The first part: Understand the new curriculum standard of primary school Chinese in 2022; I know that the continuous progress of science and technology and the rapid popularization of new network media have greatly changed people's life and learning style. In order to adapt to the growth environment of children and adolescents, optimize the blueprint of school education, and further clarify "who to train, how to train people, and for whom". In X year, in 2022, the newly revised Chinese Curriculum Standard for Compulsory Education was officially promulgated.
In order to further understand and grasp the spirit and content of the new curriculum standards and update the educational concept, Xuchang Experimental Primary School organized all Chinese teachers to listen to lectures by many experts and scholars. Professor Wu, Professor Zhang and Professor Yang have interpreted the new curriculum standard from different angles, and I have benefited a lot. The main experiences are as follows: First, we should pay attention to cultivating students' Chinese core literacy. The new curriculum standard of Chinese clearly puts forward that "core literacy is the correct values, necessary character and key ability that students gradually form through curriculum learning, and it is the concentrated embodiment of curriculum education." The core literacy of Chinese course training in compulsory education is accumulated and constructed by students in active Chinese practice activities and displayed in real language use situations. It is a comprehensive embodiment of cultural self-confidence and language use, thinking ability and aesthetic creation. "Chinese courses should cultivate students' thoughts and feelings of loving Chinese, guide students to correctly understand and use Chinese, and enrich the Chinese system. Cultivate a sense of language and develop thinking, so that they can adapt to the actual needs of literacy, reading, writing and oral communication skills, and at the same time, they can transform what they have learned into their own abilities and apply what they have learned.
Secondly, we attach great importance to literacy. It is the basic requirement of teaching to write Chinese characters carefully according to the specification requirements. Practicing calligraphy is a process of cultivating students' interest, attitude and aesthetic taste. Compared with before, it reduces the amount of writing, reduces the burden of students' literacy to a certain extent, and embodies the idea of knowing more and writing less. Therefore, in the teaching process, we should turn Chinese characters into pictures that students are familiar with in their lives, stimulate students' interest in learning Chinese characters, and make the teaching of literacy and writing easier.
Finally, we should pay attention to "reading through the whole book". The new curriculum standard clearly points out that "the compulsory education stage should stimulate students' interest in reading, and require students to read more books, read good books and complete books, develop good reading habits and accumulate experience in reading complete books." "Therefore, in the ordinary teaching process, students can try to read the whole book first and introduce the books they have read to others in their favorite way; Then let the students try to understand the main contents of the book and share their reading feelings with their classmates. On this basis, let students further master the main content of the story and recommend it to students. This can not only cultivate students' interest in reading, but also exercise their thinking ability and oral expression ability.
The newly revised Chinese Curriculum Standard for Compulsory Education has many parts that need us to continue to study deeply, and it will take a long time to fully understand and penetrate. I will continue to study and practice in the future teaching process, and combine the "double reduction" policy to make the new education and teaching benefit every student, so that every student can grow up healthily and happily in the sunshine of education in the new era!
Part II: Understanding the New Curriculum Standard of Chinese for Primary Schools in 2022 Some time ago, the county teaching and research section organized all Chinese teachers to study the Chinese Curriculum Standard (Revised Edition). When I came back, I read through it again. After reading it, I have a deeper understanding of the course objectives and contents, teaching ideas and learning methods, evaluation purposes and methods of Chinese education, and have a clearer purpose in future teaching.
In this new curriculum standard, some revised contents are closer to students' life, more humanized and targeted, which is undoubtedly more conducive to the spread of Chinese character culture in the motherland. Now I want to talk about my feelings about the second phase of the goal.
1. The new curriculum standard reduces the number of people who can write in literacy and writing, reduces the burden of students writing Chinese characters, and also relieves some learning pressure. Nowadays, students are exposed to more new things, and their curiosity and ability to explore new things are stronger. However, our education still locks them firmly in the framework of exam-oriented education, which makes them lose the time to develop their own interests and cultivate their hobbies. Relieving some study pressure properly can make students taste more childhood fun, and the experience accumulated in these childhood fun will also promote their future study.
