How to understand the development function of Chinese teaching evaluation is the guiding role of Chinese teaching evaluation. Through evaluation, we know what level we have reached, whether our teaching has made progress or what we have done has made our teaching decline, so this is to let us know the effect of our methods.
Through the evaluation of Chinese teaching, we can keep the good ones and eliminate the bad ones, so that our development will be smoother. For our shortcomings, we will improve, so that our Chinese teaching will be more progressive.
Through the evaluation of Chinese teaching, we will know who has done the best. Only in this way can we ask him for advice, meet Siqi and improve constantly.
How to understand the developmental function of Chinese teaching evaluation, such as how to give full play to the role of learning knowledge, depends on the usual accumulation bit by bit, not overnight. Teaching is particularly important to improve students' literacy, and cultivating students' good habits is an important way to improve students' literacy. Habit formation is not achieved overnight, but the result of long-term cultivation and effective guidance.
How to understand that Chinese teaching should be student-centered?
Chinese is the common language and mother tongue of the Chinese nation, and the quality of Chinese learning directly affects the comprehensive quality of everyone and a nation. Chinese teaching shoulders the cultivation and thinking of Chinese ability. ..
How to understand the certainty of Chinese teaching content, the coexistence of rigid teaching content and excessive randomness is a stubborn disease in Chinese curriculum and teaching in China. At present, the focus of Chinese curriculum and teaching research is: first, to realize Chinese curriculum standards and reconstruct Chinese curriculum content, the core of which is to get rid of the old and welcome the new; The second is to establish a national curriculum view and strive to strengthen the certainty of Chinese teaching content. The two complement each other.
At present, the necessity of reconstructing the content of Chinese curriculum has become a consensus. However, due to the influence of popular ideas in the past, Chinese teachers may have some doubts about the certainty of Chinese teaching content. This paper tries to talk about some understandings from three aspects: curriculum, teaching materials, teaching and classroom teaching in order to clarify some problems.
First, the provisions of Chinese curriculum objectives and the diversification of Chinese curriculum forms.
"All roads lead to Rome" is more acceptable to China. If we compare the goal of Chinese curriculum to "Rome" and the form of Chinese curriculum to "road", we should say that it has a reasonable side.
The goal of Chinese curriculum is the specific plan of the state for the Chinese literacy that students should form through Chinese curriculum learning. Chinese curriculum form is a dynamic and formative curriculum form developed to achieve the goal of Chinese curriculum, including the structure, content and organization of Chinese curriculum.
It is quite different from the "content goal" of geography, history, physics, chemistry and other courses. The goal of Chinese curriculum belongs to "ability goal" or "accomplishment goal" in general. The goal of ability or literacy often does not directly restrict the curriculum and teaching content. There are various complicated relationships between students' expectation of achieving the course objectives and the course structure and content they choose to achieve them. There are many ways to realize the curriculum objectives planned by Chinese curriculum standards, whether according to logic or facts, and from the dynamic formation process.
For example: "Have the ability to read independently, pay attention to emotional experience, accumulate rich and form a good sense of language" (overall goal), "On the basis of reading through the text, clear your mind, understand the main content, appreciate and scrutinize the meaning and function of important words in the language environment" (fourth stage goal), from the perspective of dynamic formation, there are many choices in curriculum structure, curriculum content and organization. Give priority to explicit learning or rely on implicit learning; Whether to construct conscious rules or let students develop themselves in Chinese activities; Whether to seek comprehensive training, or to carry out individual skills training, or to apply strategic guidance; Whether based on reading or writing; Whether it is based on articles or literature. Under the applicable conditions, all kinds of ideas may have sufficient reasons, so different curriculum forms will be formed.
Chinese class contains many learning sections, each of which has its own particularity; China has a vast territory, and there are great differences in education among different regions. The form of Chinese curriculum should have the possibility or even necessity of multiple choices. The course content and organization will be different with different course forms.
It is in this sense that many teachers question the certainty of Chinese teaching content. In other words, we should recognize the non-uniqueness of Chinese curriculum form and emphasize the diversity of Chinese curriculum structure, content and organization. However, the diversity of Chinese curriculum forms does not mean randomness. Diversification is limited by curriculum objectives; The "roads" leading to "Rome" are not as complicated as some people think.
