personality. Conception, reading is a compulsory course for language teachers. The new curriculum has higher requirements for the reading of language teachers. Chinese teachers should be integrated into the transformation of culture and pursue the advanced ideas of advanced culture. Instead of expanding their knowledge and reading a few more books, they should be thinking and standing at a certain height to update their knowledge.

Chapter 2:

1. Transforming ideas and enhancing students' awareness of oral communication skills
With the deepening of reforms, economic development, and fierce competition in society, the number of labor producers and managers required by all walks of life is increasing not only in quantity but also in quality. This favorable social factor has brought good development opportunities for vocational education. At the same time, it has also brought some new problems and difficulties in the teaching of vocational education, especially in the Chinese language teaching. Obviously, there is no way out for students who are cultivating their own books and not paying attention to all-round development. It is a secondary vocational education, with the purpose of social adaptability. It is mainly to cultivate practical talents for the society, focusing on basic, instrumental and practical. This is the purpose of selecting education for general education, and it is important for students to grasp systematically and systematically. There is a significant difference in all knowledge systems. Therefore, in the Chinese teaching of secondary vocational schools, teachers should change their concepts, attach importance to the cultivation of students' oral communication skills, and enable students to express their thoughts and feelings in a comprehensive, accurate and concise manner in their study and life. Know yourself, accept your own ideas, and achieve your goals. To this end, from the beginning of new students, it is necessary to let students realize that good eloquence is an important means of selling themselves. Nowadays, many employers in the society have adopted good oral communication skills as one of the important criteria for recruiting and selecting talents. Recognizing that good oral communicative competence in modern society has a direct impact on people's social status and the paper's reference to economic status. Loyalty and ignorance are no longer the strengths of modern people, and eloquence will be more popular with society. This allows students to attach great importance to oral communication skills from the beginning of school, and quickly voluntarily voluntarily invested in the training of oral communication skills.
2. Contact the actual situation to create a good oral communication ability for students
After attending secondary vocational schools, students are no longer eager to speak in class like the middle school and the national small because of their age and physical reasons. Instead, they have to look at things and see problems. They must look at them more and think about them more. Wrong will be jokes by other students, pointing out the misconceptions of others, and afraid of hurting the feelings between the students. In a word, I don’t want to talk more. In the teaching, you can contact the students to develop some oral communication skills. For example, you can speak in a fluent and accurate Mandarin language, give a three-minute speech before class, retell and rephrase the text, and have a decent conversation and question. Even self-introduction and debate. Encourage students to use a variety of opportunities to speak more, especially when speaking in public, reminding students not to casually, not sloppy, pay attention to specific situations, consciously around the theme, from the vivid language, wit and other aspects of practicing their own spoken language expression ability. For those students who are ashamed, speechless, and unsatisfied, try to ask him to read the text and answer some simple questions. If you can’t say it today, say it tomorrow; you can’t say it tomorrow, and say the day after tomorrow... Persevere, and grasp the end until the students can say, speak, and speak clearly. In the process of speaking, as long as there is a point of merit, it is affirmed, so that students can taste the sweetness of “speaking”. Through these activities, students are fully aware that these abilities are basic oral communication skills that are more frequently used in the market economy than written expressions, more useful, and more socially adaptable. These capabilities are improved. Future work, life and even your own life are of great significance. This not only effectively stimulates students' enthusiasm for learning Chinese, but also exercises and improves students' ability to speak and speak.
3, extensive reading, broaden the knowledge of students' oral communication
The reason why secondary vocational students do not like to talk, in addition to the above-mentioned shame and fear of being wrong, there is another important reason, that is, their usual academic burden is not heavy, many students are addicted to martial arts, romance and other film and television dramas. And the novel, especially the online game, wasted a lot of good times. They are usually not good at reading, or even not reading at all. They even talked about short words, dry words, and presuppositions. They are not clear-cut, full-fledged, well-written, well-thought-out, and even talkative. The words are decent and well-organized, clear and humorous. It is difficult to attract the attention of others, it is difficult to make people feel comfortable, and it is difficult to resonate with others. This will inspire students to read more useful extracurricular books. In teaching, first of all, students' reading plans are formulated, and they are planned to guide them to a wide range of extracurricular readings, such as classic essays in Chinese language teaching materials, as well as excellent classics in ancient and modern China and foreign countries, supplemented with books on necessary speaking skills. . They are also required to make reading notes while reading, and students exchange ideas and conduct irregular inspections. In this way, reading and promoting writing, writing to promote reading, and reading to promote, not only enrich the students' after-school life, broaden the knowledge of students, broaden the horizons of students, but also add to the expression of students' oral communication skills. There are many linguistic materials that are convincing, appealing and attractive.
