Exploring new paths in the transition from primary to junior high school, Chinese language teaching and research shines brightly

In late spring, the garden is filled with the fragrance of books. In order to explore an effective path for nine-year integrated Chinese language teaching and promote seamless connection between primary and junior high school students, on April 21st, Chinese language teachers from the primary and junior high departments of Nanchong No.11 Middle School gathered together to carry out a unique joint teaching and research activity. The two classes were exciting and varied, with two insightful comments that hit the nail on the head. The leaders' words were insightful and played a spring melody of "connecting education" in Chinese language teaching.

Different paragraph teaching showcases its charm, ancient Chinese teaching lasts for generations

At the beginning of the event, Teacher Yang Ting from the elementary school department walked into "Son of Yang" with students from Class 1 of Grade 5. In class, Teacher Yang focused on the word "Conghui" and guided students to savor the charm of ancient Chinese literature through careful consideration of each word, and to appreciate Yang's quick response in situational dialogues. The phrase 'I have never heard of peacocks being Confucius' poultry' was read by children with ups and downs, and performed vividly, creating a sense of interest in ancient Chinese literature.

Subsequently, Teacher Cheng Qiuyu from the junior high school department taught the sixth grade game "Learning Chess". Teacher Cheng used "playing autumn" as a guide to stimulate the classroom, peeling off the cocoon layer by layer, leading students to sort out the meaning of the text and explore its implications. The phrase 'Yi Qiu, the skilled chess player who connects the country' cleverly imitates sentence structures to help students perceive the characteristics of sentence structures and inspire them to explore the mysteries of ancient Chinese sentence structures. Two classes, one after another and each with its own ingenuity, are like a pair of shining stones, showcasing the gradient and warmth of Chinese language teaching in primary and secondary schools.

Connecting teaching and research, wisdom collides to clarify direction

Teaching without studying is shallow, studying without teaching is empty. After class, the comments from the two teaching and research team leaders hit the nail on the head.

Teacher Hu Hairong, the head of the Chinese language teaching and research group in the primary school department, sighed: "Primary education is a long and arduous task. It must be like spring mud protecting flowers. We must not only solidify the foundation of words, phrases, and paragraphs, but also actively look at the stars of junior high school knowledge." She emphasized that primary school Chinese should focus on cultivating students' good habits such as previewing, annotating, and organizing, and pave the way for middle school learning.

Teacher Wu Jun, the head of the Chinese language teaching and research group in the junior high school department, based on the comparison of curriculum standards, bluntly stated: "Differences in learning stages are like steps, and teaching should be tailored accordingly." He proposed that in order to determine where middle school starts, it is necessary to clarify where primary school has arrived, and truly achieve individualized teaching and gradual progress. The comments of the two team leaders are like rowing a boat with two oars, promoting the transition from concept to practice in Xiaochu.

High level leadership with high expectations, consistent education blueprint

Xing Xiumei, the director of the primary school department, gave high praise to the two demonstration classes in her speech. She pointed out that the value of joint teaching and research lies in breaking down barriers and seeing the whole picture. She hopes that teachers can put students first and spiral up their Chinese language literacy in the relay of six to three years.

Principal Chen Chao's concluding speech added the finishing touch to this event. He cited the saying 'if you learn without thinking, you will be lost; if you think without learning, you will be in danger' and proposed that Chinese language teaching should implement the nine-year consistent system, focusing on improving students' four core abilities: first, reading ability, emphasizing method guidance, and making the sound of books the most beautiful echo on campus; The second is the ability to think, using problem introduction to stimulate interest, making the classroom a training ground for thinking; The third is reading ability. In the lower grades, emphasis is placed on picture book enlightenment, while in the middle grades, whole books are recommended for reading, allowing the fragrance of books to permeate every soul and cultivate the habit of lifelong reading; The fourth is writing ability, striving for neatness and beauty, and cultivating habits based on the quality of writing. In addition, he particularly emphasizes that writing teaching should be integrated into daily life - combining with the text to practice writing more, relying on activities to accumulate more, carrying out appreciation of beautiful literature, building an exhibition and evaluation stage, and making students willing to write, enjoy writing, and be good at writing.

The joint teaching and research this time is a vivid practice of the circulation of fresh water in primary school Chinese language teaching. Teachers have expressed that they will take this activity as an opportunity to work hard at the connection point and devote themselves to the connection point, jointly writing a new chapter of high-quality development of Chinese language education in our school. (Shu Yu, Jiang Jun)