1. The main background of the study: With the innovation of social culture and the passage of time, there is a huge time-space distance between the corresponding cultural background, historical conditions and social forms in classical Chinese and the living environment of students, and there is also a gap between the expression form, expression mode, vocabulary grammar and other aspects of classical Chinese and students' real language communication. In addition, the subtle meanings hidden in ancient poems increase the difficulty of students' cognitive understanding, so students have certain rejection, alienation and exclusion psychology when learning classical Chinese.
Secondly, there are two misunderstandings in classical Chinese teaching. One is word-for-word decomposition, which teaches classical Chinese as a foreign language, just like learning ancient Chinese anthology.
Another is to take an article and start to sum up ideas and analyze the image before you understand it. Classical Chinese reading should be able to read something smoothly and let students feel it themselves.
Whether reading classical Chinese or vernacular Chinese, when appreciating literary images, the reason is the same in terms of improving Chinese ability. You can't treat classical Chinese as a foreign language. Classical Chinese, after all, is Chinese in different times.
In addition, we can't read classical Chinese as vernacular Chinese, because it has language barriers after all. Therefore, in the teaching of classical Chinese, we should grasp something very related to the theme and use it to do some key anatomy.
Especially when reading poetry, we must express our image in language. Without the image from language, others can't catch it. Moreover, in junior high school, students are only exposed to dozens of classical Chinese texts in textbooks, and the content is relatively short and the learning requirements are relatively low. Most junior high school teachers neglected to summarize and sort out the phenomena and laws of ancient Chinese language.
This also leads to students' fear of classical Chinese, and the content and language form of classical Chinese are no longer as simple as junior high school. In view of this, how to stimulate students' interest in reading classical Chinese has become an urgent task in classical Chinese teaching.
Second, the subject content overview (1) Concept definition What is ancient Chinese? As the name implies, it is the language of ancient Han people. Ancient Chinese can be divided into spoken language and written language. What is classical Chinese? Classical Chinese refers to the written language of ancient Chinese based on the spoken language in the pre-Qin period, which has been refined after many times, and the language that later writers imitate their works, such as a hundred schools of thought contend, historical records, eight masters in Tang and Song Dynasties, Tongcheng School and so on. , are examples of the practical use of ancient Chinese.
In short, classical Chinese is an article written in classical Chinese. Generally, the May 4th period is defined as the dividing line between ancient Chinese and modern Chinese.
What is interest? Interest is a special cognitive tendency to things. This is a psychological activity. When it develops into a hobby, it becomes a long-term and relatively stable behavior tendency, which affects people's ability. Interest and hobby are the source of enthusiasm, the need to know and explore something, and the driving force to promote people to know something and explore its development law.
It is the most active factor in people's study and work. With an interest in something, you can have great enthusiasm in your behavior.
Through the research of this topic, we will explore a new and effective teaching mode of classical Chinese, so that students can show strong interest and subjective tendency in the process of actively participating in the study of classical Chinese, and then promote the "recognition", "interpretation" and "analysis" of the language, so that students can truly understand the simple classical Chinese and understand its essence, which is beneficial to writing and life. (II) Theoretical basis 1. Psychology points out that interest is an important psychological factor to promote people's knowledge-seeking activities and learning, which can make people concentrate and actively engage in certain activities.
Any activity that suits one's interests is easy to improve one's enthusiasm. 2. Psychological research shows that in the process of language learning, when students focus on the language itself (knowledge and rules), the degree of anxiety is higher, while when they focus on the content expressed in the language, the degree of anxiety is obviously reduced and it is easier to learn.
3. Subjective education theory holds that students are not only the object of education, but also the subject of learning, understanding and development. The influence of education is everything in the external object, and only through students' subjective activities can it be internalized into the quality of the subject. The classroom teaching method that embodies students' subjectivity is a multilateral activity in which teachers and students participate and communicate with each other. Teachers are organizers of teaching activities, students are independent participants in self-development and active explorers and creators. The relationship between teachers and students is democratic, equal and cooperative.
This kind of teaching can make students gradually move from "others' learning" under the guidance of teachers to "autonomous learning" based on self-study, and finally achieve the goal of learning to learn and create. 4. Principle of cooperation: In research, it is necessary to change the phenomenon of mutual isolation among teachers, students, families and schools, and emphasize mutual cooperation and promotion.
5. The new curriculum standard points out: "The purpose of moderately strengthening the study of classical Chinese is to encourage students to deepen their understanding of the excellent traditional culture of the Chinese nation, enrich their cultural heritage and enhance their cultural taste." .
