——My thoughts after reading "New Curriculum Standards and "Chinese Teaching Contents"" Dr. Wang Rongsheng, director of the Curriculum and Teaching Institute of Ningbo University, in his book "New Curriculum Standards and "Chinese Teaching Contents"" roughly outlines the teaching content

The following points are put forward: 1. The text has its original value as the article itself. After being compiled into the teaching material, the article has its teaching value. The teaching value refers to "how the article conveys information", rather than the article conveying the information.

what's the message.

The teacher's task is to teach students "how to convey information" in the text in the classroom.

2. Texts can be divided into "definite articles", "selected texts", "samples" and "use materials" based on their characteristics. Different texts have different teaching values ??and of course different teaching methods.

content.

Use Dr. Wang's views to compare with your own teaching practice and talk about your experiences and gains.

1. The content taught must have a Chinese flavor. In text teaching, students should be guided to understand what is written in the text. This is only a low-level requirement for text teaching. On the basis of perceiving the content of the text, go deep into the text and understand the author’s use of it.

Language skills and understanding the expressive function of text language are the high-level requirements and fundamental tasks of text teaching.

Recalling my experience of teaching "North and South Taste of Porridge" (Zhang Kangkang), I also made such a mistake at that time.

During the first design, I set the teaching goal: to let students know the author's feelings about the porridge in the article. To this end, I designed the following lesson plan: Teaching goal: By thinking about the meaning of "taste", understand the author's appearance

Writing about porridge contains the Chinese people’s attitude towards life and the values ??of dealing with people.

Feel the author's expressive language.

Teaching steps: Introduction: 1. Start with "Everyone should have eaten porridge, what does porridge taste like?" and let students talk about it, thereby introducing the "taste" that the author Zhang Kangkang tasted from porridge - "...

From the experience of eating porridge, I realized the various charms of porridge that always flourish..." 2. Clarify the learning goals of students in this lesson and arrange discussion questions: "Through silent reading and circling, find out what the charm of porridge is.

What is "from which essence, strength, intelligence and wisdom grow"? Students study and communicate in groups: From the preview, students know that the text is divided into three parts according to the author's experience of eating porridge.

Divide students into three groups to explore.

The teacher provides a projection tip: You can try to use the following methods to find answers to the questions.

Circle and read the author's sentences and paragraphs describing the taste of porridge. Circle and summarize the author's sentences describing things and characters related to drinking porridge. Circle and read the paragraphs and read the author's sentences and paragraphs about his feelings and experiences about drinking porridge. Complete the group.

After reading the content, read the author’s other experiences of eating porridge, and then think about the answer to the question.

After the students circled by themselves, they then conducted group discussions, and then the group representatives spoke to exchange in-depth thoughts: The teacher asked: The author believes that gruel is a product of poverty and time; with the development of the times, gruel will gradually go away.

.

Do you agree with her?

Students think and then speak.

Assignment: Please borrow sentences from the book that describe the making of porridge to write about the making of a certain food in your home. It would be better if you could write about the meaning of this food to your family or family.

Thoughts: After reading "New Curriculum Standards and "Chinese Teaching Content"", I evaluated this design from the perspective of "Chinese Teaching Content". One of the big problems is that students are used by me in my classroom.

What is the charm of porridge, what is the essence, blood, strength, and intelligence that grows from it?" This question guides me, and judging from my teaching steps, I have told the students the scope of the answer. For example, they can be found in the taste of porridge.

Find it in the porridge drinker's feelings, etc.

Moreover, the second goal does not have corresponding teaching content to achieve it.

In this lesson, students only need to go to the designated place according to the teacher's requirements and summarize the answers.

Teaching Chinese means teaching texts. This is a misunderstanding.

My design is to "teach" the text rather than "use" the text.

So what should be taught in textbooks?

I believe that teaching "Chinese flavor", such as a text, can not only teach students relevant language knowledge, but also train students' relevant Chinese skills.

The language knowledge and Chinese skills training here are the content of Chinese teaching.

For example, the Chinese flavor of this text can be reflected in the author's exquisite ideas, such as: why should we write about people who drink porridge, why should we write about three kinds of porridge, etc. 2. The "Chinese flavor" should start from the students and should reflect the value of the text. Chinese is

As a subject about language, the most fundamental task of Chinese teaching is to guide students to correctly understand and use the language of the motherland.

The teaching content should reflect the true nature and fragrance of the language, and should focus on the accumulation, understanding, speculation, taste and application of the language.

After the first lesson plan design of "The Taste of North and South Porridge" was rejected, I considered focusing the teaching content on the language that expresses the deliciousness of porridge. I experienced the author's method of writing porridge from multiple perspectives and felt that this would help improve students' understanding of porridge.

It is good for my writing level, so I designed the following lesson plan.

Teaching objectives: 1. Feel the author's emotions towards porridge by appreciating the author's sentences describing and discussing porridge.

2. Know how to describe things in a variety of ways and from multiple perspectives.

Preparation before class: Brief teaching steps: Introduction: Starting from everyone’s usual experience of eating porridge, it is said that in the author’s writing, ordinary porridge does have an unusual taste and “everlasting charm”. Today’s lesson

We need to find out what the author writes about the taste of porridge and how the author writes about this taste.