First, the curriculum is mainly 1. The curriculum standard of national training plan is based on the curriculum standard of national training plan, and the key points of Chinese teaching design are (1) to determine the teaching objectives and choose the teaching links. (2) Grasp the teaching interpretation of the text and its essentials. (3) According to students' learning situation and text style, choose and determine the teaching content. (4) Grasp the basic path and logical process of teaching. 2. The key points of rural primary and secondary school teachers' teaching ability. To improve the ability of Chinese teaching design, we need to pay attention to several ability standards: (1) Correct understanding of teaching materials. (2) Analyze the situation of students. (3) Clear teaching objectives. (4) Optimize teaching activities. Dimension ability teaching design ability key points standard achievement index (1) Correct understanding of teaching materials 1. Be able to analyze the basic facts involved in the textbook and draw concept maps and mind maps. 2. Be able to grasp the teaching materials in the learning period as a whole and describe the "up and down" connection of knowledge. (B) empirical analysis of students 3. Analysis of the relationship between students' new knowledge and original knowledge and life experience. 4. Analyze students' cognitive characteristics (characteristics of image thinking and abstract thinking at different ages). (3) Clearly define and express the class objectives. 5. Teaching objectives meet the requirements of curriculum standards; 6. The expression of knowledge and skill objectives is concrete, observable or detectable; Process and method objectives are organically combined with knowledge content, and the expression is operable; Three-dimensional goals are manifested in many aspects of a process, which are organically combined. (4) Designing teaching activities with students as the main body. The design of activities serves the teaching objectives, and the arrangement of teaching process embodies the knowledge logic 8. Students' cognitive rules in activity design. 9. The organization of activities has clear instructions, clear problems, specific processes, and methods to solve problems can be effectively infiltrated, and different students have their own gains. 10. Be able to grasp the problems arising in the classroom and expand them, and have solutions to possible problems in the classroom. 1 1. Consciously observe and adjust the effect of the activity. Second, the curriculum development concept 1. The teaching design of Chinese subject must focus on the concept of new curriculum standards, pay attention to the rich humanistic connotation of Chinese course and the diversity of students' reactions to Chinese materials. Pay attention to the value orientation of Chinese teaching content and respect students' unique experience in the learning process. 2. Learning theory teaching design must deeply understand the objective laws of students' learning. Students are the main body of learning and development, and teaching design must always pay attention to students' experience. The design requires advocating independent, cooperative and inquiry learning methods. According to the characteristics of students' physical and mental development and Chinese learning, we should pay attention to their individual differences and different learning needs, cherish their curiosity and thirst for knowledge, and fully stimulate their initiative and enterprising spirit. The determination of teaching content, the choice of teaching methods and the choice of evaluation methods will all contribute to the formation of this learning method. 3. The teaching design of system theory Chinese classroom embodies the systematization process of the whole teaching, pays attention to the integration of logical connection and link process, ensures the consistency and systematization of framework construction and detail design, and embodies the characteristics of selection-sequencing-synthesis-summary.