Earlier in the evening, when I came back from my hometown, I prepared the homework for the seventh China research class. It is difficult for me to read the two parts of "academic quality" and "evaluation suggestions" in the new curriculum standard of 2022 first.
Yu Yingchao is an evergreen tree in Chinese teaching in middle schools. After dinner, I was lucky enough to listen to his lecture "Preliminary Understanding of the New Chinese Curriculum Standard in 2022 Edition from Three Aspects", which respectively referred to "the main points, key points and difficulties". Although Mr. Yu focuses on Chinese teaching in the fourth period and grades 7 to 9, his teaching methods and ideas are the same. As a primary school Chinese teacher, I am deeply inspired.
Teacher Yu put it this way: I define the "learning task group" in the compulsory education stage. "Learning task group" is a rich learning content defined by curriculum standards, which is refined and integrated around core literacy. Students need to take "completing tasks" as a practical process in the compulsory education stage.
Teacher Yu pointed out:
There are six Chinese learning task groups in the compulsory education stage, which present the teaching content of Chinese course as a whole.
Each learning task group runs through four learning periods, which is a rich learning content that students have to accept and experience during their nine-year study.
Each learning task group consists of many interrelated detailed learning contents.
The relationship between learning task groups has stages, emphases and mutual blending. "Learning task group" is also a teaching concept, so let's compare and reflect on our teaching from time to time. Textbooks cannot be compiled simply according to the "learning task group". We need to improve our concepts and make good use of unified teaching materials.
Chinese course is a comprehensive and practical course to learn the common language and characters of the country. Chinese course is devoted to the formation and development of all students' core literacy.
The emphasis is on the improvement of teachers' teaching ideas and the change of outdated teaching habits: all students should complete their learning tasks in real practical activities in the classroom, and only in this way can they really improve their core literacy. Setting students' learning tasks and organizing students' practical activities are the key points for Chinese teachers to improve their teaching ability. These two aspects of teaching requirements require us to change the old teaching methods.
It is necessary to change the teaching habits of unclear teaching sections, unfocused training viewpoints and shapeless teaching activities.
It is necessary to change the habit of not paying attention to the training requirements of the unit and after-school training.
Teaching aimed at interpreting texts is the most harmful teaching that makes countless students waste precious classroom time in vain.
Designing "learning responsibility" service, paying attention to students' "practical activities" and reducing classroom questions with almost no training function as much as possible are the key points for Chinese teachers to improve their teaching ability and approach the requirements of the new curriculum standard.
Comprehensive training course
Task one? Reading aloud, lexicography and accumulation tasks
Task two? Micro-writing and word description training
Task three? Read aloud and recite the text affectionately.
Task four? Annotate and express works of art
Lonely journey
Practice 1: Grasp the meaning of the text? Explain the meaning of the topic "A Lonely Journey" according to the story.
Practice activity 2: Appreciation of details? Explore the direct or indirect description methods to express the psychological activities of the characters in the story.
Practice activity 3: Fine fragments, appreciate the beauty of expression in the description of "storm" in the text.
focus
Closely follow the core literacy, use text resources to design aesthetic tasks, guide all students to participate in practical activities in class, and restrain all piecemeal questions in classroom teaching.
Activity "inquiry" class
Complete Unit 1, Step 1, Task 1: Read the notes: Grasp the dramatic conflicts, understand the characters and taste the dramatic lines.
The second step is reading random thoughts: how to express your feelings and understanding of the script on the stage.
The continuous reading of texts, large-capacity training, block-based teaching ideas and the setting of theme tasks focus on the practice, autonomy, cooperation and exploration of all students in the classroom, showing aesthetic teaching significance.
Listening to your words is better than studying for ten years, and being grateful for the teacher's interpretation will help me to effectively interpret the new curriculum standard, guide me to change the old teaching method of asking and answering questions, return to the student-centered classroom, and let students stand at the center of teaching.