2. Begging for the primary school Chinese topic declaration form Item category: General topic name: How to guide students to read aloud. Project design demonstration: Reading aloud is one of the most frequent and important trainings in reading teaching and an important part of Chinese teaching.
Reading aloud can vividly express the thoughts and feelings of the article, thus infecting students and promoting the improvement of students' listening, speaking, reading and writing abilities. The process of instructing students to read aloud is also a process of cultivating students' thinking ability, imagination ability, appreciation ability and language expression ability.
The Chinese syllabus stipulates that students should be guided to read correctly, fluently and emotionally from the first grade. When teaching a text, the first criterion of success is whether students learn to read the text aloud.
First, the current situation and main problems of reading teaching: 1, too little reading time. A class lasts 40 minutes, and students often spend less than 5 minutes reading aloud. Reading exercises are often like geese flying by, "geese flying without a trace" and "questioning teaching" occupy students' reading time.
For example, previewing reading requires students to read the text thoroughly and correctly, but in fact, at least one-third of the students have not finished reading the text once, so the teacher "pa-pa-"applauded the students to stop and immediately move on to the next procedure, and reading became a teaching form. 2. The purpose of reading aloud is not strong.
Reading together, reading in groups and reading alone seems to be bustling. In fact, there is no requirement before reading, no guidance during reading, and no timely evaluation and feedback after reading. Students are only driven by teachers to study for the sake of reading, instead of studying with heart and affection, but inadvertently "chanting" This kind of reading gets half the result with half the effort, and it is easy to develop students' bad habits of being absent-minded and lacking purpose.
3. The reading surface is too narrow. One of the most basic purposes of Chinese teaching is to be able to read. Teachers often stare at a few top students and look around, that is, those four or five students. Most of them behave themselves and sit as listeners. How can most students read when they can't get reading exercises? 4. The teacher's reading instruction is single.
The teaching guidance method of reading aloud is monotonous, mechanical and blunt. Teachers often say "please read this part with emotion" or "read the tone of xxx" after analyzing and understanding, which leads to the inability to "guide" and "practice" in reading aloud and to combine it with understanding and sentiment. Some teachers, even with guidance, have no ideas, only pay attention to the form of sound, not to the inner experience; Only superficial skills are emphasized, but the connotation of language is not emphasized.
It is often heard that teachers directly tell students to read more (or less) a certain word and read some sentences faster (or less), ignoring the essence of reading expression. Therefore, when many students encounter sentences with strong feelings, they think they should read the stress, but sometimes the stress is light and the expression effect is stronger.
For example, in Goodbye, Relatives, Xiao Jinhua stamped his foot and said, "Mom, I must take revenge!" " Students often read fast and high, as if shouting slogans. In fact, to understand the inner pain of Xiao Jinhua, read word by word slowly, read deeply, sound every word, affectionate and meaningful, and more infectious.
5. Reading aloud is only about form, not effectiveness. The reading of a class has been arranged many times, but some of them are not in place and the form is not very effective. Often Lang Lang's reading voice suddenly rings in less than 1 minute, and then comes to an abrupt end at the teacher's signal, or the teacher blindly emphasizes "louder and louder" over and over again in order to render the classroom atmosphere, and reading aloud becomes an ornament of classroom teaching.
Students shouted to read, losing the meaning of the text and the beauty of the article disappeared. Second, how to optimize the teaching of reading aloud: 1, pay attention to the pronunciation method, sit correctly, pronounce correctly, pronounce clearly in Mandarin, pronounce correctly, don't read broken sentences, and pay attention to expressions.
In class, our teacher should give students correct pronunciation and let them read aloud with correct pronunciation. Speaking of which, I remembered that I had the honor to listen to a composition class given by Yu Yongzheng in Shangqiu some time ago. He is 70 years old, reading articles with clear pronunciation and mellow voice, full of emotion and charm.
I think the reason why the teacher can maintain such a good state is mainly because of his love and persistent pursuit of education, as well as his correct pronunciation, use of sound and maintenance of sound in teaching. In fact, many teachers in our school attach great importance to the use of sound, and several music teachers stand out.
Reading aloud is as relaxed and natural as speaking. 2. Ensure sufficient reading time.
Teachers can arrange the reading time of each class according to the grade, learning situation and the characteristics of teaching materials, and self-monitor their grades. There should be enough time for students to read the text correctly, especially for self-study so that the whole class can read it well. We can't just pretend to have read it, go through the motions in a hurry and then retreat in a hurry.
