The Project-based Learning Of "Chinese Cultural Classics Study"

The new round of curriculum reform has changed the structure of the Chinese curriculum,and the elective course has become a bright spot."Chinese cultural classics study" is one of the series of "study on cultural treatises".The teaching material of Chinese cultural classics is rich in culture and is the crystallization of Chinese excellent traditional culture.Learning this course is helpful to improve the reading ability of the students classical Chinese,expand the view of reading,and inherit and carry forward the excellent traditional culture of China.Through the interview,"Chinese cultural classics study" teaching materials because of the high capacity and high degree of difficulty,teachers and students has a rich cultural heritage is not enough fear and learning pressure,teaching stress and subjective and objective factors,resulting in "Chinese cultural classics study" teaching effect is poor,even some of the school did not open the course.Based on the characteristics of "Chinese cultural classics study",the high school Chinese curriculum standard and the related theories of Project-Based Learning,this paper explores the Project-Based Learning of "Chinese cultural classics study",aiming at improving the teaching of this course and improving teaching efficiency.The first chapter introduces the basis,objectives and characteristics of the Project-Based Learning of "Chinese cultural classics study".It is necessary to implement Project-Based Learning in the study of Chinese cultural classics,which is in line with the requirements of the high school Chinese curriculum standards and is an effective way to implement the module course.At the same time,the implementation of Project-Based Learning materials is feasible,combined with the characteristics of textbooks,and the characteristics of high school students' Chinese learning from perception to speculation.The goal of this course is teaching familiar recitation language training,the accumulation of classical vocabulary and grammar of classical Chinese;Chinese understand the tradition of traditional culture,target culture view of cultural classic modern significance;the cultivation of thinking ability and the ability to explore the goal of thinking.The Project-Based Learning of "Chinese cultural classics study" different from traditional single teaching,has the following four characteristics: first,the topic teaching content,teaching content selection,teaching materials are the key points of focus.Secondly,the teaching process is inquiring,and the study method of independent cooperation is used to carry out special research.Thirdly,the openness of Project-Based Learning is open in subject knowledge,learning resources,learning space,learning methods and teaching methods.Fourthly,the individuality of learning activities,students choose learning contents according to their interests and needs,adopt their own learning methods,achieve their learning goals,and get personalized Project-Based Learning results.The second chapter explores the subject establishment of the Project-Based Learning of "Chinese cultural classics study".The establishment of special subject is an important part of the teaching of the study of Chinese cultural classics,which is directly related to the effect of thematic teaching.The establishment of the subject should follow three principles: the coexistence of interest and language,both rationality and feasibility,and both basic and promotion.There are four main methods: Based on the established thematic unit selection,explore common association,the integration of refining topics;the original textbook segmentation unit,mainly relying on the refinement of topics;text unit,merging unit auxiliary materials;break the course structure,reconstruction project.The third chapter puts forward four types of the Project-Based Learning of "Chinese cultural classics study".Scene reappearance course focuses on reproducing real situations,so that students can intuitively feel their learning objects,deepen their understanding of learning objects,stimulate interest in learning,and promote thematic learning to go deep.Self reading and questioning classes focus on students self reading and questioning thinking.On the basis of full reading,students perceive the topics as a whole,raise their own questions,and carry out Project-Based Learning activities in depth.The instructor's guidance is emphasized in the indicative study course.Under the guidance of teachers,students clear research direction,integrated unit selection,and actively carry out special study.Symposium focuses on communication.Communication between teachers and students and communication between students and students will promote the development of students language and thinking.The fourth chapter explores the teaching process of the Project-Based Learning of "Chinese cultural classics study".General,it can be divided into five stages: one is individual reading,and the other is thinking.At the beginning of the Project-Based Learning,teachers strive to create situations and stimulate interest in learning.The students in the auxiliary learning case,independent reading unit selection,positive thinking,bold questioning,complete the relevant research work.The key stage of learning from the reading unit selection,question,thinking record.The two is to study in cooperation and to establish special topics.Teachers select students to explore the work as a starting point,studying the cooperation unit selection,selection of carding unit common or related point,clear research direction,so as to establish the research topics.The key is the integration of unit selection,select the appropriate topic extraction.Three is a special study to solve the problem.According to the established topic,we use the form of group cooperation to carry out thematic inquiry learning and share the views of the symposium.The four is subject writing,and the revision of the evaluation.Complete the writing of small papers in the special topic,and promote the development of students thinking by reading and writing.Teachers and students,students commented on the exchange of students habits,and constantly improve small papers.Five is the result display,the thinking development.Sharing students excellent workings and sharing learning results.And timely conduct deep experience activities,such as speech,debate,investigation and research,and further expand the students thinking.The Project-Based Learning of "Chinese cultural classics study" combines the characteristics of the textbook itself,highlighting the characteristics of the course "selection" and "research".To establish special topics based on teaching materials and to carry out inquiry learning activities around special topics is conducive to the implementation of the teaching objectives of the course so that students can be improved in the aspects of classical Chinese,culture and thinking,to cultivate and develop students inquiry consciousness and inquiry ability,so as to improve the teaching efficiency of the "Chinese cultural classics study".