Editor's note: In the 12th Chongqing Primary School Chinese Quality Class Competition (Reading) event that just came to an end, the "Where is the Fog" class example designed and taught by the Xinghu School, under the leadership of Liangjiang New District teaching and research staff teacher Xu Ying, teacher of Liangjiang New District, won the first prize in the city. Xinghu School adheres to the concept of using competitions to promote research, and constantly summarizes and reflects. The post-match class polishing group reviewed the teaching design again, further summarized the methods, sorted out the experience, and conducted in-depth research on Xinghu School's fully integrated Chinese language education, practiced the "Chongqing Little Language" curriculum concept, make good use of unified textbooks, follow the spirit of the new curriculum standards, and implement the cultivation of the core Chinese literacy of primary school students.
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Abstract: Fully Integrated Course is an educational concept that focuses on children and focuses on the formation, development and improvement of students' core literacy. It emphasizes attention and meets the diverse needs of all children. Based on the integration of the whole process, all strategies and all elements, it opens up the vertical dimension of time and the horizontal dimension of space, and deeply integrates educational goals, educational content, educational resources, educational forms, educational strategies, etc. It is a comprehensive educational method that focuses on cultivating core literacy. It integrates diversified integration such as boundary integration, method integration, goal integration, strategy integration, resource integration, subject integration, path integration, content integration, etc., forming a new teaching pattern of interconnectedness and complementary advantages. This article takes the lesson "Where is the Fog" in the second grade as an example to illustrate the research on the teaching strategies of primary school Chinese reading from the perspective of fully integrated education.
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Keywords: Full fusion education; reading teaching; core literacy
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Resource fusion , presenting a colorful teaching style
world is a fusion. The ultimate goal of teaching is to teach students to understand themselves, nature, and society. We often use "rich and colorful" to describe the world we are in. It encompasses everything and has never been a presentation of Chinese knowledge, nor does it exist for children. In the teaching activities of the lesson "Where is the Fog", if you keep learning from a lesson to understand new words and master the writing method, there are obviously certain limitations. If students can realize that changes in natural phenomena can become interesting and beautiful in the imaginary world through the study of the text, they will focus more on students' core literacy. Therefore, before studying this lesson, the teacher guided students to recall the texts learned " Tadpoles Looking for Mother ", "What am I", " Plant Mothers Have a Way ", etc., and sorted out the new words "tadpoles", "hail", "snow", "dandelion", "pea", " Xanthium ", and found that whether it is animals, plants or other things in nature, they are children of nature, and have their own unique changes, thus integrating teaching resources, further stimulating students' interest in understanding nature, and starting the learning journey of this lesson - to understand the fog children.
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disciplines integrate to break the barriers of disciplines
There is a general connection between disciplines and disciplines . How to break the barriers between subjects, inspire students to discover universal connections between things, and improve students' ability to comprehensively analyze and solve problems is an issue that we need to study in-depth in designing teaching activities. "Where is the Fog" is a popular science fairy tale based on the theme of "Man and Nature". If students do not have a certain scientific foundation, it is difficult to understand the objective reasons behind the fog "hiding" everything, and it is also difficult to understand the thinking bridge built with literature between the imaginary world and natural sciences. Therefore, the first stage of the "Compulsory Education Chinese Curriculum Standards (2022 Edition)" "Reading and Appreciation" and "Compilation and Exploration" require: "Read simple fairy tales, fables, and stories, yearn for beautiful situations, care about nature and life, have your own feelings and ideas about the characters and events you are interested in, and are willing to communicate with others.Be curious about things around you, be able to ask questions about content you are interested in, and exchange and discuss learning and life experiences in other disciplines, and try to put forward your own opinions. "This further explains the intrinsic relationship between Chinese and other disciplines. Therefore, it is very important to experience the magical and interesting nature through literary learning activities.
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processes are integrated, connecting learning and life
learning activities are a "knowledge" The whole process of knowledge - experience - literacy. Fully integrated education emphasizes the whole process in the time dimension, the whole field in the space dimension, the whole element in the resource dimension, the whole strategy in the method dimension, and the whole body and mind in the emotional dimension. "Where is the Fog" has the magical imagination and interesting plot of fairy tales, and also contains natural laws and phenomena. The author uses anthropomorphic techniques to vividly depict the natural phenomenon of "fog rises and fog dissipates" as a story of children playing hide-and-seek with the world, fresh and lively, and is a popular science article with great interest. The text paragraph structure is the same, write it first The language of fog, then write about how to do fog, and finally write about the scenery after being hidden, with a clear and fast rhythm. By guiding students to extract information, sort out and explore in reading, comparison, inference, discussion, etc., from the entire process of learning of new words, sentences, and paragraphs, gradually master the ability to use and transfer language, further transform knowledge into experience, and transform experience into literacy.
