The so-called three transcendences are to surpass teachers, classrooms, and textbooks, and theme teaching is to achieve greater transcendences after these three transcendences.
First of all, how to establish the theme? It is to strive to find and explore philosophical or cultural themes in the same type of textbooks. This is the common attribute of this type of article. Through the guidance of the theme, it explores the spiritual world, real life or historical allusions, customs and cultures that connect children. Primary school textbooks are easy to understand. Some topics are the topics of the text or are hidden in the topics, while some topics are in the central or key sentences of the text. Even if there are no explicit words or sentences to determine the subject, we can determine its subject through the emotions or central ideas expressed in this type of article.
After the theme is determined, guide students to learn through text, explore and sublimate the theme, understand Chinese, life and society through text; guide students to think deeply, analyze dialectically, look at things, and understand themselves. Sometimes it is a combination of the two, which requires the power to get in and the passion to fly out. Theme plays an important role in bilateral activities of teaching and learning.
Second, the connotation of thematic teaching. Dou Guimei Teacher divides the connotation of thematic teaching into three levels. The first level refers to the verbal form, knowledge information and ability addition of text load. The second level refers to the national spirit, character and sentiment contained in the mother tongue cultural system. The third level refers to the individual's spiritual ideals and the growth and formation of personality. The themes at the three levels are blended into each other, making teaching more three-dimensional and in-depth. Just like a big tree, it must have roots, stems, branches, leaves, and tangible, otherwise, it will be imperfect.
Third, the operation of theme teaching. The basic operating framework of theme teaching, including life entry, text exploration, comparative expansion, self-sublimation, etc. This framework is open, integrated, interactive, and a perfect process led by the theme. You have me and I have you, presenting a double helix structure of knowledge system and ability structure.
Step 1, clarify the topic. In the process of guiding learning, we must let students understand the common theme of this type of article, and the learning process must be guided by the theme, which can reduce the blindness of students' learning. The form of topic notification can be direct notification or allow students to explore and discover. Only after clarifying the theme of this type of text learning can students have a clear understanding and a clear direction so that students can be targeted and take the role in the learning process.
Step 2, compare reading. Although the themes of the text in the unit are the same, the text expression varies greatly. While guiding students to read such texts, we should allow students to read them in a conscience manner and effectively discover the differences between each text, including text expression, emotional inclusion, writing skills, etc. Finding similarities and differences between texts can improve students' overall reading ability, allowing them to stand higher, see farther, and think more broadly.
Step 3, read sublimation. The core purpose of topic reading is to establish a learning model for a certain type of article by increasing the number of readings. On the one hand, we must ensure that students can obtain systematic Chinese knowledge during the learning process, from words, words, sentences, and articles to listening, speaking, reading and writing. On the other hand, it is more important to allow students to gain systematic and lasting Chinese learning ability and the ability to apply their mother tongue. Professor Cui Luan said that the task of Chinese teaching is to develop language and to develop thinking. The development of language must be based on mastering systematic Chinese language knowledge, and the development of thinking must be based on independent thinking activities as the carrier. Only by perfectly combining these two can the fundamental goal of thematic teaching be achieved.
The operation framework of thematic teaching is relative to all the texts selected by the unit. In each classroom, it may only reflect one or two links, and it does not require everything to be covered. We must operate flexibly in teaching, depending on the text.
