Zhao Nina, a teacher at Railway Middle School in Lintong District, Xi'an: How to capture curriculum resources in chinese reading teaching

Zhao Nina, a teaching expert in Xi'an, a member of Di Congling's provincial school belt workshop, a member of Di Congling's famous teacher studio, and an advanced individual and backbone teacher in the curriculum reform of Lintong District, Xi'an.

In the current school education, students' learning is mainly based on teaching materials, and the curriculum resources are relatively single. Therefore, it is necessary to develop and utilize dynamic curriculum resources. It can change the current status quo of a single curriculum and open up a variety of information receiving channels for students to improve teaching efficiency. Some teachers think that the development and utilization of curriculum resources is a very esoteric activity, and they see it as mysterious, and they do not know where to develop curriculum resources. In fact, curriculum resources are everywhere, all the time, and a variety of course resources are waiting for us to develop and utilize. Therefore, teachers must first have the awareness of developing curriculum resources, and then they can talk about the advantages and disadvantages of development. Below, I will combine my usual teaching and talk about how to develop and utilize curriculum resources.

1. Teachers can capture curriculum resources from news materials

In the development and utilization of curriculum resources, we should establish an open, integrated and developed curriculum concept, give full play to the humanistic education function of curriculum resources, optimize the combination of teaching resources, and effectively implement curriculum objectives, which is the guide for teachers to excavate and use curriculum resources. News materials are one of the important curriculum resources of language disciplines, as language teachers should actively use social hot news materials to develop curriculum resources to serve classroom teaching.

For example, Xia Yan's "Bonded Workers" is a reportage that truly describes the miserable life of the bonded workers, most of whom are teenagers, who are tricked by the contract foremen into working in factories and mines, have no personal freedom, and all the wages go to the contract foremen, and they are oppressed and exploited by the contract foremen and capitalists. This kind of life scene is completely different from the life of the "post-00s" high school students who are fifteen or sixteen, lack of experience, and are young and sunny, who are difficult to appreciate the works and always feel that they are too far away from their own lives. Therefore, when teachers attend this lesson, they can use multimedia to play some pictures or video materials of modern "bonded workers", such as the workers who were sold into the black coal kiln in Shanxi, the lives of the mentally handicapped people in Xinjiang who were sold to factories, and so on. They all live a pig-and-dog life, and students are touched by these news events that occur in the moment, and teachers can organically integrate these news materials with textbook teaching, so that students can understand the article easily.

News hotspots are timely and epochal, are important curriculum resources for the new curriculum, and are also important contents of quality education, which is conducive to guiding students out of the misunderstanding of "dead books". Nowadays, middle school students have many ways to obtain information, and they can learn about news materials through the Internet, television, radio, newspapers and other channels, and this convenient curriculum resource provides favorable conditions for teachers and students. In order to enable students to better understand the abstract knowledge content that is far from the reality of life, teachers can quote fresh and targeted hot spots to combine teaching knowledge points to enhance the effectiveness of teaching.

Second, teachers can capture curriculum resources from music

Music is the greatest joy in life, music is a clear spring in life; music is the melting pot of cultivating temperament - Xian Xinghai

In the teaching of Chinese reading, teachers can effectively use the effect of music to create curriculum resources, so that students' emotions and thoughts enter the musical situation, so as to render the atmosphere, enlighten, motivate, awaken and infect the students' spiritual world, and create a good situation for language learning.

For example, when teachers teach "Lin Daiyu Into Jia Mansion", they can play "False Eyebrows" "One is the Garden of Tranquility, the other is the Beautiful Jade Flawless ...", to render the atmosphere, "Mistrupt Eyebrows" is well-written and breathtaking, and it is the most suitable for expressing the tragedy of Bao Dai's love. Teachers closely focus on the topic, point out Lin Daiyu, point out Jia Fu, and students will quickly enter the learning situation.

For another example, when studying Bai Juyi's "Pipa Line", teachers can use multimedia to play Tchaikovsky's "Sixth Symphony" for students, so that students can feel the infection of sadness, depression and despair in the work, and fall into deep pain; play "Liang Shanbo and Zhu Yingtai" to let students feel the simple and sincere love; play Beethoven's "Sonata in F major", let students feel the fresh and optimistic emotions in the work, and so on. Music is used to introduce students into the context of learning "Pipa Xing", so as to stimulate students' interest in learning and enthusiasm for learning.

