(1) Grasp the characteristics of Chinese teaching under the new curriculum standard 1, humanity 2, practicality 3, nationalization Let's first look at the humanities classroom teaching: 1, humanities classroom teaching Chinese class is a humanities classroom, which is determined by the Chinese characteristics of Chinese class. Chinese itself is the main component of human culture, which bears the heavy responsibility of inheriting human culture, and the content of Chinese teaching itself. In this sense, Chinese teaching has humanistic characteristics. In addition, in terms of acceptance, the language itself has the characteristics of different people, that is, the content of Chinese reading has the characteristics of diversification. Some people say that there are 100 Hamlet for every 100 readers, that is to say, the same Hamlet can be interpreted in the hearts of different readers. In other words, our understanding of Chinese reading content has a strong personal color, and different people will have different understandings, which is its diversity. In fact, the same person will have different understandings of the same reading material at different times and in different spaces, which is the multi-layer nature of understanding. For example, we may only realize it when we read Zhu Ziqing's Back and Back in our youth. If you are still young, you may need to deepen your understanding of this love. If you are middle-aged, you may be deeply moved by this love. When you are old, you may be deeply immersed in this love. Therefore, even the same reading material, because the reader's time and space have changed, his understanding will also change. This is the multi-level feature of Chinese learning, and it is also the feature of the content itself. It has the characteristics of inheriting culture, and its understanding is diverse and multi-level, which determines that the teaching of Chinese subject must have a strong humanistic color, which will inevitably be reflected in our classroom teaching, and it will reflect three characteristics: (1) It has the function of edifying and infecting students, which is determined by the teaching content of Chinese. As we said before, the teaching content of Chinese teaching itself plays a role in the field of human spirit, so it will inevitably affect and infect people. We should pay attention to this kind of influence and infection, which is different from ideological and moral education. In a sense, ideological and moral education has the characteristics of indoctrination, because a child may be blank at the beginning in the process of forming his world outlook. We let him know the outside world through education. This kind of education, combined with his own practice, formed his world outlook. In Chinese teaching, it is different from ideology and morality, and it cannot be instilled or forced. It embodies a kind of "moistening things quietly", which is a kind of dip dyeing, that is, like a piece of cloth placed in a dye vat, soaked in it, slowly absorbing the color of the dye and finally becoming a dye. This is an immersion process. (2) Determine students' value orientation. The teaching content itself can play a directional role in the value of students. This value should include two aspects: ● Life value orientation. The reading materials displayed in Chinese classes are often excellent traditional works at all times and in all countries. In these excellent works, the noblest culture of mankind is displayed. For the receiver, it will inevitably affect the receiver's outlook on life and values, so it will have an effect on the receiver or student's life value orientation. Personally, I don't think it is the most important task of Chinese teaching. What is the more important task of Chinese teaching? It is a cultural value orientation. As a nation, we must have our own culture. This kind of culture has formed its own characteristics in its long-term inheritance process, and has formed a relatively fixed inheritance form through its own national language and circulation. In our Chinese teaching, it undertakes such a task. Therefore, through the teaching of Chinese class, the life value orientation and cultural value orientation of students' personal life can be influenced. In a word, it can also affect the moral value orientation of a nation and the cultural value orientation of a nation. We can imagine that it is precisely because generations of educators, especially those in China, have passed on the excellent culture of our nation and foreign countries to our students step by step. That's why today's culture has been formed. If our teachers adopt a nihilistic attitude towards their own history and culture or excellent foreign culture in Chinese teaching, then our students will inevitably adopt a nihilistic attitude towards our national culture or foreign culture, which will be a very terrible phenomenon. This characteristic determines that we must be clear about our value orientation in classroom teaching, so as to determine the value orientation of students through our value orientation. (3) Pay attention to students' unique experience. As we said before, there is 100 Hamlet for every 100 readers. Therefore, students' experience of Chinese reading materials in Chinese learning should be said to be unique, and we should also respect this uniqueness. In our Chinese teaching, there is often such a situation: understanding articles, understanding paragraphs and forcing consistency. This is actually contrary to the essential characteristics of human reading. Chinese teaching is different from science teaching, which emphasizes consistency and uniqueness. For example, in our arithmetic teaching, one plus one equals two, and you can't draw other conclusions. If you draw other conclusions, your understanding will be problematic, but in Chinese classroom teaching, we should encourage students not only to be teachers, but also to be textbooks and teachers. Instead, we should have our own unique experience of the personality of a big country. Only in this way can this kind of Chinese teaching return to its most essential features. 