2. In the reading goal, the requirements for students to ask questions where they don't understand are added. Learning in doubt is expensive. You can ask questions and find solutions to them. Nowadays, education is still at the stage of teachers' teaching, and students have insufficient opportunities and abilities to find problems. However, discovery learning has been proved many times that it is the most beneficial way for students to learn. Students can cultivate their inquiry ability and way of thinking and their thinking habits in the process of finding problems and finding solutions to them. In the future study, it is necessary to draw inferences from others and form a strong self-study ability, which is very necessary for the cultivation of students' learning ability.
3. In the practice goal, it is pointed out that "pay attention to writing clearly what you find novel and interesting or the most impressive and moving." This goal is put forward than the original "pay attention to what you find novel and interesting or most impressive and moving." More specific and clear. It makes teachers' thinking clearer when guiding students' writing, and also helps students to write vivid and interesting compositions, highlight key points and grasp details in writing.
In short, the emergence of the new curriculum standards shows that China's education is getting closer to life, releasing students' nature and constantly improving with the development of the times. I believe that under the guidance of the new curriculum standards, students' learning ability in all aspects has made greater progress.
In the first semester of taking over the fourth grade, I was lucky enough to participate in the joint activities of film teaching and research with Lin and learn the requirements of the new curriculum standard for this grade. Through learning, my biggest feeling is that the teaching objectives are more clear. The following is my experience in learning the new Chinese curriculum standard.
The new curriculum standard requires comprehensively improving students' Chinese literacy, expanding students' knowledge, and the interaction between teachers and students in classroom teaching. According to the new practice system of Chinese ability, I will devote myself to improving students' comprehensive Chinese quality and promoting the transformation of Chinese course presentation and students' learning style. For Chinese teaching in primary schools, it is necessary to change both the way of teaching and the way of learning.
Cultivate and form a learning style of "independence, cooperation and inquiry". In these two changes, the change of teaching methods is the main contradiction. As soon as the teaching method changes, the learning method will also change. The change of learning style can be presented rationally in the classroom, which proves the change of teaching style and the true establishment of teachers' new ideas. Combine the research of curriculum standards with the research of teaching materials and methods; We should learn, understand and master new textbooks and make good use of them. Pay attention to teaching reflection, individual research and collection.
In teaching practice, I will try to break the traditional closed, single, mechanical teaching mode, mainly using the following methods:
1. Seriously study the new curriculum standards, deeply understand the spiritual essence of Chinese curriculum standards, change ideas, overcome the wrong tendency of ignoring students' dominant position, ignoring the cultivation of humanistic spirit and scientific spirit, and excessively pursuing the subject knowledge system in Chinese teaching, truly establish a new concept of Chinese education, comprehensively improve students' overall Chinese literacy through the completion of teaching tasks, and pay attention to improving students' Chinese practical ability. Actively advocate and promote students to actively develop learning methods, broaden the fields of learning and application, and pay attention to contact life, interdisciplinary learning and inquiry learning, so that students can acquire the language skills needed by modern society for life.
2. On the basis of accurately grasping my thoughts in the textbook, starting from the local reality of the class, according to the age characteristics of students and different teaching contents, I creatively and flexibly select and apply various designs of the textbook, adopt appropriate teaching strategies, and implement reading, writing, listening and speaking and comprehensive practical activities; Vigorously improve classroom teaching and advocate heuristic and discussion teaching; Actively develop classroom learning resources and extracurricular learning resources, communicate in and out of class, communicate in parallel disciplines, and creatively carry out various activities to increase students' opportunities to practice Chinese, so that students can enrich their language accumulation in practice, master learning methods, improve their basic skills, accept edification and infection, develop good study habits, and lay a solid foundation for Chinese; Encourage students to use various means to expand their reading range, enhance their awareness of learning Chinese and using Chinese in various occasions, actively participate in various curriculum reform activities, and promote the overall improvement of students' Chinese literacy.