4. Performing in the field to stimulate students' interest in oral communication
Psychological research shows that interest can give people priority attention to interesting things, make people actively explore, and have emotional color and yearning mood, which makes people's perception clear, active thinking, imaginative, impressive, and memorable. It is often expressed as curiosity, knowledge, inquiry, operation, mastery, etc. Secondary vocational students are in adolescence, have a strong curiosity, are easily attracted by the new phenomenon and novel objects, and are interested in them. In addition, most of the current secondary vocational students are more practical. They believe in facts and have a future. Both occupations are sensitive, and most of them have long considered employment issues in the future. They urgently need to understand how employers recruit talents, and they also need to understand how employers are recruiting. All of this is both new to them and filled with strong curiosity, prompting them to find answers from the field experience. In view of this characteristic of students, the teaching can combine the recruitment and application, self-introduction, speech, debate and other content in the listening and speaking training of the Chinese language teaching materials, so that students can collect materials, compile them into small pieces, perform on-the-spot performances, and act as recruiters and Applicants, how to apply for self-introduction and competitive speeches, how to pay attention to their expressions and tone during communication, how to properly express their feelings and opinions in front of recruiters, so as to achieve the purpose of impressing recruiters To encourage students to dare to say, not to say, to dare to say, to say, to speak. In this way, students learn to have fun and practice, which greatly enhances students' interest in oral communication and creates more powerful conditions for their future job search.
In short, Chinese language teaching in secondary vocational schools should be based on the students' spiritual needs. In oral communication training, students should actively guide students to pay attention to the various situations of language communication, fully explore the wonderful aspects of language communication, accumulate rich language communication materials, and cultivate a way to speak. Students to adapt to the needs of modern society for talent.

Chapter three:

Time flies like an arrow, and the sun and the moon are like a shuttle. In a blink of an eye, one semester of education and teaching has been completed. After reviewing this semester, under the guidance of the school's correct teaching philosophy, teaching direction, teaching objectives and self-accumulation and continuous thinking, the teaching tasks formulated before the start of the school were successfully completed. The specific work is summarized as follows:
First, establish a correct view of language learning After the survey of new students, it is found that nearly 80% of students have a vague meaning of language learning, and even some students hold the view of "language uselessness". I am very surprised by the results. To this end, I believe that in order to clear the water, we must first clear the source. Therefore, in the first lesson, we will focus on the characteristics of the secondary school language, the meaning of learning and the methods of learning, so that students can clearly understand the importance of learning Chinese. It laid an emotional foundation for future teaching implementation.
Second, the "strict word for the head" serious classroom discipline There are quite a few students with poor self-discipline ability, more movements in the classroom, invisible interference with the normal classroom order. Therefore, at the beginning, the language classroom was explicitly required to implement three no: no random speech, no sleep, no small movements, and three must-have: must bring a book, must bring a pen, must have a brain. At first, there are inevitably violators. For these students to deal with it seriously, to take advantage of it.
Third, the teaching model strives for newness The language foundation of the students who have just entered the school is generally poor, and the level is uneven. How to make these students improve their interest in the language, it is obviously impossible to achieve the teaching goal by adopting the usual "cramming" teaching mode. After careful consideration, the classroom takes many forms. The first is to explore the problem of setting the teaching mode and let the students jointly discuss the conclusions. The second is to change the role for students to come to the stage to teach, improve the level of students' examination, and also enhance the atmosphere of the classroom. The third is to set up a simulated situation to enhance students' comprehension ability. For example, when teaching "Aesop's Fables", the nine short stories mentioned in the article were rewritten into scripts, and the students performed in the church and achieved excellent results.