2. Practice Classroom Our classroom should be a practice classroom, because our language itself is the most important teaching aid, which determines the instrumental characteristics of Chinese teaching. We can understand that the four main abilities of Chinese are listening, reading, speaking and writing. Listening and reading are the reception of information, and speaking and writing are the output of information, which constitutes the most basic means of communication between people. Chinese teaching is to cultivate our students' ability, so it has a strong instrumental color. Speaking of the instrumentality of Chinese, it is embodied in our Chinese classroom and has strong practicality. This practical feature is embodied in two forms: (1) focusing on cultivating students' Chinese practical ability. In our Chinese class, we should always insist that our students should cultivate their Chinese practical ability, specifically, the ability of listening, reading, speaking and writing. Whether the classroom is successful or not often depends on whether the students can improve their classroom communicative competence. Many Chinese teachers tend to regard the Chinese classroom as a stage to show their talents and academic accomplishment, which is wrong. Classroom should be a position to cultivate students' Chinese literacy and a stage to show students' Chinese literacy. On this stage, the teacher should be the director under the stage, not the actor on the stage. The actors on the stage are our students. For another example, if our classroom is an arena, then it is our students who show their talents in the arena, that is, students are athletes and teachers should be coaches under the playground. Teachers' teaching talents and talents should be reflected through the comprehensive display of students' Chinese literacy. (2) Teaching Chinese knowledge is also useful for Chinese teaching. It is obviously different from traditional teaching. We know that in traditional teaching, we attach great importance to the teaching of Chinese knowledge, emphasizing the systematization, standardization and order of Chinese knowledge. Therefore, when students learn Chinese, they should start with morphemes, then talk about words, phrases and sentences, which can be divided into simple sentences and complex sentences, then talk about sentence groups, then talk about chapters and then talk about the full text. This is learned from simple language formation. The new curriculum standard puts forward a special requirement, that is, it does not emphasize the systematicness and integrity of Chinese knowledge. I think this is very important, because at this stage, in the process of learning Chinese, our students mainly master some basic methods and can skillfully and successfully use their mother tongue, and the systematic knowledge of the language itself needs to be learned by experts who specialize in language research. But we don't deny the role of knowledge itself in the formation of Chinese ability, so I propose here to attach importance to the teaching of Chinese knowledge and highlight its practicality. How to understand usability? It can be seen from two aspects: ● Students can use what they have learned in the actual language use process. What they have learned is acceptable and can be used. If used from the perspective, it may be used from morpheme to text structure, but it may require students' cognitive ability to be very high, which is beyond our cognitive level in compulsory education. So this ease of use emphasizes that for students, he can still use it and must be able to use it. That is to say, for students at this stage, the knowledge taught must be practical. Teacher Mao's practice in "Feeling Nature, Writing Nature" can prove this point. Let's take a look at the fragments of teacher Mao's classroom teaching. Just now, we saw how Mr. Mao taught writing knowledge in classroom teaching. In students' Chinese practice, some things may be naturally acquired, that is, in the long-term mother tongue environment and long-term mother tongue reading, some things are naturally formed, but as a classroom teaching of Chinese class, we can't simply rely on this naturally formed foundation. Of course, this natural foundation is a favorable condition that we must use, and the classroom teaching of Chinese class must impart corresponding knowledge. Teacher Mao has taught corresponding writing knowledge in her classroom teaching, which should be said to be very useful and useful for students to write corresponding content at this stage. The practice of this class proves that students can use what Mr. Mao has taught quickly. Moreover, in the practice of writing, we can practice and practice according to this method, so the gain of writing is obvious. To sum up, the practical characteristics of Chinese classroom teaching should be reflected in two aspects in our classroom. One is to cultivate students' Chinese practical ability, that is to say, the classroom should be a classroom for students to fully engage in activities, and a classroom for students to form their abilities and demonstrate their literacy. In addition, on the issue of forming ability, we should emphasize the availability of knowledge, rather than the systematicness and integrity of knowledge. When it comes to the practicality of Chinese knowledge teaching, we should also pay attention to the difference between it and related disciplines. For example, compared with philosophy and history, which are also humanities, history and philosophy are also humanities, but the knowledge of these two disciplines pays more attention to the systematicness and integrity of knowledge. Philosophy has a corresponding internal knowledge system and knowledge structure, and history also has a complete historical knowledge system based on a large amount of historical knowledge and evaluation of historical knowledge. However, Chinese