By changing the new teaching methods, I hope that students can speak enthusiastically and study actively in class, and their interest in Chinese class will be greatly improved. In practice, I will constantly summarize and reflect, write teaching diaries, teaching cases, educational essays and so on. Strive to make the curriculum reform better, so that classroom teaching presents a new look of democracy, harmony, teacher-student interaction and liveliness.
The third part: the understanding of the new curriculum standard of primary school Chinese in 2022; On X, 2022, Chinese Curriculum Standards for Compulsory Education (2022 Edition) was finally promulgated. Compared with the 20 1 1 version of the curriculum standard, the great changes in the revision are obvious to the education sector. After listening carefully to the authoritative interpretation of curriculum standards by core experts, my reading experience and thinking are as follows.
First, the revision and change of the new curriculum standard of compulsory education.
The most striking change in the revision of the new curriculum standard is to strengthen the educational orientation in curriculum education and point out the "core literacy" of Chinese education discipline for the first time. Compared with the traditional "three-dimensional goal", the revision of the new curriculum standard focuses on four aspects: cultural self-confidence, language use, thinking ability and aesthetic creation. In addition, the new curriculum standard has been revised in the course content structure, focusing on Chinese teaching ability, pushing other practical activities of using language ability to an auxiliary or additional position, and setting up six different task groups corresponding to it, namely, basic learning task group (language accumulation and carding), developmental learning task group (practical reading and communication, literary reading and creative expression, speculative reading and expression) and extended learning task group (whole reading). Finally,
Second, the interpretation of the new curriculum experience and thinking
As a primary school teacher and educator, I deeply realize that the new curriculum standard pays more attention to the cultivation of Chinese knowledge and ability in Chinese curriculum and teaching than before. Therefore, we should not only instill knowledge into students, but also integrate reading into classroom teaching harmoniously, which can not only make students fully read, but also effectively play the role of teachers in guiding reading.
First of all, we should rely on the curriculum structure and educational objectives in the new curriculum standard, clarify the positioning and functions of learning task groups, accurately understand the learning content and teaching tips of each learning task group, integrate learning situations, learning contents, learning methods and learning resources around the learning theme, design Chinese practice activities with big tasks, large units and real situations, and guide students to learn Chinese and learn to learn in the process of using language and characters. Pay attention to the combination of Chinese and life, the organic connection of listening, speaking, reading and writing, strengthen the integration of content learning and thinking development, guide students to accumulate Chinese learning experience in the process of solving problems and make overall arrangements for teaching activities; Attach importance to the foundation of Chinese curriculum in compulsory education stage and cultivate students' basic literacy needed for future study, life and development.
Chapter Four: Interpretation of the New Curriculum Standards of Chinese for Primary Schools in 2022 Through learning, we have made it clear that the Chinese curriculum standards have undergone systematic and bold changes in curriculum objectives and contents, teaching concepts and learning methods, and evaluation purposes and methods. It absorbs the latest achievements of modern curriculum theory and has a further understanding of the essence and characteristics of Chinese curriculum. This new idea is for those who are bold and innovative to practice. It calls for a new generation of teachers who can accurately interpret the concept of curriculum standards and perfectly implement them with new teaching methods.
The autonomy and mutual assistance advocated by the new curriculum standards are gradually reflected in my teaching. The new curriculum standards for primary Chinese are constantly practiced in the classroom, involving literacy, reading, writing, oral communication and comprehensive practical ability. After reading the new curriculum standard, I have a good feeling about my reading and writing experience. The new curriculum concept attaches great importance to reading teaching, which is a series of Chinese training to cultivate the ability to understand written language. It conforms to the characteristics of language learning, and "reading" is the objective requirement and the most important way to cultivate students' comprehensive Chinese ability. Ignoring "reading" or "reading" is not in place, the cultivation of students' sense of language and the training of listening, speaking, reading and writing skills will become a tree without roots and passive water.