On the basis of preliminary understanding, expressive reading should leave enough time for students to try, practice, feel, taste and taste, and must not rush into battle without being ready; It is necessary to leave time for the feeling of reading, and strengthen the incentive function, diagnosis function and adjustment function of reading aloud through comments. Where is the time squeezed? Carefully design questions and let the tedious "say, ask and answer" give way to reading.
Give way to flashy and ineffective group discussions. 3. Expand reading training.
To continue training, we must do our best to mobilize all the students to devote themselves wholeheartedly. Especially junior students, who are young and have short duration of intentional attention. Monotonous reading will only make students thirsty and sleepy.
It is necessary to create appropriate situations and create an atmosphere in which students are willing to read, enjoy reading and strive to be scholars. For example, students can play some corresponding background music when reading aloud, such as role reading, performance reading, group competition reading, and can also record students' reading aloud on the spot for competition and so on.
The students in each class are uneven, and their level and ability are obviously different. Therefore, the teaching of reading aloud should also reflect the hierarchy.
Paragraphs with different complexity should be read according to "material", reading exercises with different requirements should be hired according to "material", and reading evaluation should also be evaluated according to people, so that students can have more joy of success. At the same time, it also created more opportunities for the "ugly duckling". You know, the beautiful white swan also has the experience of "ugly duckling".
4. Understanding and reading are interdependent. In reading teaching, it is not uncommon to completely separate reading from understanding. Read before analyzing and then say.
3. Application Form for Research-oriented Learning Project Pan Application Form for Research-oriented Learning Project (1) Title: Differences between Chinese and Western Dietary Cultures Tutor: Pan Research Group Member: Senior 2 (6) All Students Team Leader: Class: Senior 2 (6) Dominant Courses: English and Chinese Related Courses: 1. The purpose and significance of the study: through group cooperation among students.
Knowledge goal: to master vocabulary and sentence patterns related to diet. Ability goal: expand students' vocabulary, activate the existing language knowledge in students' minds, and cultivate students' ability to obtain information through various channels.
Moral education goal: let students know the similarities and differences between Chinese and western eating habits and cultivate students' awareness of cultural tolerance. 2. The main content of the study: Chinese and Western food culture 3. Learning steps: (1) homework before class: let students collect relevant information and pictures themselves and prepare to express them in English.
(2) Divide the class into two groups, male and female, or divide the whole class into two groups, representing China and the West respectively, and let the students discuss collectively. (3) The whole class summarizes the different eating habits of China and the West, and compiles a table of similarities and differences between Chinese and Western food cultures.
Research methods: Collect relevant information and pictures online or in the reading room (combining group cooperation with independent research). Requirements for opening computer rooms and reading rooms. Tutor's approval opinions. Attachment: Differences between Chinese and Western food cultures. Due to the influence of regional characteristics, climate and environment, customs and habits, catering products will be different in raw materials, tastes, cooking methods, eating habits and so on. It is precisely because of these differences that catering products have strong regional characteristics.
The differences between Chinese and western cultures have created the differences between Chinese and western food cultures, which come from different ways of thinking and philosophy of life. People in China pay attention to "harmony between man and nature", while westerners pay attention to "people-oriented".
Here, we briefly talk about the differences between Chinese and western food cultures from the following three aspects. 1. Two different dietary concepts Compared with China's diet which pays attention to "taste", the west is a rational dietary concept.
No matter the color, fragrance, taste, shape and nutrition of food, how many calories, vitamins, protein and so on should be taken in a day. Even if it tastes the same, you must eat it-it is nutritious.
This concept of diet is compatible with the whole western philosophy system. Metaphysics is the main feature of western philosophy.
The object of western philosophy is the cause of things, often metaphysical, and metaphysical theories are interrelated, thus forming metaphysical philosophy. This philosophy has brought vitality to western culture and made it develop by leaps and bounds in natural science, psychology and methodology.
But in other aspects, this philosophical proposition has great obstacles, such as food culture. At the banquet, you can pay attention to the collocation of tableware, materials, services and raw materials in shape and color. But no matter how luxurious and high-end, from L.A. to new york, steak has only one flavor, and there is no art at all.
As a dish, chicken is chicken and steak is steak. Even if there is a match, it is done in the disk. A plate of "French lamb chops" with mashed potatoes, leaning against the lamb chops, and boiled green beans and some tomatoes on the other side. The colors are in sharp contrast, but the raw materials are irrelevant, the taste is harmonious, each has its own flavor and is simple and clear.