In the form of Chinese curriculum, the main problem we are facing at present is the coexistence of rigidity and randomness. On the one hand, the form of Chinese curriculum is extremely single. A teacher, facing forty or fifty students, was locked in a classroom, learning twenty or thirty selected works, from the first grade of primary school to the third grade of high school, from big cities to remote villages. It is said that it is "each road", but in fact everyone is crowded on one road. On the other hand, the course objectives are vague, and sometimes "Rome" is not recognized at all, or the topics in the mid-term, final, senior high school entrance examination and college entrance examination are all regarded as "Rome". As a result, some of the so-called "all roads" are not roads, some are roads that no one knows where they will lead, and some even deviate from the road of "Luo Niu" and "Luo Yang".
For the majority of Chinese teachers, "all roads lead to Rome" is actually a question of how to go; The implied answer seems to be "free to walk around". In other words, it seems that Chinese teaching can be taught at will, teaching this and that, teaching more and teaching less, and even teaching or not doesn't matter. There is a popular saying that "it is not enough to improve Chinese ability in class". Speaking of exams, everyone seems to have formed a tacit understanding: it doesn't matter if there are fewer Chinese classes, and it's useless to add a few more days.
Indeed, the Chinese literacy of the mother tongue is not only cultivated by Chinese courses, but also some literacy is not mainly undertaken by Chinese courses. Chinese curriculum and Chinese learning are not completely corresponding concepts. In other words, learning Chinese through Chinese courses and learning Chinese through other channels are not substitutes for each other.
For most students, the goal of Chinese curriculum planned by the curriculum standard should be achieved through Chinese curriculum, including classroom teaching and other teaching methods included in the curriculum plan. If the planned curriculum goal is difficult to achieve through Chinese curriculum, it is even impossible to achieve it; Then, modify the target and re-label it as "Rome", or check the "road" to see if it is "road" and whether it can lead to "Rome". That is to say, the course content and its organization, which are different under various course forms, also need some certainty relative to itself. Second, about the certainty of Chinese curriculum content and the diversification of Chinese teaching materials.
The stipulation of Chinese curriculum goal determines the certainty of Chinese curriculum content; Although there are many specific forms of Chinese courses, there will be differences in course content and organization.
The content of Chinese curriculum is facing the problem of "what to teach": what should be taught in order to effectively realize the Chinese literacy goal set by Chinese curriculum standards? Generally speaking, there are three main aspects: first, "stereotypes", that is, the construction and interpretation of literary and cultural classics referred to by cultural literacy; The second is "China knowledge", including facts, concepts, principles, skills, strategies and attitudes. The third is "experience", which refers to some Chinese practice activities that students must experience in a certain period of time. For example, high school students should have a complete experience of reading the four classic novels, and at least have done a small research.
The content of Chinese courses in the above three aspects should be relatively certain, and I am afraid there will be no different opinions on this in principle.
Chinese teachers' doubts are mainly caused by two aspects: first, the development of Chinese courses is backward. At present, what is "fixed writing", what is "knowledge" to teach and what "experience" is needed is still unclear, and there is no consensus and it is still in the process of "reconstruction". Second, the compilation of Chinese textbooks is not reasonable. At present, the mainstream form of Chinese curriculum is manifested in Chinese textbooks, which are selected books and the main body is selected books. However, what to teach a composition seems to have unlimited possibilities when the teaching function is uncertain.
Under the realistic condition that single text teaching is dominant, the problem of Chinese curriculum content is, to a great extent, the problem of "what to teach" in a certain text. As for "what to teach", the current Chinese textbooks often give no answer, or only a general answer.
It is said that there is a popular saying in the editing of Chinese textbooks. It seems that many Chinese teachers agree that as long as students are provided with a delicious meal, they will thrive after eating it.
If it is used as extracurricular reading, this statement may also make sense. The so-called "open book is beneficial." But when it comes to Chinese textbooks (textbooks), it is a big fallacy. In fact, at present, Chinese textbooks only provide raw materials for some dishes, and the variety is very limited, a pile of radish and vegetables. In order to make delicious food, teachers need to buy delicious food and even invent oil, salt, sauce and vinegar themselves. For most teachers, the only way to use such textbooks is to use rough methods, such as boiling radishes and vegetables with clear water or boiling radishes and vegetables, and it seems that it is not easy to cook radishes and vegetables until they can be swallowed. Of course, it is difficult to make turnips and vegetables all year round, and we have to find ways to make a name for ourselves. There are only a few tricks in the name, so we have to find something new, or round the dish, or cut the radish, or muddy the water. Let's just deceive ourselves and others and call it "food."
