The first part: Understanding the new Chinese curriculum standard in 2022 After careful study of the new Chinese curriculum standard in junior high school in 2022, I have the following insights:
1, strengthen literacy orientation.
This new curriculum standard not only emphasizes "core literacy", but also realizes the unity of three-dimensional goal and human development, and further puts forward "literacy curriculum goal", which is practical, situational, integrated and reflective and needs students to realize in practice.
2. Focus on learning tasks.
The new curriculum standard constructs a three-level learning task group system according to the degree of content integration. From foundation to development and then to expansion, the six learning task groups run through the four stages of compulsory education, making the learning task groups form an organic whole.
3. Pay attention to academic quality.
The content of "academic quality" has been added to the new curriculum standard. The academic quality standard of Chinese course is a general description of the specific performance characteristics of students' Chinese academic performance with core literacy as the main dimension and course content. The academic quality standards of Chinese courses in the four periods are connected with each other, which reflects the advanced development of students' core literacy and provides a basis for the evaluation of core literacy.
Part II: Understanding the New Chinese Curriculum Standard 2022 Compared with the 20 1 1 version, the New Chinese Curriculum Standard adds the related content of "academic quality". In the past, what was mainly tested in Chinese and what was tested in sections was very vague. At present, the academic quality standard of Chinese courses takes core literacy as the main dimension, and combines the course content to portray the specific performance characteristics of students' Chinese academic achievements as a whole.
Designing homework based on academic quality standards can fully reflect the core literacy requirements, write homework content more accurately and ahead of time, and write homework content more creatively.
The concept of homework in the new era is consistent with the concept of large unit teaching, and will form a large senior task group under the guidance of big ideas and goals. From the expression dimension of the connotation of academic quality, the large-unit homework design takes core literacy as the main dimension, takes homework as the scaffold to carry out Chinese practice activities, and comprehensively describes the key performance and development level of students' Chinese learning in the learning situation with big goals.
Chapter 3: Understanding the New Chinese Curriculum Standard 2022. I was very fortunate to listen to the lecture given by Professor xx of xx University on the interpretation of Chinese curriculum standards. Professor xx's training mainly explains the changes of new curriculum standards from these five aspects. Compared with the new and old curriculum standards, what impressed me most was that the course content had changed greatly, and the course content was mainly organized and presented by the learning task group. Let me talk about my understanding of the learning task force.
The learning task group is divided into three stages, one is the basic learning task group, the other is the developmental learning task group, and the third is the extended learning task group. According to these three levels, six learning task groups are put forward. Professor xx said that these six learning task groups are intrinsically related, not juxtaposed, but a whole corresponding relationship, each learning task group has its own emphasis, and each learning task group points to the overall improvement of core literacy. In fact, in a sense, the learning task group is the teaching of unit integration, or the advanced version of unit teaching. It is not a simple linear arrangement and connection. This design has changed the scattered and fragmented teaching thinking in the past. This way of learning can give students more initiative and give them more time and opportunities to study.
Judging from the implementation process of "Chinese learning research group", I think it is very necessary for teachers to compile "education plan", which can provide students with a learning framework, including charts, examples, resources, suggestions and so on. I also made a preliminary exploration of the consistency of "teaching-learning-evaluation" in the last lecture "The Younger Son", but the link of "evaluation" was not well implemented. I should pay more attention to the learning situation and the development of students' thinking, which is the direction of my future study.
Through this lecture, I feel responsible and responsible. In the new era, new curriculum standards and new challenges, teachers should shoulder social responsibilities and cultivate students into socialist successors with ideals, skills and responsibilities.
Chapter four: Understanding the new Chinese curriculum standard 2022; The Chinese group summarized several major changes in the new Chinese curriculum standard 2022: the core literacy (cultural self-confidence, language use, thinking ability and aesthetic creation) was added; Enhance the ideological content of Chinese curriculum; Six Chinese learning task groups have been added, which are divided into three groups, one is the basic learning task group (language accumulation and carding), the other is the developmental learning task group (practical reading and communication, literary reading and creative expression, speculative reading and expression), and the third is the extended learning task group.