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h The tml4 platform is integrated to drive input
"output" is an important part of testing "input". How to reflect students' learning results can be reversely designed teaching activities through various forms of expression. Students can stimulate emotions in real or realistic environments such as speeches, debates, applications, persuasion, initiatives, and production plans. They can activate knowledge and open up the gap between "learning" and "use". In the teaching of "Where is the Fog", we read the text aloud through comparing and reading the text aloud, and constantly "how to say it? How to do it? How about it? Think from the perspective of ", gradually discover narrative patterns, shift the focus of reading from plot content to language form, help students develop imagination and imitate expression, and in the process of students' expression, further improve students' understanding of fog, use output to drive input, help them gain a preliminary emotional experience, and guide students to pay attention to life and love nature.
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evaluation integration
"teaching evaluation" consistency is the underlying logic of organizing teaching. How to evaluate a lesson can be thought from the dimensions of "resource integration", "literacy achievement" and "cultural depth". How teachers choose and organize course content, how to effectively integrate various elements to expand the vision of the classroom, and enrich the connotation of the classroom requires further thinking; Teaching is carried out around the key abilities and essential qualities that students should have to adapt to the needs of society and lifelong development, so that students can learn to have strengths, learn to be able to learn to be useful, and empower students' lifelong development needs to be further clarified; where is the ultimate cultural direction of a class, and how to achieve the goal of cultivating morality and cultivating people needs to be further implemented. Taking the evaluation form of "Where is Fog" as an example, "can correctly read the new words of this lesson, sort out and explore according to the sound, shape and meaning of Chinese characters, and focus on the fog children. The integration of the new characters "pronunciation, form and meaning"; "Can read the tone of Wu's speech, sort out and explore according to the words Wu said, unfold imagination, and further understand Wu's children" focus on the core ability of language sorting and operation; "Can read the story well, sort out and explore according to the narrative pattern of the paragraph, unfold imagination, express the fog children in your eyes, and feel the magic of nature." Focus on the literary expression of man and nature, and further implement the cultivation of core Chinese literacy for primary school students through the integration of "teaching evaluation".
To sum up, full integration education aims to create an "education field" that is conducive to students' learning. This "field" emphasizes the integration of the whole process in the time dimension, the integration of the whole field from the spatial perspective, the integration of the whole factor in the resource dimension, the integration of the whole strategy in the method dimension, and the integration of the whole body and mind in the emotional dimension. Through a period of practice, we believe that it is an educational practice that can effectively promote five education and and comprehensive education. We call this new educational method fully integrated education, and continue to improve primary school students' Chinese reading ability and cultivate their core Chinese literacy through this educational implementation path.
Author profile:
Yang Xiao
male, born in October 1995, master's degree, Chinese teacher of Xinghu School, Chongqing Liangjiang New District, Chongqing, director of Chongqing Education Development Research Association, winner of the first prize of the Chongqing Liangjiang New District Primary School Chinese Quality Class Competition. His research project won the "Excellent" certificate of Chongqing Social Science Office, and his scientific research results won the "Second Prize" of the pilot project of Chongqing Comprehensive Reform Office. He has taught in the training class of the President Training College of Beijing Normal University, the primary and secondary school teacher capability improvement class of China Teachers Education Network, and the primary school Chinese teaching and research activities in Liangjiang New District. Tutoring students for essays and calligraphy works won the first prize at the municipal level, and many of the articles they wrote won the first prize at the municipal and district level.
References:
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Ministry of Education. Compulsory Education Chinese Curriculum Standards (2022 Edition) [M]. Beijing Normal University Press. 2022
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Xue Fagen: "Interpretation and Practical Construction of Chinese Learning Task Group", published in "People's Education" 2022.13-14.23-25 pages
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Xu Ying. Classroom goals: Precise target setting [J]. Future Educator, 2018(12):31.
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Zhang Xianbin. Fully integrated Chinese: a new trend of educational practice that fits the development of the times, [J] Chongqing Administration. 2020, 21(04)
Source: Xinghu School, Liangjiang New District, Chongqing