does not insist on this integrity, but emphasizes practicality and the ability to apply what they have learned. Similarly, compared with science, the knowledge of science emphasizes step by step and the connection between before and after, that is, it emphasizes the systematicness and integrity of knowledge. As a Chinese subject, the main knowledge still emphasizes its ease of use. Speaking of which, I emphasize a problem. Chinese classroom teaching under the new curriculum standard, on the one hand, should pay attention to the usability of knowledge, but at the same time, it should also pay attention to the traditional teaching methods that emphasize knowledge system and integrity, and should be adjusted and innovated. It is no longer possible to teach students the systematicness and completeness of Chinese knowledge according to the past practice. This will seriously increase the burden on students. Therefore, Chinese teaching should attach importance to students' practicality and practicality of knowledge. In Chinese practice, we should also pay attention to the practicality of Chinese knowledge, so as to cultivate students' Chinese practical ability, that is, the ability of listening, reading, speaking and writing. 3. Nationalized classroom teaching Our Chinese course itself is a mother tongue teaching course. Students learn a language when they learn a language. We are in contact with people from China. When we teach students Chinese, he is not a blank sheet of paper. Carrying out our teaching on the basis of certain accumulation determines that Chinese classroom teaching has the characteristics of nationalization, and at the same time, our language itself has a strong nationalization color. This color, which is only available in Chinese but not in other languages, will inevitably affect Chinese classroom teaching and some characteristics of Chinese classroom teaching. Therefore, Chinese classroom should also be manifested in two aspects: (1) highlighting the characteristics of Chinese, which should first be reflected in our knowledge teaching. In the teaching of writing, literacy and other knowledge, we should fully reflect the characteristics of Chinese characters and Chinese. For example, when you recognize Chinese characters, Chinese characters are in its word-making method. The most prominent word formation is pictophonetic characters, and if students can master the characteristics of pictophonetic characters, it will be of great help to him in recognizing characters, distinguishing shapes and meanings, which is determined by the characteristics of Chinese characters. Similarly, in reading teaching, nationalized Chinese also has its distinctive characteristics. For example, in reading, sometimes we may not all know some words or fully understand their original meaning, but it does not affect our reading of articles, paragraphs and even sentences, which includes guessing means in Chinese reading. This guessing reading, according to the context, according to the previous language accumulation, according to our own life experience, can estimate eight to eight sentences. This is also a feature of Chinese. In our Chinese teaching, we must embody or highlight the characteristics of Chinese, and use it to assist our teaching and help our teaching. (2) Pay attention to the cultivation of language sense and the overall ability to grasp reading materials. First of all, we should pay attention to cultivating a sense of language: among us in China, Chinese has some distinctive features, which makes it one of the most difficult languages for many foreign students to learn in the world. Why is it so hard to learn? Because of the ambiguity of Chinese, such as the ambiguity of words, it is very characteristic. There is a joke. A foreigner heard a neighbor tell his child that "go to the street to make soy sauce for me", and he asked what soy sauce meant. Neighbors told him that making soy sauce means buying soy sauce. As a result, the foreigner's light bulb broke. He said to the child, "Go to the street and make a light bulb for me." The child said, "Can you make a light bulb?" He said, "I can fight. I have money, so you fight." As a result, after the child broke the light on the way, someone else came to the door. The child said, "He asked me to fight. He said he had money." He said, "I asked you to buy a light bulb. How did it break? " He doesn't know that the word "big" means to buy in the context of soy sauce, but it doesn't mean to buy in the context of light bulbs. Similarly, a quantifier and the word "strip" are usually used to define a fish, a fish or a ribbon. It seems inappropriate to use it to describe people, but in a specific context, such as Water Margin, there are 108 heroes. Using the word "strip" can make you feel the roughness, boldness and fortitude of these heroes, which can be reflected. If you use "108 hero", the meaning will be greatly reduced. This is the richness and fuzziness of Chinese language expression, and some language expressions are also very intriguing and implicit. For example, Ouyang Xiu's "Preface to Drunk Pavilion" can be seen in teaching, which is written from beginning to end. He was sent outside the capital. What are you happy about? What are you happy about coming to a barren land? He doesn't have coke, but he can't write that he is unhappy. If he wants to write that he is unhappy, his life will be very hard when the article reaches the emperor, but he must express this feeling. what should he do ？ What he wrote was not sadness, but Syaraku, but behind every word of his music, you can feel the sadness of his life situation and his lack of talent. But at the same time, he melted this kind of sadness into a higher realm, that is, sharing happiness with the people, so that personal sadness and people's happiness can be integrated and dissolved, which his article failed to do. Therefore, we must understand this implicit expression by trying to figure out its potential meaning. The characteristics of this language determine that in classroom teaching, we must cultivate students' ability to feel the language and grasp the reading materials as a whole. At this point, it is also a place where traditional teaching is ignored or even failed. In our traditional teaching, from the early 1950s, I learned the basic methods of classroom teaching from the Soviet Union, that is, from Kailov. This basic method divides reading teaching into several parts, starting from the background of the times, then introducing the author, then reading, then teaching words and phrases, and then analyzing the article. However, the analysis of articles is often to segment and summarize the meaning of paragraphs, and then summarize the center. A good article is alive in the process of segmenting and summarizing the meaning of paragraphs. In reading, from the reading itself, we don't mean to divide the article into several paragraphs when reading, what does it mean. First, we should grasp the article as a whole. In the grasp and feeling of the whole article, we had a dialogue with the author. We know what the author wrote and what he wants to express in this way. This is the original feature of reading. Reading is a dialogue, not dismembering him. Therefore, we must attach importance to students' overall ability to grasp reading materials and cultivate their ability to think and appreciate language materials. We talked about the understanding of the characteristics of Chinese teaching under the new curriculum standard from three aspects: humanized classroom teaching, practical classroom teaching and nationalized classroom teaching. Next, talk about the understanding of Chinese teaching objectives under the new curriculum standard: a remarkable feature of the new curriculum standard. The goal of Chinese curriculum needs to be designed according to three dimensions: knowledge and ability, process and method, emotional attitude and values, which is different from the previous syllabus and embodies the characteristics of Chinese education. We must design, implement and evaluate our teaching from three dimensions: knowledge and ability, process and method, emotional attitude and values. What is our understanding of these three dimensions? Let's look at the expression of curriculum objectives in the new curriculum standards from three dimensions: in the new curriculum standards, there are ten expressions of curriculum objectives. Among these ten expressions, the first to fifth define the goal mainly from two dimensions: emotional attitude and values and process and method, and the sixth to tenth define the goal from the perspective of knowledge and ability, but the first to fifth focus on emotional attitude and values and process and method. There is no queuing knowledge and ability, but it also contains knowledge and ability. Similarly, in the six to ten curriculum objectives, knowledge and ability are emphasized, but emotional attitudes and values, as well as processes and methods are also included. We might as well give an example to analyze it: in the first article of the Chinese curriculum goal, it is stated like this: in the process of Chinese learning, cultivate patriotic feelings and socialist moral quality, gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste. In this expression, we can see that it emphasizes the gradual cultivation in the process of Chinese learning, but actually emphasizes the process and method. When emphasizing the learning process and gradual formation, we actually put forward the goal from the perspective of process and method, and the ultimate goal is to cultivate patriotic feelings and socialist moral quality. In fact, it puts forward the goal from the emotional attitude and values. Similarly, in the third article, it is proposed to cultivate the emotion of loving the language and characters of the motherland, cultivate self-confidence and good habits in Chinese learning, and master the most basic Chinese learning methods. This involves methods. Similarly, methods also contain emotional attitudes and values. The Chinese learning method involved in the method itself is inseparable from the corresponding knowledge. Therefore, although Articles 1 to 5 are mentioned from two aspects: process and method, emotional attitude and values, they also permeate the related factors of knowledge and ability, while Articles 6 to 10, although mentioned from the perspective of knowledge and ability, also permeate some modal attitudes and values and the contents of process and methods, such as Article 7: Have the ability to read independently, pay attention to emotional experience, have rich accumulation and form a good sense of language. Learn to use a variety of reading methods, you can initially understand and appreciate literary works, be influenced by noble sentiments and tastes, develop your personality, enrich your spiritual world, read simple and easy classical Chinese, and match it with reference books. The total amount of extracurricular reading in nine years should be more than 4 million words. In this goal, we can see that it involves more knowledge and ability, such as learning to use reading methods, but it also contains emotional attitudes and values. For example, we should pay attention to emotional experience and be influenced by noble sentiments and interests. Therefore, we should correctly understand the curriculum objectives proposed by the new curriculum standard from three dimensions. This understanding should be discussed from two aspects: 1. Pay attention to horizontal coordination. The so-called horizontal coordination means that the three dimensions are relatively independent and intertwined. Relatively independent because knowledge and ability are more focused on learning. From the student's point of view, his main task is. Learning knowledge and ability is defined from the perspective of learning, and the process and methods are mainly put forward from the perspective of students' application of knowledge, that is, in the process of learning and application, we