On the one hand, the raw materials are extremely single, a pile of green vegetables and radishes; On the other hand, the recipe is simple and incomplete, and the boiled radish and vegetables are ever-changing. This is the Chinese teaching caused by Chinese textbooks.
Chinese textbooks should actually provide carefully carved recipes, and Chinese textbooks should actually provide all kinds of raw materials and condiments needed for recipes. Chinese textbooks are actually responsible for guiding how to make ingredients, when to make them and how to do them. In this way, ordinary housewives can make those delicious dishes in the cupboard. In other words, Chinese textbooks should have a clear answer to the teaching function and course content of a text, and should be presented concretely through the call and organization of various teaching resources.
The content of the course should be clearly and concretely presented in Chinese textbooks, which does not mean that all Chinese textbooks are exactly the same. Just like there are well-made recipes, it doesn't mean that Wanjia Hotel can only have one flavor. Chinese textbooks can and should be diversified, just as delicacies include Sichuan cuisine, Cantonese cuisine, hangzhou dishes and so on.
The diversification of Chinese teaching materials is based on the diversification of different curriculum forms; The second is to make use of different "curriculum resources" and adopt different teaching material compilation strategies to diversify the same curriculum form. Is it only to provide guidance on the course content, or to present the course content in detail? Is the determined course content provided to teachers and students systematically, or are there some gaps that each Chinese teacher needs to fill creatively? This is optional. What course resources are used? How to organize and present the course content? This needs to be treated differently according to who teaches who teaches.
In the new curriculum reform, there are many versions of Chinese textbooks, and they seek their own characteristics. However, rigidity and arbitrariness coexist and still exist seriously. On the one hand, the main body is still selected articles, and the main material is still green vegetables and radishes; On the other hand, "feature" is simply understood as the novelty of appearance, which is mainly the novelty of the selected text, which is basically the change of this radish or that radish, radish or vegetable.
Many restaurants have many names, but the goods they bring out are still radish and vegetables; Single raw materials, simple recipes and ever-changing boiled radishes and vegetables are still the main theme of Chinese teaching. On the one hand, teachers who use different versions of Chinese textbooks have little difference in the core teaching content (rigid teaching content) of the same text; On the other hand, teachers who use the same Chinese textbook have similar texts, and the specific teaching contents are varied and even strange (too casual). This situation is extremely unreasonable.
Thirdly, the consistency of Chinese teaching content and the individualization of classroom teaching.
The coexistence of rigidity and arbitrariness in the form of Chinese curriculum and the compilation of Chinese textbooks leads to the coexistence of rigidity and arbitrariness in Chinese teaching, which is concentrated in the content of Chinese teaching.
Among Chinese teachers, there is a very popular concept called "Eight Immortals crossing the sea, each showing his magical powers". The so-called "crossing the sea", that is, Chinese teaching, such as reading teaching and writing teaching, and the so-called "showing one's magical powers", that is, what to teach and how to teach, seem to be based on the teacher's personal views, personal strengths and personal wishes. This concept is an abuse of teachers' professional autonomy and a distortion of Chinese teaching. On the one hand, it shifts the foothold of Chinese teaching from students to teachers; On the other hand, it regards "Chinese", a national course, as a personal matter of Chinese teachers, and the choice of teaching content and teaching methods seems to be arbitrary.
The prevalence of open classes in China intensifies this bad idea. There is a hidden rule in Chinese open class, which spreads to almost every classroom, and that is "innovation". "Innovation" itself is not bad, the question is why and to whom. In most cases, the so-called "innovation" in Chinese teaching is actually "innovation" for the teachers in class, which means that I am different from all of you and better than you! So I tried all kinds of tricks to make the radish. It didn't look like a real radish, but it was cooked well.
The content of Chinese teaching is the concept of teaching level. In terms of teaching, it mainly refers to all kinds of materials presented by teachers in order to achieve teaching goals in teaching practice. It includes not only the use of ready-made teaching materials in teaching, but also the "reconstruction" of teaching materials by teachers-processing, processing, adaptation and even addition, deletion and replacement; It includes not only the implementation of curriculum content, but also the creation (positive or negative) of curriculum content by teachers in the course implementation.
