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What is the difference between the "Chinese flavor" of Chinese subject projects and the "Chinese flavor" of Chinese classes? We start with the design of the driving questions.
Before Mr Liang Wuxiao completed the first-grade Pinyin teaching unit, we discussed many times, which type of knowledge is more suitable for entering subject project-based learning in the first semester of first grade?
In mid-October after the Beginning of Autumn, we enter the first group of text unit teaching. This group of units includes poems about the seasons, with different lengths and different angles of description. We decided to design the Chinese language subject project-based learning "Unlocking the Mystery of the Four Seasons":
Refining the theme of "Man and Nature" to understand the changes in the four seasons and explore the changes in people's diet, clothing, and activities during the 24 solar terms in China.
Develop literacy in life and read the whole book.
Be able to imitate the expressions in the text and use posters or simple pinyin words to present your favorite seasons in writing or orally.
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When implementing it, do simple word analysis of poems like daily reading teaching? Or a detailed interpretation? Or guide students to imitate and practice poems? The "linguistic taste" of this kind of teaching is unreal and fragmented, and it still poses a great challenge to the "literary taste and ideological taste" of first-grade children.
When designing driving questions, the students' needs for expression in real life are taken into consideration based on the age characteristics of the students and the academic background of the class. The children touch the students' memories of the seasons through the exploration of the five senses, and express according to their emotions. Start by feeling, naturally understand the characteristics and changes of the four seasons, and feel the beauty of the four seasons.
What are the differences between the four seasons?
How will our eating habits differ in different seasons?
How will the activities we carry out be different?
Such driving questions are based on students' lives. Children's exploration will not end when the project activities end, but will continue in real life.
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How to design the sub-problems of the project in an interesting and linguistic way? The ultimate goal of learning Chinese is to live your own poetic life. The spiritual life of first-grade children is poetic, smart, and highly creative with no restrictions. These sub-problems progress layer by layer and gradually deepen.
What colors would you use to describe different seasons?
How would you present your favorite season?
Why are there four seasons on the earth?
In what way did ancient Chinese express the four seasons?
The four sub-questions involve the theme, content, language, and connotation of the poem, as well as the specific content of expression and the real material of life. How can poetic expression be beautiful and creative, and how can language, artistic conception, and rhythm be achieved? Teachers need to slowly guide and present children's innocence and fun based on these contents and materials.
In subject projects, it is critical to reflect the ideas, methods, and practices of subject learning. So, how do we reflect the "disciplinary flavor" in our subject projects? When designing and implementing projects, we must not only pay attention to the logic of students' problem solving, but also integrate the logic of subject knowledge well.
However, the "Chinese flavor" of the Chinese subject is not completely equivalent to the "Chinese flavor" of the Chinese subject project. We have to consider it from the perspective of the project.
In the next chapter, we will delve into the process of project-based learning to explore.