In the language teaching, if teachers can properly create and use the curriculum resource of music, it will make the boring classroom become beautiful, and students will enter the learning state with a state of enjoyment, which can stimulate students' desire to learn language.

Teachers can capture curriculum resources from the experience and information available to teachers and students

We often say that literary works originate from life, but are higher than life, that is to say, the writer's creation is to reflect life through artistic processing of real life, and the language curriculum standards also advocate that the curriculum should be closer to the experience and life of students. Therefore, in the teaching of reading, teachers should be good at excavating the existing life experience and information of teachers and students, making it an effective curriculum resource, linking the students' own lives with the lives written in the articles, enhancing the students' personal experience, thereby deepening the understanding of the articles and reflecting the comprehensive use of knowledge.

For example, when the famous special teacher Li Zhenxi taught the lesson "Letter to Daughter", he completely brought the students into a living situation. In the classroom, when Mr. Li and the students exchanged the question of "how do parents answer love", Mr. Li created a completely life-like situation for the students. It presents a specific period of life that the student himself has personally experienced. Classmates who have asked their parents, their parents' answers have left a deep impression on them, and students who have not asked have a profound psychological experience: "don't dare". For example, Teacher Li said, "In another week, next Monday, I will go to see Sukhomlinsky's daughter." We first met in 1998 and haven't been seen for six years. Teacher Li is going to see her, do you have any words to bring to this happy daughter of that year? Teacher Li must be brought! In this way, the characters in the textbook become the characters in the lives of the students, and after learning this text, we must see the characters written in this text, and our experience after learning this text can tell the people in this text.

Teacher Li has tapped this curriculum resource very well and flexibly applied this resource to classroom teaching, which has greatly stimulated students' interest and motivation in learning.

Fourth, teachers can capture curriculum resources from teaching reflection

The result of teachers' teaching reflection is a potential curriculum resource, which rises from direct experience in the front line of teaching to theory, and directly acts on teaching practice.

For example, I conducted a comparative reflection by taking the lesson "Farewell to Kangqiao" twice. When I first appeared on the poem "Farewell to Kangqiao", my design idea was: to give this poem to the students, and in the process of stringing, I presented all the knowledge points such as "musical beauty, painting beauty, architectural beauty" and expression techniques and taste analysis of imagery to the students, but my expected teaching goals were not achieved well. The reason is that my design seems to include all the knowledge points, but the focus is not prominent and the organization is not clear. After this lesson, students do not know what the focus of this lesson is, it seems that they have learned everything, but in fact they have not learned anything. The students felt that the teacher had taught a lot of knowledge, but they were still dazed when they recalled.

After realizing the deficiencies, I revised my original design and changed my design thinking. When I go up to this poem again, I intend to read aloud as the main line, with the question as the main line. Through reading aloud, students can feel the poetry and experience the poet's attachment and reluctance to Kangqiao. In order to enable students to understand the poet's emotions in depth, I have designed some gradient questions, which are mainly expressed as follows:

First of all, I will let the students read it aloud en masse to initially perceive the poetry.

Secondly, the teacher reads and asks students to look for the imagery in the poem and perceive the poetry through the imagery.

Third, listen to the recording and read aloud, let the students analyze and taste the imagery, and deeply understand the poet's feelings for his alma mater.

Finally, on this basis, the student reads aloud again, discussing and analyzing whether the emotional tone of the poem is sadness or a faint sadness.

Each student's learning level is different, according to the student's "recent development area", my problem design from shallow to deep, to meet the learning needs of students at different levels. At the same time, the layers of questions help guide students to gradually understand poetry and let students gradually achieve their learning goals.

After the improvement of the teaching design, students generally reflect clear thinking, looking back, they can clearly know what they mainly learned in this lesson, can grasp the key points well, and will transfer and apply.

The results of comparative reflection will also guide my future teaching, become a valuable experience wealth in my teaching, and also motivate me to constantly reflect and make students a dynamic curriculum resource in teaching.

In short, teaching will always change with the development and utilization of curriculum resources, will always change with the changes in the roles of teachers and students, and will change with the application status of curriculum resources. As long as we can exert the enthusiasm of teachers and students to develop curriculum resources, our teaching will go beyond the traditional teaching mode and achieve the improvement of teaching effects and the optimization of curriculum activities. Therefore, as long as teachers can actively participate in the development and utilization of curriculum resources in education and teaching, and constantly reflect, the ability to develop curriculum resources will also be improved, so as to provide better services for teaching and achieve the maximum optimization of teaching effects.

Editor: Wang Bo

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