China people attach great importance to "eating". The proverb "Food is the sky for the people" shows that we regard eating as important as the sky. Because our nation has been in a state of low productivity for thousands of years, people are always hungry, so we have a unique food-oriented diet culture. I think this is probably due to the need of survival.
If a culture takes eating as the first thing, then there will be two phenomena: on the one hand, it will exert its functions to the extreme, not only to maintain survival, but also to preserve health, which is the cultural basis of "medicine is better than food"; On the other hand, excessive attention to food will make people admire the pursuit of food. In China's cooking, the pursuit of delicacy is almost to the extreme, so that China people make a living by opening restaurants overseas, which has become the foundation for us to settle down in the world! Unfortunately, when we regard the pursuit of delicacy as the first demand, we ignore the most fundamental nutritional value of food. Many of our traditional foods have to be fried in hot oil and stewed with low fire for a long time, so the nutritional components of the dishes are destroyed and many of them are lost in the processing.
So when it comes to nutrition, it actually touches the biggest weakness of China's food culture. There is a folk proverb: "Food is the first priority for the people, and taste is the first priority for food".
It is this pursuit of food that makes us ignore the true meaning of eating. When people in China taste dishes, they often say that this dish is delicious and that dish is not. However, if you want to further ask what is "delicious", why "delicious" and where "delicious" is, I am afraid it is not easy to make it clear.
This shows that China people's pursuit of delicious food is an indescribable "artistic conception", which is still difficult to cover with what people usually call "color, fragrance, taste, shape and utensils". The key to the unique charm of China's diet lies in its taste.
The production of food lies in harmony, so that the original flavor of food, the cooked taste after heating, the taste of ingredients and auxiliary materials, and the harmonious taste of seasonings are intertwined and coordinated with each other, complementing each other, helping each other, infiltrating each other, and integrating water into one. You have me and I have you. The harmonious beauty of China's cooking is the essence of China's cooking art.
The shape and color of dishes are external things, while the taste is internal things. It is the most important embodiment of China's aesthetic diet view that he pays attention to the interior without deliberately modifying the appearance, and pays attention to the taste of dishes without revealing the shape and color of dishes excessively. In China, the pursuit of beauty in diet obviously overwhelms rationality, and this view of diet is also consistent with China's traditional philosophy.
As a representative of oriental philosophy, China's philosophy is macroscopic, intuitive, fuzzy and unpredictable. The method of making Chinese food is to reconcile the tripod and finally reconcile a beautiful taste.
This emphasizes the sense of proportion, that is, overall cooperation. It contains rich dialectics thought of China's philosophy. Everything is based on the beauty and harmony of food taste and the diversity within the degree.
4. Why do you want to do this research (that is, the purpose, significance and value of the research)? Reading is an important means for human beings to acquire knowledge and information, an important way for human beings to know the world, develop their thinking and gain aesthetic experience, and it is one of the more important contents in Chinese curriculum. Nowadays, reading ability is not only an aspect of Chinese quality, but also a necessary quality to adapt to modern society. Reading teaching in lower grades is the primary stage for students to learn reading, and it is particularly important to cultivate students' reading ability. However, we find that the classroom of reading teaching often loses its vitality. Students' dominant position in reading teaching has not really been established. That is, the design of students' autonomous learning activities is not enough. Students like reading in class, but they seldom read consciously and actively, mostly passively. "Chinese Curriculum Standard" points out: "Chinese curriculum should be devoted to the formation and development of students' Chinese literacy, and the key to comprehensively improving students' Chinese literacy lies in reading." In order to make reading noble, conscious, active and lasting, and improve the learning effect, it is necessary to give students a golden key to open the treasure house of Chinese knowledge, and this golden key is to cultivate students' good reading habits from an early age. This topic will discuss the education of cultivating low-level students' good reading habits in Chinese class from four aspects: cultivating correct reading posture, cultivating the habit of being willing to read, cultivating the habit of reading aloud and cultivating the habit of reading aloud and evaluating. Teach students to use this golden key to open the door of reading knowledge, so that they can improve their Chinese literacy and enrich their spiritual world in wonderful reading enjoyment. Description of the important concepts in this study (this item should be filled in according to the needs of the study): Good study habits refer to a noble, conscious, active and lasting learning style, which conforms to the laws of learning psychology and is conducive to improving the learning effect. Good reading habits: refers to the correct reading posture, like reading, take the initiative to read, and feel the pleasure of reading. Read, read, read your own personality, problems, feelings and emotions. And will read the evaluation aloud. Measures to be taken in the project research plan (this part is divided into key points, and the objects, contents, methods and steps to be taken in the project plan should be explained in detail, such as: from what angle? How to operate the plan? In what way? Wait a minute. If the research group has any preliminary research on this subject, it should also explain. ): research object: the research goal of all students in Class B, a new primary school: to take the low-level Chinese classroom as the object and the classroom learning activities as the content. Through research and practice, this paper explores how to optimize the teaching design of low-level Chinese classroom reading, create a relaxed, pleasant, harmonious and democratic classroom teaching atmosphere, mobilize students' subjective initiative, stimulate students' interest in reading, teach students reading methods and gradually cultivate students' good reading habits. And naturally infiltrate the cultivation of classroom etiquette habits, so as to really improve the efficiency of classroom teaching, improve the quality of teaching, cultivate students' sentiment and promote their healthy growth.