There are obviously two aspects here:
First, the limited side. Restricted by the curriculum objectives; If the curriculum is developed properly and the textbooks are compiled properly, that is, if the Chinese textbooks have a clear answer to "what to teach" and show it concretely-that is, the content of the curriculum objectives, the content of the curriculum materials and the content of the textbooks will be restricted by the textbooks. As far as reading teaching is concerned, the concrete presentation of Chinese curriculum content has at least the following three aspects: First, a reasonable interpretation of the text. Secondly, on the premise of reasonable interpretation of the text, we can refine the reading attitude, reading style and reading skills corresponding to the text style, and determine the core course content of a text reading teaching. Thirdly, systematically develop the core curriculum content, and guide students to "construct" the corresponding reading attitude, reading methods and reading skills through implicit teaching design. In this way, the teaching function of an article is fixed, the teaching content is clear, and the development of its teaching content (that is, the use of teaching resources and the choice of teaching methods) has a more reasonable framework, so the classroom teaching of Chinese teachers should be based on teaching materials, at least with high correlation with teaching materials. This is the "execution" and "continuation" mentioned in the above definition.
The second is the newly created side, that is, "creation" and "reconstruction" mentioned in the above definition. "Creation" and "reconstruction" are based on two reasons: First, improper curriculum development and inappropriate textbook compilation. Then, the "creation" and "reconstruction" of Chinese teachers are curriculum development and textbook revision-developing appropriate curriculum content and presenting it in a suitable way. In an ideal situation, "creation" and "reconstruction" of this nature should not be the main part, and their revision can be included in the revised Chinese textbook. In other words, Mr. China either teaches according to the old textbook-so the teaching content is inappropriate or inappropriate, or teaches according to the new revised edition-according to common sense, the new revised edition may have several schemes, but not as many as one person. In other words, the teaching content of most teachers should be quite consistent. If you think of mathematics, history and other disciplines, you can imagine this situation. Second, the curriculum development is not applicable and the teaching materials are wrong. This is divided into two situations: first, Chinese teachers have different views on the curriculum form embodied in the textbook. In an ideal situation, teachers should choose Chinese textbooks that reflect their own recognized curriculum forms, or create a well-founded curriculum form and draft corresponding textbooks in teaching. Second, the specific learning situation of students makes it necessary to change the course content, such as adding, deleting, expanding and shortening, or changing the presentation mode of the course content, such as adding some resources, changing some methods and changing a link. Then, the "creation" and "reconstruction" of Chinese teachers are the contextualization and concretization of curriculum content and textbook content in the implementation process. In this sense, "teaching content is created in the process of teaching" [①] logically contains the idea that teachers participate in curriculum development, use teaching materials and serve students. This is the richness of classroom teaching, the irreplaceability of Chinese teachers, and the exercise of autonomy in professional fields for professional reasons. And "based on professional reasons" shows that this kind of "creation" and "reconstruction" is not arbitrary, nor can it be "eight immortals crossing the sea", which requires teachers to have higher professional standards. According to common sense, students' learning situations may appear in many ways, so there will be many changes in the situation and the specific implementation process. However, the substantial change of the core teaching content should be abnormal; Students' learning situation will not become unpredictable and endless. In other words, the teaching content of most teachers will still be quite consistent. If you think of mathematics, history and other disciplines, you can imagine this situation.
People who talk about "Chinese education" often get a fault, thinking that society is completely supported by Chinese education (Chinese teaching), but forgetting that there are other institutions and other people alive in society. Teacher China is often infected by this question, thinking that she is engaged in teaching that is unique in the world, but forgetting that there are other subjects in the school and other teachers are teaching. Their teaching also includes "creation" and "reconstruction"; Math class is as colorful as history class.
Chinese teachers often say "personality", as if math teachers have no personality, and history teachers should not have personality. This is a big misunderstanding. In other words, it is the illusion that Chinese teachers are ignorant of Chinese teaching, and it is self-harm that ignores other teaching. The "personality" of a Chinese teacher, just like the "personality" of other teachers, is manifested in the teaching content, and it is by no means to teach whatever you want. Even the teaching method has its stipulation, and it is by no means how to teach as you want, and how to teach as you want. Teaching should reasonably reflect one's own personality, give play to the beneficial aspects of personality and form one's own teaching style. However, teaching never depends on personality, and the classroom should not be determined by the teacher's style, let alone a stage for teachers to show their personality. A mature teacher is an expert in teaching, a teacher who can engage in different teaching according to different contents and adapt to different students.