Fourth, "two-pronged approach" efforts to enhance students' reading interest Reading is an important part of learning a good language, but also an important manifestation of the value of the language. The facts of our students are still stretched out in the reading of books. This is related to our objective reality, and more importantly, students have no interest in reading. The “compulsory training model” adopted here is a literary knowledge contest in the class. The content is rich in content, the topics are various, and it is included in the scope of the final exam, thus enhancing the students' attention.
V. Exams for "living" The role of the exam is to measure the effect of your own learning. This has been separated from the constraints of exam-oriented education. Therefore, it is too boring to adopt a single test mode, nor can it reflect one of the Chinese language. Features. In order to innovate for this purpose, for example, last year's exams, I took the mock interview as an important assessment content, and tested the students' oral expression ability and prepared for the future employment. It can be said that it is a double-edged sculpture.
6. The combination of positive education and “soft punishment” seeks to shape the good quality of students. Strive to build ourselves into the "angel" of the students' minds, and cultivate students' positive, optimistic and enterprising spirit. I often wear a lot of character stories and examples in life in the classroom. When a student makes a mistake, he does not wave a "stick" and collapses. The picture is refreshing, but the "moisture is silent". The influence is given from the heart. First of all, the student produces a kind of self-blame, and finally it will turn into a driving force for progress. Your own leap. On the other hand, I never lived as a saint, and showed a condescending attitude in front of the students. This invisibly widened the distance from the students, which made students feel fearful and the communication was difficult to form. Being close to people is really based.
The so-called "Bao Jianfeng from the grinding out, plum blossoms come from bitter cold", just stepped into the fertile soil of teaching, self-satisfied experience is too shallow, the feeling is not deep. But "Bao Jianfeng" is going to get, "Meihuaxiang" is going to be. Also have to "spring silkworms to the dead silk side, the wax torch into the gray tears to dry."

Chapter 4: Innovative Experience in Chinese Teaching in Vocational High Schools

The quality of students in vocational high schools is poor, the individual students are very different, and the starting point for admission is very low. Many of the students we teach have no good language learning habits, the language foundation is weak, and the language quality is not high enough. After entering vocational high school, it is even more unilateral to think that as long as professional skills are good, other subjects do not matter, and even some parents of students hold this view, so that students are more relaxed about language learning. For a long time, most of the students have no interest in the language at all. In the Chinese class, they have no desire to explore. The thinking is relatively simple. Some students even have the inertia of thinking. It is not uncommon to go to sleep in class. In the face of such a group of students, to ensure the quality of teaching, we must spend more time as a teacher, and we must study the organization and control of the classroom more deeply, and more innovation in classroom teaching. Innovation activities are an extremely complex psychological process that will cause a series of psychological reactions. At the same time, it is also subject to psychological factors such as emotions and desires. To carry out innovative education, we first need to create a good, relaxed and free psychological environment. Specifically, in the vocational high school language class, I think we should pay attention to the following aspects
Exciting. Refers to the ways to stimulate students' interest in learning, to make students interested in your teaching, and to interact in class.
Confucius has a saying: "The person who knows is not as good as the one who is good, the one who is good is not as good as the one who is happy!" Indeed, "interest is the best teacher!" And vocational high school students generally do not like to learn, not good at learning. They are not interested in professional courses. This is especially true for cultural classes such as Chinese. We can start from the following aspects:
1, feeling early reading.
In order for students to like Chinese, we must first let them read the language. We call the book integration book, which is simple and short, and has obvious language or emotional characteristics, called the “early reading textbook”. For example, one morning, the students read an article taken from Youth Digest, which is written about maternal love. When the students read the last sentence, “The tree is quiet and the wind is not, the child wants to be filial and the family is not there,” the students all After calming down, there was no one to talk for a minute. I knew that the students were moved by the emotions in the text.
2, reading in class.
The early reading mentioned above is to let students approach the language, while the reading of the class allows students to enter the language. The sound of the book is a symbol of the language class and an important part of the language teaching. The language teacher should read and analyze the key words of the text and understand it. A wonderful reading and analysis in the classroom can undoubtedly bring students into the text.
3, reading outside the classroom.
According to my observation, students who love to read books will have stronger comprehension of language and a stronger interest in language courses. Their language achievements are naturally outstanding. Therefore, we should encourage students to read more extracurricular books. We can recommend some reading books to students and make reading cards for each student. It is our aim to let students fall in love with reading through extensive reading.