Research contents: create reading atmosphere, enrich reading forms, reproduce reading situations, skillfully set reading suspense and stimulate reading motivation in time. Cultivate students' interest in reading and the habit of active reading, the habit of reading and reciting correctly, the habit of concentrating on thinking while reading, the habit of writing frequently and asking frequently, the habit of imagining, and the habit of accumulating language and writing. At the same time, it is permeated with the etiquette of not being afraid of difficulties and being open-minded and eager to learn. Research methods: 1, investigation research method: mainly investigate students' reading interest, reading habits, reading ability, etc. If there is any change, whether the change is benign or not, and how to adjust it under abnormal circumstances. 2. Literature research method: By extensively consulting and analyzing literature, absorbing advanced ideas and drawing lessons from the ever-changing modern educational concepts, we will conduct more in-depth and distinctive theoretical research on the basis of predecessors.
3. Case analysis: In-depth follow-up analysis of typical teaching details or individual students. 4. Experience summary method: During the experiment, we constantly sum up experiences and lessons, and sum up gains and losses. Consciously combine your own practice with related theories, and constantly modify the experimental scheme, methods and means. Collect other people's successful experiences and practices, use them, improve them, and practice them again. Steps and means of research: (1) Preparatory stage (April 2007): Make a plan and conduct preliminary research. (2) In-depth research stage (May 2007-June 2007): regular research exchange and achievement display activities.
(III) Supplementary stage of research summary (July 2007): completing the post-test of the experiment, sorting out the data, comprehensively summarizing and writing the research report. The expected results of the project research (that is, what changes will be made to the problems solved after the research, and how to express them, such as investigation reports, case reports, papers, courseware, etc. ): 1, teacher experience, reflection, essay, stage summary, etc. 2. Display of students' learning achievements. Reading habit measurement record. 3. Teachers read teaching reports, research papers and project conclusion reports.
5. How to fill in the project research declaration form? Trial reading is over. If you need to read or download, please click > Buy >.
Original publisher: Little White Pig 2
Key points of filling in the project declaration form
Point 1: the expression of the name of the research topic
The title of the topic should be "small". The size of the topic should be moderate, and the topic should be based on reality and commensurate with its own research strength.
The refinement of research perspective: means, approaches, methods, strategies, models, mechanisms and systems.
Improvement of research methods: experiment, case, investigation, action, observation and comparison.
The title of the topic should be "new". There are many ways to ask questions, but in the final analysis, there are mainly the following methods: (1) get questions from the subject guide issued by the relevant departments; Put forward problems from the problems that need to be solved urgently in teaching practice; Find problems from ordinary teaching practice; Ask questions from advanced experience and methods; Transplant and learn from advanced experience and methods in other fields and ask questions ... make a fuss about the word "new" in selecting topics.
The expression of the theme should be clear. Topics generally include three elements: research object, research category and research method. For example, "Experimental Research on Self-study Tutoring Teaching of Algebra in Senior One", the research object is senior one students, the research problem is the program teaching method of self-study tutoring in junior one algebra teaching, and the research method is experimental method.
The statement of the subject should be concise. Descriptive sentence patterns are often used to express the title of a project. The name should be correct, standardized and novel, and the sentence pattern should be concise, generally no more than 20 words.
The second point: the present situation and value of the research.
About the research status quo. To elaborate this part, we should carefully consult the literature related to this topic, and understand what research predecessors or others have done on this topic or related issues, as well as their guiding ideology, research scope, methods and achievements. Take the existing research results as the starting point of your own research and find out the shortcomings of previous studies. Confirm your creativity, so as to determine the characteristics or breakthrough points of your research. In this way, you can