Fourthly, about the presupposition and generation of Chinese classroom teaching.
The relationship between the stipulation of Chinese curriculum objectives and the diversification of Chinese curriculum forms, the certainty of Chinese curriculum content and the diversification of Chinese teaching materials, the consistency of Chinese teaching content and the personalization of classroom teaching should be dialectically analyzed. The stipulation of Chinese curriculum goal does not mean the uniqueness of Chinese curriculum form; The certainty of Chinese curriculum content does not mean that Chinese textbooks cannot be diversified; The consistency of Chinese teaching content does not mean that Chinese classroom teaching is the same; Consistent Chinese teaching content does not mean that every student learns the same thing.
Due to the problems existing in the development of Chinese curriculum and the compilation of Chinese textbooks, as well as the above-mentioned popular ideas and the belief that they are engaged in unique teaching in the world, some new ideas that reveal the essence of curriculum and teaching in the implementation of the new curriculum are often misinterpreted in Chinese teaching classes. This distorted interpretation has been amplified intentionally or unintentionally by experts who lack academic background and can only speak "Chinese". One of them is about the presupposition and generation of classroom teaching.
Teaching is always preset and always generated. "Teaching is originally a dialogue with shape, a dialogue with dialogue character" [2]. The reason why we advocate "dialogue" in teaching and attach importance to "generation" in classroom teaching is to actively shift the foothold of teaching from "teaching" to "the relationship between teaching and learning", completely change the bad habit of taking indoctrination (textbook processing) as teaching, correct teachers' eyesight, let teachers see what is growing in the classroom and let it grow healthily.
However, in unfamiliar Chinese teaching, "presupposition and generation" has become a strange discourse. For a time, whether Chinese teaching should be presupposed has become a problem; For a time, the "generation" in Chinese classroom teaching has produced small "episodes" and "tidbits" that I don't know whether it is true or not. It is said that a student can "generate" the content of Chinese teaching by coughing occasionally and inadvertently associating a word. It is said that the already elusive Chinese teaching is elusive, even elusive. Of course, the so-called teaching content is uncertain and uncertain. It is said that the word "sure" is not allowed. How can there be such a course and such a teaching in the world? Why do Chinese teachers who commute to other subjects every day have a quarrel because they can't understand the "generation" that others understand?
The following passage was written by the author during a class review. I think math and history teachers must understand [③]:
Teacher Zheng Guihua's class has such a feature, such as Ansai waist drum, which can be taught by different students and even different grades. I think the trick lies in the guidance of classroom teaching process, such as "circulating sentences with stronger feelings", such as "discovering the characteristics of words and sentence patterns", and understanding the relationship between feelings and expression forms. Sentences with strong feelings, some classes may be circled more, and some classes may be circled less; Some students think that the characteristics of words and sentence patterns are few and shallow, while others think that they are many and deep. There is a lot of room for adjustment here. In other words, different classes and students are learning in the direction of process, and they have all gone through the process of learning, and they can get different results, but what they can get is not what the teacher forces them to get. In other words, the specific content of teaching is adjusted according to the students' situation, such as the sentence pattern of Ansai waist drum, which can be parallelism and repetition, or the visual beauty of the sentence pattern. Where the teaching content falls in a class depends on the situation, whether students can find it, whether the teacher's guidance can work, whether students can trigger each other, and whether students and texts can work. I think Mr. Zheng Guihua's class captures the essence of dialogue teaching. The essence of dialogue teaching is the generation of teaching content; The generation of teaching content is under the control of the teaching process, and it is a directional generation towards the end of the process.
It is in this sense that many teachers question the certainty of Chinese teaching content, that is, they acknowledge the non-uniqueness of Chinese curriculum form and emphasize the structure, content and organization of Chinese curriculum.
Diversity. However, the diversity of Chinese curriculum forms does not mean arbitrariness. Diversity is limited by curriculum objectives; The road to Rome is not as many as some people think.