should emphasize a learning process and master the corresponding methods, while emotional attitudes and values focus on students' experience, that is to say, what are the emotional attitudes and values formed by students in the process of reading and forming their abilities? These three are relatively independent, so they are different. Knowledge and ability focus on learning, processes and methods focus on application, and emotional attitudes and values focus on experience. This is their relative independence, but at the same time they blend with each other. Its blending performance is that knowledge and ability are often formed in the process and method, that is, students master the corresponding knowledge and methods in the process of learning. He has formed his own ability, so it is often closely combined with knowledge ability and process method, and emotional attitudes and values are often formed in the process and method, that is, students form their own emotional attitudes and values about their own national language and their own life values in the process of reading, writing, thinking and using knowledge. Therefore, the three are intertwined. Among them, as a teacher, we should pay more attention to the process and methods. From my analysis just now, we should realize that knowledge and ability are formed in processes and methods, and emotional attitudes and values are changed. This is our understanding of the relationship between the three dimensions. Therefore, in our teaching practice, when setting our own teaching goals, we must pay attention to the fact that the goals are set in three dimensions, which are relatively independent and blended with each other. At this point, let's take a look at how Miss Yuan designed the teaching objectives in his "back" class and how the three dimensions blended with each other in her teaching objectives. Please look at the lesson example in Teacher Yuan's goal just now. We can see that in her goal, there are elements of process and method, emotional attitude and values, and knowledge and ability. She requires students to have corresponding abilities. Only with this ability can he appreciate this kind of emotion in the text, and the formation of this ability and the acquisition of emotion are formed in the process. Therefore, the setting of this teaching goal fully embodies the requirements of the new curriculum standard for the teaching goal of the course. 2. Pay attention to the vertical order. The vertical order is reflected in the fact that the curriculum objectives themselves are gradual and hierarchical. In the new curriculum standard, the curriculum objectives are put forward in units of years, and corresponding requirements are put forward according to several stages of primary school and corresponding stages of junior high school. Judging from our teaching, we can't teach from grade one to grade nine in primary school. In our own classroom teaching, it does not mean that the requirements of junior high school are relative and fixed, but should also be hierarchical. This hierarchy should also be manifested in: in the process of designing our own teaching objectives, we should follow the requirements of the three dimensions of the new curriculum standards step by step, and constantly improve students' knowledge and ability in our teaching process. Constantly change their emotional attitudes and values. Therefore, in teaching, as a teacher, we should first read the whole period of our teaching, such as from grade one to grade three or from grade seven to grade nine, and understand the overall requirements of the whole teaching stage according to the requirements of the new curriculum standard. On this basis, you should break down its overall requirements into three levels. Break it down into six semesters, and then break it down into each unit of each book. As for each text, let students improve step by step in the learning process of each text, unit and book, and our goal setting should also reflect its cohesion and echo. The previous goal setting, the same goal, may be shallow, the requirements are the same, and perhaps its angle is the same. When the latter unit appears again, the level of the same goal may be improved a little, and the angle of the same goal may change from one aspect, so that our students can constantly improve their abilities and improve their language literacy from the spiral, or understand the same problem from different angles and aspects, thus improving themselves. Then, in the setting of teaching objectives, we should not only pay attention to the horizontal coordination, that is, the coordination of three dimensions, but also pay attention to the vertical order, that is, mutual care between units, mutual care between books and grades, mutual improvement and mutual promotion. This should be done well when the teacher prepares lessons, otherwise your Chinese teaching will enter another situation, which is scattered and chaotic. This is also a phenomenon that Chinese teaching should not appear. We have just started from the first step of Chinese teaching design, that is, to correctly understand the new curriculum standard, and from this perspective, we have talked about the understanding of the characteristics and objectives of Chinese teaching under the new curriculum standard. To sum up, we must realize that the Chinese classroom under the new curriculum standard should have the characteristics of humanism, practicality and nationalization. We should fully realize that it is to improve students' Chinese literacy in an all-round way, and we should also note that the new curriculum standard puts forward three dimensions to determine our classroom teaching objectives, namely knowledge and ability, process and method, emotional attitude and values. These three dimensions are independent, interpenetrating and blending with each other, and we should also realize that these three goals should be improved step by step. Only in this way can we really have a new curriculum standard.