Everyone also talked about their own experience, and the teachers agreed that these formulations of the new curriculum standards were not available in the previous curriculum standards. Such a major change means that our teaching materials and teaching will also undergo major changes in the future. This change is to make our Chinese curriculum adapt to the changes of the times. We should also plan ahead, strengthen our study, constantly reflect and strive to improve our teaching level.
Chapter five: Understanding the new Chinese curriculum standard. On April 2, 20221day, the Chinese curriculum standard for compulsory education (2022 edition) was officially released. This autumn, this curriculum standard was formally implemented, and the teaching materials have been revised according to the curriculum standard. The 2022 edition of the new textbook will be used in the autumn of 2022. When I saw the new curriculum standard, I read it carefully first, drawing while reading, and thinking about the similarities and differences between it and the previous curriculum standard.
The new curriculum standard has given unprecedented attention to the reading of the whole book, which is a good thing. "Happy reading" has been written into every textbook, and this new curriculum standard has clearly told us that to really implement it, we must pay attention to the reading teaching of the whole book. How to read and teach the whole book? What books to read, to what extent, and in what way to evaluate the reading situation of the whole book in a semester, a school year and a study period? To solve these problems, we must first look at how the new curriculum standard is written. Reading more than 4000 words about "whole book reading and teaching" in the curriculum standard over and over again makes me clear that there are still many things to do in the next classroom teaching. Next, I want to talk about my own experience:
Reading the whole book and landing in teaching, that is, concrete implementation, is the most difficult. Reading the whole book is original and very important, especially affecting the improvement of one's Chinese literacy. However, in China's traditional experience, this kind of reading organization is difficult and ineffective. The main problem we are facing now is how to improve the actual teaching effect.
The practical problems are mainly reflected in the following aspects: first, reading in a large space takes time. Where does time come from? There is no doubt that efficiency should be emphasized in practical teaching. Secondly, which book to read is easy to be questioned and reasonable. There is also a whole book reading that subverts the mode of teaching according to class hours, and it is also necessary to study how to carry out coherent reading teaching. At present, the reading of the whole book is mainly manifested in the integration with Chinese teaching, Chinese practice and Chinese inquiry activities. In other words, reading a text can drive the reading of the whole book, or share reading experience with Chinese practice activities and promote reading with Chinese inquiry. This is a more energy-saving teaching method. Nowadays, reading the whole book, how to deal with the communication after class and how to integrate students' Chinese learning through reading the whole book for a long time is a new topic, which deserves our front-line teachers' serious thinking and hard practice.
Although reading often exists in the form of personal activities, the external environment has an important influence on reading. In the whole book reading teaching, teachers should create a harmonious and relaxed reading atmosphere and let students actively participate in reading activities under the influence of the big environment. Teachers should lead by example, extensively read books in humanities, history, art and other fields, improve their cultural literacy, recommend suitable books for students, help students draw up reading lists, carry out reading activities between teachers and students, and read with students to stimulate students' reading interest. At the same time, it is necessary to build a class book corner, and carry out various reading activities in the class as a unit to drive students to participate in reading. In addition, teachers should also pay attention to the influence of family environment on students, strengthen communication and exchanges with parents of students, let parents know the importance of reading the whole book by means of parent-teacher conferences and expert lectures, and let parents create a good family reading environment for their children. At the same time, we can also attach importance to reading evaluation and improve students' ideological understanding. Evaluation is an important way of teaching development and feedback. In the whole reading teaching of Chinese, teachers should not only build a platform for students to communicate and show, but also improve the teaching evaluation system, clarify the evaluation criteria of whole reading, and comprehensively evaluate students' learning attitude, achievements and goal achievement. At the same time, in the evaluation, students' self-evaluation, students' mutual evaluation and teachers' evaluation should be unified to ensure that the teaching evaluation can comprehensively and objectively reflect students' reading of the whole book and improve their ideological understanding.
To sum up, the whole book reading is a completely different reading method from shallow reading and fragmented reading. Reading the whole book can effectively cultivate students' reading habits and improve their reading literacy. In Chinese teaching, teachers should implement the requirements of the new curriculum, put the whole book reading teaching on the agenda, and formulate and implement effective reading teaching strategies according to students' characteristics, so as to improve teaching efficiency and teaching quality, enhance students' comprehensive Chinese literacy and promote the healthy development of students' personality and personality.