Chinese teaching process refers to the degree of students' participation and way of thinking in the learning process. Students' learning achievements are not necessarily tangible products, but may be to put forward an idea, produce a plan, plan an activity, and pay attention to learners' choice, judgment, interpretation and application of what they have learned in the process of learning experience, so as to make some discoveries. The whole process of Chinese teaching should be a process in which all students accumulate and participate in learning. Students' age, knowledge accumulation and personality characteristics determine their differences in learning quality. Therefore, there must be differences in learning results. No matter how big the difference is, they should be affirmed and encouraged as long as they actively participate in the process of learning and research. Admitting differences means respecting students' learning process. To reflect the process of Chinese teaching, it is necessary to fully mobilize students' learning initiative, give students time to think independently, let students think while reading, experience the exquisiteness of language expression and get the pleasure of emotional experience. Give students time to discuss and communicate, and the forms of discussion and communication can be varied, or study at the same table, or discuss in groups, or communicate freely, so as to achieve the purpose of everyone participating and expressing their opinions; Give students time to ask questions and ask difficult questions. In the process of learning, students are encouraged to boldly ask valuable questions and seek solutions.
In reading teaching, we should first let the text speak. This requires students to read through the text actively, so as to grasp the key points and have a deep dialogue with the text. Therefore, initial reading is the basis of reading teaching. However, there are more or less some problems in this important teaching link of Chinese reading teaching in the past year: First, time is not guaranteed, students rush to read once in class and enter intensive reading, and the time for reading at home is not guaranteed. In our mountain school, students go back without parental supervision, and many students' homework is empty; Second, the initial reading goal is unclear. I think the first reading is to let students have enough reading time, so students read over and over again, and most students have a "mouth" but no "heart"; Third, there is a lack of guidance from teachers, that is, the word "reading" runs through; Fourth, the feedback is not timely, and I don't know how to evaluate students' reading, so that students' due Chinese ability can't be cultivated. In addition, I feel that children are not encouraged to read books after class in the usual teaching, and there is also a lack of certain evaluation methods. I will try my best to correct it in the future teaching and improve my reading teaching.
In short, under the new curriculum, new learning methods and new teaching atmosphere, teachers need to lead students to open up a new world of Chinese learning and life where teachers and students grow together and make continuous progress.
Chapter 5: Understanding the New Curriculum Standards of Chinese for Primary Schools in 2022 Since the Municipal Education Bureau, campus further education organizations and campus organizations logged on the distance training platform to study, I signed up for distance training again this year. This year, I learned something from the Internet that I have never learned before, and some theoretical knowledge that I will encounter in practical teaching, which was greatly inspired. I have only been a teacher's student for seven years. Theory and practice are not as rich as old teachers. Since the opening of enrollment and distance training, I have insisted on using the time of online study every week to make relevant study notes carefully. In the process of teaching and research, I seriously discussed with my colleagues the information I learned and what I learned from the old teachers. After this training, I feel that Chinese teaching is a very inclusive subject. My personal views on this distance training and personal practical teaching are relatively shallow:
First, have an independent teaching personality.
Teachers' personality is conducive to creating the art of Chinese teaching. Only when teachers have personality can they have the art of Chinese teaching. Strong personality consciousness and distinct personality teaching initiative can effectively carry out and guide Chinese teaching. Similarly, the stronger the sense of individuality, the stronger the sense of teaching innovation, and the more creatively it can be applied to the art of Chinese teaching. Independent personality is the premise of implementing personalized Chinese teaching.
Second, design a unique personalized teaching concept.
If the idea is novel and extraordinary, it is necessary to design the teaching idea unconventional. First of all, we should have a sense of being ahead of the times, try our best to break the original classroom teaching mode and give new ideas. Not limited to faculty and staff, not bound by famous sayings, we can use our own personality to interpret the personality of works, and we can use our own personality to organize teaching and recreate classroom teaching. Secondly, find a "breakthrough" in teaching. How teachers develop students' personality is the "breakthrough" of teaching philosophy. The difference between personality and individual development requires teachers to teach students in accordance with their aptitude, promote the all-round development of "individuals with personality" in a targeted and creative way, and make them form excellent personalities. The idea of teaching should be to return the classroom to students, so that students can speak freely, speak freely, and feel true, so that the classroom is full of students' personality vitality. Personalized teaching ideas are not limited to one family's words and deeds, but show the advantages of a hundred schools of thought contending and respecting the laws of education. In short, let students freely express themselves and truly describe their personality, thus creating a good classroom teaching environment.
