With the deepening of curriculum reform, our classroom teaching has undergone earth-shaking changes, and teachers' teaching concepts and methods have also changed greatly. They actively accept the new curriculum, feel the new curriculum standards, and apply the spirit of the new curriculum standards to classroom teaching practice. The revolutionary changes brought by the new classroom and new curriculum standards have brought joy to front-line teachers, but at the same time they have encountered some confusion. I will share the specific practices and puzzles in teaching practice as follows:

First, the understanding of the concept of curriculum standards.

1. Understand the roles of teachers and students under the new curriculum standards.

The teacher is in charge.

Under the new curriculum standards, classroom teaching has become a stage for teachers and students to learn, communicate and develop together. In the teaching process, teachers and students share their thoughts, experiences and joy of success, and exchange their feelings, experiences and ideas. This means that teachers have become "planners and regulators in the classroom" from the leading role in teaching, and students are the masters of the classroom, so students should give full play to their dominant position in the classroom. In teaching activities, teachers play the role of host and director.

2. Students are the main body.

Students are the main body of the classroom and developing people. We should let them have different development, show their personality and show their vitality. Classroom is the stage for students to show, and they achieve the goal of common progress through intra-group cooperation, inter-group competition, display and communication. Through a series of activities, we finally achieve the learning goal of mastering knowledge, improving ability and showing ourselves. Facing the development of people, teachers should set teaching by learning and promote students' cooperative inquiry; The new curriculum requires teachers not only to protect students' enthusiasm for learning, but also to pay attention to the guidance of values and the enlightenment of wisdom.

3. Build a harmonious and equal relationship between teachers and students.

The new curriculum requires changing traditional concepts and creating a harmonious and equal new teacher-student relationship, which requires the establishment of a new teacher-student relationship that fully embodies respect, democracy and equality, requires teachers to devote themselves wholeheartedly, and requires joint efforts in teaching activities and personality promotion. Teachers and students are not only partners in learning, but also participants in active learning, and they are also organizers, planners and instructors of learning.

2. Fully understand the course evaluation.

At present, due to the influence of the examination baton, the examination system has not been fundamentally changed, which has become a stumbling block to the new curriculum reform. By understanding the spirit of the new curriculum standard, we realize that examination is only a way of evaluation, not the whole evaluation.

1. Re-understanding of evaluation methods. Exams and scores are not the whole evaluation, but only one aspect, which is incomplete. In a sense, the influence of teaching evaluation in teacher-student interaction on children's learning interests and hobbies and on students' lifelong development is far greater than the limited number of exams and their scores.

2. Re-understanding of the examination. What we should pay attention to is the handling of exam results. What really affects students is not the test scores themselves, but the interpretation of the test scores and the handling of the test results.

3. Understanding of students' comprehensive quality evaluation. The new curriculum standards advocate diversified evaluation methods, put an end to the phenomenon of overemphasizing scores and ignoring other aspects with scores as the sole criterion, encourage the establishment of a new evaluation system with "development function" as the core, which conforms to the educational policy and the law of children's physical and mental development, scientifically evaluate the development of students' quality, and evaluate whether students have been actively developed on the original basis.

2. Understanding and interpretation of Chinese teaching practice.

1. On the change of teachers' teaching methods and concepts from the new classroom language.

The new curriculum standard requires teachers to change their teaching concepts and reform traditional teaching methods. After learning Chinese curriculum standards, Chinese teachers in our school consciously improve teaching methods and strive to embody new educational and teaching concepts in classroom teaching.

Classroom language embodies the new teaching concept;

1, "What did you read in this class? What else don't you understand? " -Students are the main body of Chinese learning. Chinese curriculum standard points out: "Chinese teaching should be carried out in the process of equal dialogue between teachers and students." Students are the masters of Chinese learning. ""Teachers are organizers and guides of learning activities. Students should be guided to learn to learn in practice. "The teacher asked in class," What did you read? What questions do you not understand? "It embodies students' dominant position, respects students' individual differences, fully estimates and understands students' difficulties and doubts in learning, and designs teaching according to students' ideas, which not only enhances students' purpose and pertinence, but also respects students' subjectivity and harmonizes the relationship between teachers and students.

2. "How do you feel after reading this article? What moved you the most, and in which sentences? " -Reading teaching should pay attention to students' emotional experience and overall perception. Chinese curriculum standard points out: "Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Let students deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities. "When the students deeply understand the thoughts and feelings of the text, the teacher asked: How do you feel after reading it? Who do you like best and why? Students speak freely and express their opinions. This not only respects students' unique reading feelings and experiences, but also cultivates students' ability to feel, understand, appreciate and evaluate.

3. "Do you have any ideas and suggestions? Please share it with other students and discuss it? " Chinese curriculum standard points out: "Chinese teaching should pay attention to the accumulation, perception and application of language." At the same time, we should pay attention to developing students' creative potential. "Chinese teaching should encourage students to express their creative thinking in standardized and clear language.

3. Confusion and countermeasures in Chinese teaching practice.

Confusion: We advocate new learning methods and encourage students to study independently, cooperatively and exploringly. However, it is not easy to operate in cooperative inquiry, which is often a mere formality and lacks real cooperation based on individual independent thinking. Some groups have become the "world" for good students, answering questions and solving doubts. Only good students participate in cooperation and exchanges, while students with learning difficulties do nothing.

Countermeasures: (1) Choose the content of cooperative learning reasonably. The choice of content should take into account the possible differences among students, set up different levels of problems, and let students at different levels complete different levels of problems, thus avoiding the situation that some students have nothing to do to a great extent, turning students' individual differences into a teaching resource, and students will actively participate in cooperative learning and receive the effect of mutual inspiration. (2) Strengthen the guidance of group cooperative learning. In group cooperative learning, teachers should guide flexibly and reasonably, standardize the classroom rhythm, and go deep into the group to understand the effect of their cooperation, the focus of discussion and the difficulty of thinking.

In short, with the practice in the new classroom, the understanding of curriculum standards will gradually deepen, the understanding of the connotation of curriculum standards will be more thorough, the flexible use of teaching skills will be more handy, and the ability to control the new classroom will be improved. The classroom reform brought by the new curriculum standard will definitely make the classroom a paradise for children to grow up happily.