If our language teachers can grasp and organize these three time periods, we can realize the change of students from knowing the language to enjoying the language, and then to the greater change of the language, so that students can find the feeling of learning Chinese. Greatly stimulate students' interest in learning.
Essential. In the language class of vocational high schools, we should try to talk as little as possible, but the lectures should be wonderful, the points are not complicated, attractive, and leave enough room for students to digest. Teachers can use the following methods to improve classroom efficiency:
1. Interesting import
Teachers who creatively organize classroom teaching can often start in class for a very short period of time, showing both the learning objectives, the interest in learning, and sometimes the desert of thought, which induces curiosity and curiosity. For example, when the teacher does not ask for a solution, he will ask the students' thinking when they are in class: "Today, I will learn "I don't ask for a solution" to see who can think of a way to shorten the text?" Another example is to watch the video of "Comrade Lao Yang". The teacher is amused: "It is often said that listening to his words and watching his actions is a way of understanding people. In fact, understanding people is not only to listen to the current situation, but also to guess the thoughts in his heart. Do you want to use this method to understand 'Comrade Lao Yang'?" A problem was unified in the whole class, and the classroom created a strong atmosphere. If you encounter a famous teacher, you can also start the introduction of the text by the author's profile, ask the students how much they know about the author, and what works he has learned before, so that not only can students have a sense of intimacy, but also can learn from the warm country. The purpose of knowledge.
2. Choosing materials
After the successful introduction, the classroom teaching should be carried out closely around the content of the text related to it, and various teaching methods and means should be mobilized to bring the students into the classroom situation designed by the teacher. In view of the current situation of vocational high school students, we must dare to abandon some content, especially for longer texts. Under the guidance of the purpose of teaching, we should go to "virtual" to take "real" and "rough" according to the needs of students. fine". Take the text "Well Take Birth Steel", you can briefly introduce the storyline, mainly in combination with the employment situation of students, and advocate the spirit of teamwork and achieve better results.
3. Based on students.
Many teachers are lamenting that the quality of current vocational high school students is getting worse. In the classroom, there is often a situation of “Wan Ma Qi Qi”. When the students “do not cooperate” in class, the teacher simply replaces the student’s learning with his own teaching and neglects the student’s subject status. However, if the class is just a teacher to listen to students, teachers and students will feel tired, and it is not good for developing students' intelligence and cultivating students' creative thinking. Students should be the main body in the classroom, and try their best to stimulate students' interest in learning. For example, when teaching the text "Take a tribute to the Chinese", I arranged for two students to play "Beard Professor" and "I". I worked with these two students to recite the texts in a vocal manner. The classroom moved to our middle school classroom, which made the classroom atmosphere very active, and the students quickly grasped the ideological theme of this article. When I was studying the poem "Error", I asked the students to choose their favorite poems to recite on the stage. Some students still did not finish it, and recited Su Shi's "Water Melody." After a few hours in the moon, I also asked to sing another song for everyone. It can be seen that the classroom “activity” stimulates the vitality and individuality of the students. In Chinese teaching, if the teaching design is reasonable and the teaching materials are handled properly, the teacher can get the best results in the classroom with the least amount of time. It plays a key role in improving the quality of teaching.
Reserving differences. For students' learning foundation and learning ability, it is necessary to recognize the difference, implement stratified teaching, and provide careful guidance for students at different levels so that each student can learn the income. As the saying goes: "The benevolent sees benevolence, the wise sees wisdom." Students have different personalities and different hobbies. The feelings during the reading process are not exactly the same. This kind of difference is influenced by a variety of subjective factors. It has distinct personality characteristics. If you insist on "unification", it will certainly block the innovative ideas. For example, if you learn "accidental encounters on trains", you can start a debate around the topic of whether life is an important opportunity or the quality of one's own quality. Teachers serve as judges and allow different opinions to be retained. We can let students talk about which one they like, and they can also extend to the discussion of the bold and the sects. "One thousand readers have a thousand Hamlet." Similarly, a thousand students can have a thousand. Su Shi, a thousand Liu Yong.