Third, seek unique and personalized teaching art.
The art of teaching lies not in imparting, but in enlightening, enlightening and guiding. The teacher's duty is not to "teach", but to guide students how to learn. Individualized Chinese teaching art must have a simple and humorous side. Simple teaching, inspired by humor, can communicate the feelings between teachers and students, create interesting and atmosphere of teaching, and produce humorous teaching effect without losing one's duty, pleasure without lack of inspiration. Personalized Chinese teaching art must have vivid and wonderful descriptions on the other side. The successful detailed description and the transcendental ideological realm complement each other, guiding students to enter the realm of the beauty of teaching materials, and guiding students to integrate their understanding of students' personality in the appreciation, association and experience of works, thus pushing the interest in teaching and students' emotions to a climax, thus creating a "happy" classroom atmosphere.
The art of individualized Chinese teaching should be guided by its intelligence, camera, image, understanding and personality development. It is to develop students' wisdom with teachers' wisdom, cultivate personality with personality, and enhance emotion with emotion, so as to develop students' thinking and personality in an all-round way.
Fourth, create a unique and personalized teaching style
Teaching individuality, embodied in the current Chinese teaching, is to combine original teaching methods with distinctive teaching methods to form a teaching style that conforms to the reality of teachers' individuality, thus producing the greatest effect on students' personality education in teaching.
First of all, open Chinese classroom teaching is the concrete embodiment of original teaching style. In open teaching, teachers should promote the bilateral communication between teachers and students, as well as the communication between students, so that students can have the greatest interest in learning under the collision of various ideas and viewpoints. At the same time, it pays attention to cultivating students' analytical and critical potential, does not believe in authority, dares to evaluate others and themselves, dares to express different opinions, and develops independent personality and innovative potential. Secondly, open Chinese teaching should open up Chinese teaching space and carry out Chinese learning in the second classroom. Teachers should establish an open teaching concept of "learning in class and gaining something after class", organize students to go out of school and enter the society, broaden their horizons and expand their social contact and knowledge.
Fifthly, the method of Chinese inquiry learning.
1, question query method;
2. Situational inquiry method;
3. Independent inquiry method;
4. Cooperative inquiry method;
5. Longitudinal inquiry method;
6. Reverse inquiry method.
Chapter VI: Understanding Since the promulgation of the new curriculum standard for primary school Chinese in 2022, I have been deeply impressed by several important concepts and have some thoughts.
First, the concept of educational value
The new curriculum standard puts forward "moral education", which has a higher status and a broader vision, and locates the essence of Chinese curriculum. The task of Chinese class is cultural accumulation and inheritance. Language is the main part or carrier of national culture, and the blood and DNA of culture are embodied in language. Therefore, it is very necessary for us to learn the national common language, which is also a cultural memory. In terms of educational value, the new curriculum standard also emphasizes the cultivation of three views, good personality and sound personality, and it is necessary to lay a good foundation in primary and secondary schools.
The new curriculum standard also specifically mentions "educating people with culture", and teachers should pay attention to the irreplaceable special role of Chinese in educating people. There are four words to practice: moisten things and be silent. It should not be a formalism of wearing shoes and hats, but should be moderately educated.
Second, the concept of Chinese core literacy
The old curriculum standard only mentioned "Chinese literacy", including listening, speaking, reading and writing ability or literary literacy, which was not so clearly defined, while the new curriculum standard clearly put forward "Chinese core literacy", which was more clear and definite. This concept ends the long-standing debate about what Chinese is, what to teach, what to learn and which is more fundamental: humanity or instrumentality of Chinese.
Core literacy includes four aspects and three levels. This is well-intentioned, but the uniqueness and essence of Chinese subject is the use of language and characters. In the process of learning the use of language, we should gather all other things together and master them in order to understand them better.
In these aspects, we should focus on the development of thinking ability, which is the highlight of moral education curriculum standards and the weak link of Chinese teaching in the past. This curriculum standard also talks about the improvement of thinking quality, which is actually the most basic logical thinking, intuitive thinking and image thinking in the process of language thinking training. In teaching, we should pay attention to protecting students' imagination, curiosity and pursuit of innovation, so as to promote our teaching.
The new curriculum standard also puts forward aesthetic creation, forming correct aesthetic consciousness and other aesthetic-related requirements. Personal aesthetic taste and taste were rarely mentioned before, and the new curriculum standard gave a new reminder. In practice, we should also pay attention to the cultivation of cultural self-confidence. To treat traditional culture, we should adhere to historical materialism and dialectical thinking, take its essence and discard its dross. The four aspects of Chinese core literacy are not completed one by one, they are a whole and cannot be separated from each other. The improvement of thinking ability, aesthetic ability, cultural inheritance and understanding ability are all based on the construction and application of language, which is a consciousness that we can't forget.
Third, learn the concept of task group.
Learning task group is a difficult concept to understand and realize. Primary schools put forward six task groups.
First of all, we should make clear the logical relationship between learning task group and curriculum standard: the content of curriculum standard is divided into two parts, one is the curriculum goal, and the other is the curriculum content. The course content is the learning task group, which is the learning content and teaching content of teachers.
The six learning task groups mentioned now are actually six learning contents, which are actually the same or even repeated with the course objectives of the last section. It is written separately, but what we need to do in front-line teaching is to mix and match.
First of all, the learning task group is a clear and concentrated expression to clarify the learning content; Secondly, a new teaching mode is put forward: setting situations or typical tasks, giving students the initiative to learn, enhancing students' initiative to learn and enhancing the practicality of teaching. The concept of this teaching mode is quite different from the current teaching mode, which neither emphasizes the text as the key link, nor the perfection of knowledge system, nor the practice as pure skill training. This teaching mode is to change all this, let teachers become organizers, students become subjects, and let students learn in partnership with tasks in certain situations to complete the construction of knowledge.
In the lower grades of primary school, literacy reading is the main thing, and the speculative ability is relatively weak. How to be a study group? We can make good use of the existing "comprehensive learning" in textbooks, change the previous practice of brushing a lot of questions, and strengthen the autonomy and inquiry of learning. Middle and senior grades are all in units, and in fact, they are implementing the learning task group, but only one aspect of the task group is implemented. We should actively understand its benefits, reduce indoctrination learning, arouse students' initiative in learning, expand students' reading range and solve the problem of less reading. How to implement the six task groups, we should pay attention to what problems each unit focuses on, follow the prompts, strengthen the situation and strengthen the autonomy of learning.
In practice, we should also pay attention to: group writing teaching can not replace single article teaching. Learning task group is put forward for unit teaching, which is more organized and pays more attention to learning autonomy. However, we should not understand it as organizing activities. In some classes, teachers should talk more and speak carefully, and students must understand and understand before they can carry out activities. Don't specify the proportion of lectures for teachers. Teachers should try to point to unit goals and inspire students to learn independently.
Fourth, the concept of reading the whole book.
The problem that students are facing now is that they don't read enough. Without reading, Chinese literacy can't go up. Only when there is reading volume and reading surface can it be effective. Primary school is the best reading time. We should encourage reading the whole book to gradually improve the fragmented, flat and networked reading habits and sharpen students' temper.
There is a "happy reading bar" in primary school, which is also recommended to students one by one and belongs to the whole book reading. The practice of reading the whole book in primary schools can be popularized according to the current teaching materials. At ordinary times, students should be taught certain basic reading methods to inspire them to fall in love with reading habits, but they should not be completely fixed on textbooks. They should have a relatively free book list to encourage students to read freely. The more specified and prescribed actions, the lower students' interest in reading. Although reading the whole book is part of the curriculum standard, don't over-expand the reading volume of the whole book and engage in too many activities. To find ways to stimulate students' interest in reading, we must have a certain degree of freedom, and we must find ways to make students interested, not too demanding.
These important ideas are to respect teaching rules, teaching personality and teachers' initiative. I think only by thoroughly understanding these important concepts can we truly understand the new curriculum standards and truly achieve righteousness and innovation.