The soul of Chinese teaching is creation. The most deadly shortcoming of Chinese teaching in vocational middle schools is also creation. Creativity is the result of a combination of multiple abilities, such as memory, imagination, sensibility, understanding, and curiosity. Among them, imagination plays an important role. Chinese education influences students' sensibility, imagination and comprehension through a piece of textbook, because each work contains the writer's unique life experience, emotional experience and way of thinking, showing the writer's distinct personal style and uniqueness. The creativity provides students with an infinitely broad imagination space. Each student can make different interpretations according to their different age characteristics, knowledge literacy, life experience and temperament. And this interpretation itself is a kind of re-creation. It can inspire students to think about the world of life and arouse students' desire to explore and create. This is also the special charm of the language class. We can't artificially create a so-called standard answer that forces students to follow a unified pattern. Otherwise, we will kill the creativity of the students.
In short, Chinese language teaching in secondary vocational schools has its particularity. As teachers, we should promote innovation, so that students can fully exert their self-motivation, have an interest in language learning, and exert their creative ability to lay down their jobs for them. A good foundation, the first part of the vocational high school textbook is Mr. Tao Xingzhi's "Declaration of Creation". The predecessors can still create, and we should do the same.

Chapter 5: Appreciation of Teaching Experience in Chinese Literary Works

How to motivate middle school students' emotions in literary works, arouse their associations and imaginations, guide them to be there, and then experience the ideological and emotional and artistic charm of the works, which is a problem that every language teacher has been exploring. After many years of trying to find out, I believe that teachers should make a lot of preparation work during the preparation of lessons, enrich the teaching materials and help students understand.
First, supplementing the content, cultivating emotional literature works are mostly concise and even ambiguous, leaving a full artistic imagination space. When teaching, teachers should fully consider the students' understanding ability and supplement the necessary explanations. The poem like "The Furnace in the Furnace" expresses the "love of the motherland". It is difficult to comprehend the deeper content except for the reading of the sentence and the novelty of the concept. Of course, they also know that this is the first patriotic poem, but they did not appreciate the blazing and unrestrained emotions in the works. Therefore, when teaching this poem, it is necessary to properly introduce the writing background, let the students understand the author's writing intentions, and understand the poet's voice to stimulate the students' patriotic feelings.
Second, pay attention to guidance, and deepen understanding of the appreciation of literary works mainly by the guidance of teachers and the understanding of students. Without the accurate and orderly guidance of the teachers, the students' understanding and appreciation will only be superficial or even marginal. For example, in the teaching season of Yulin's "Fuchunjiang", the students did not understand the material arrangement in the text involving ancient and modern Chinese and foreign. In teaching, I guided the students to grasp from the arguments interspersed in the writing scene, around the "cross-strait" The number of green snails, a trace of micro-smear, appearing in the misty and misty fog, will understand that the material in the text, although seemingly scattered, is taken in the "love of the motherland and the traditional Chinese culture." In the main theme; it will be clear that the landscape of the article is "shape", the cultural connotation is "God"; the characteristics of the prose "formation scattered" are also obvious.
Third, the analysis and comparison, the experience method compares the advantages and disadvantages, compares the true knowledge. For a novel with a long length and a large capacity, the appropriate supplement can of course enable students to better understand the life of the work. However, after the curiosity is satisfied, the students can only remember a few scenes and several fragments. The content of the whole article is Not easy to grasp. In response to this phenomenon, in the teaching of "Lin Yiyu Jin Jia Fu", after a brief background introduction, I guided the students to take the eyes of Lin Daiyu on the basis of familiarity with the full text, and shoot the characters and the environment. Two big pieces come. The appearance of Wang Xifeng and Jia Baoyu as the focus of comparative reading, through Lin Yuyu's psychological activities and observations to compare the similarities between the two appearances, and then find out the difference between the two appearances, let the students recognize the character's appearance on the character's personality. The important role, thus to appreciate the artistry of the masterpiece of "Dream of Red Mansions".
Fourth, the language teaching mode that integrates into the performance and stimulates the interest of the traditional is the teacher, the students listen. The characteristics of the middle school students are that they are not moving well, and the enthusiasm for learning is not high. How to let them voluntarily participate in the study, change "I want to learn" as "I want to learn." I found that turning a role reading into a proper performance in teaching can stimulate students' interest in learning. In the teaching of "Thunderstorm" such a script, I asked the students to change the script into a drama to perform on the basis of understanding the content of the text, so that everyone can participate. In the classroom, students are highly motivated and the classroom atmosphere is very active.