New Curriculum Standard Experience Chinese Curriculum Standard 2022 (a set of 5 articles) The first part reflects on my previous teaching thoughts and behaviors by participating in the training and study of Chinese curriculum standard, and has more thoughts on the development of teaching and research activities. With the new curriculum concept put forward, I re-examine the views and practices that were once regarded as experience, which brought new challenges and opportunities to my primary school Chinese teaching and research. The new curriculum standard of Chinese pays attention to the cultivation of students' autonomy, cooperation and inquiry ability, and requires the cultivation of children's love for the Chinese language. Chinese teaching should be the unity of humanity and instrumentality. The new curriculum emphasizes students' learning process and learning methods. The new Chinese textbook will try to implement the guiding ideology of the new curriculum and guide them to learn independently. Guide them to gradually form learning strategies suitable for their own learning characteristics, and constantly adjust their learning strategies according to their own learning needs. In Chinese teaching, children should be guided to learn independently, rather than simply giving lectures in textbooks. Guide them to gradually form learning strategies suitable for their own learning characteristics, and constantly adjust their learning strategies according to their learning needs.
Chinese Curriculum Standard embodies a great progress in Chinese teaching reform. Its popularity meets the needs of the development of the times. Teachers are the core factor of this reform, and the change of teachers' roles and identities in the teaching process is the focus of the reform. The traditional position of teachers as the only source of knowledge and imparting knowledge has been shaken. Being a promoter of students' learning is the most obvious and contemporary core feature of teachers' many roles. Teachers should be liberated from the "giver" in traditional teaching, change their roles and become "promoters" in classroom teaching.
First, strengthen study and change ideas.
After the establishment of the new curriculum, how can we achieve the goal of "transforming ideas into practice"?
Quality and ability are an important factor. The change of teachers' teaching concept and the improvement of their own quality are the keys to the success of curriculum reform. Therefore, teachers must have a systematic understanding of the new curriculum standards. Strengthen theoretical study and update educational concepts. We should actively participate in all kinds of training organized by education authorities at all levels and schools, seriously study the new curriculum standards, and study new teaching materials so that they have a clear goal for curriculum reform.
In the new curriculum, the classroom is more open, children's horizons are more open, and children love to think and ask questions in an equal and independent atmosphere. If a teacher wants to be a qualified teaching instructor and organizer, he must have a profound cultural background, constantly strengthen his study and improve himself.
Second, establish a new teacher-student relationship and create a classroom atmosphere in which students actively participate.
Emphasizing the communication between teachers and students and constructing the interactive relationship between teachers and students and teaching are the primary tasks of teaching reform. When teachers inject humanistic factors such as equality, freedom, democracy, respect, trust, understanding, tolerance and care into the classroom, they will constantly experience brand-new experiences: students are "dynamic" and their lives are full of vitality. Good classroom atmosphere has brought brand-new changes to classroom teaching, the heart between teachers and students has drawn closer, and teachers have become students' intimate friends. In class, students are often seen competing to express themselves and show themselves; Students are free to express their opinions, and they will boldly stand up and "test" their teachers. In class, students can often be seen to "model reading" and "model writing" for teachers, or raise objections or supplementary opinions on various contents in teaching; Even bravely questioned and challenged the teacher. Sometimes, they will cheer for their victory over the teacher. This kind of classroom organization is different from the previous "regular classroom". Teachers change from managers to guides and from teachers to promoters; Students change from recipients to subjects. The change of roles makes the bilateral activities in the classroom active, and the teaching will certainly receive good results.
Third, create rich educational scenes to promote the change of students' learning style.
The new curriculum standard requires that the teaching purpose can promote the development of students at different levels. We should face every student and consider individual differences. Therefore, teachers' teaching methods should serve students' learning methods. In the process of teaching, we should change the traditional "indoctrination-acceptance" teaching method. Teachers should consciously and actively advocate autonomous learning, cooperative learning, inquiry learning, research learning and other learning methods. For example, in teaching Chinese class "Drawing Carambola", I create a scene to show the real thing and guide students to tell the shape and size of carambola from different angles. Then through the study of the text, let the students understand that they can't always take it for granted. They should trust their eyes, draw carambola from different angles, and educate students to consider everything from different angles. In the process of learning, let students communicate their findings and feelings with group members, and cultivate students' ability to cooperate and communicate with others. Explore, discover and solve problems from teaching texts to students' autonomous learning of texts.
Fourth, pay attention to correct evaluation and give students positive psychological support.
Correct evaluation should focus on incentive evaluation. Evaluate from knowledge and ability, process and method, emotional attitude and values. A good classroom is often not impressed by its novel design, but by the teacher's personalized value guidance to stimulate students' learning passion and bring a positive and warm atmosphere to the classroom. German educator Gao Fen said: "The essence of teaching art lies not in teaching, but in inspiring, inspiring and awakening." Therefore, in the classroom evaluation, students can directly affirm that you read with emotion. You really know how to think. Your answer is really creative ... evaluate students with appreciation. Pay attention to protecting students' self-esteem and self-confidence. On the evaluation subject, teachers and students should participate in interactive activities, give full play to students' personality, care for innocence and interest, and learn from each other in teaching.
To sum up, the role transformation of teachers in curriculum reform must be as follows: first, they should be liberated from the traditional role of imparting knowledge and become the cultivators of students' learning ability; Second, teachers must be liberated from the traditional roles of "teacher" and "preacher" and become the guide of students and the promoter of the healthy development of students' personality.
The experience of Chinese curriculum standard in 2022 in the new curriculum standard (5 articles in one episode) In the second part of the teacher's questionnaire about the reading ability of Chinese classroom teaching in primary schools, some teachers in the curriculum standard are not very clear about the requirements of reading aloud for middle-grade students, so our research group specially studied the Chinese curriculum standard. After studying and combining with my own teaching, I would like to talk about my experience here.
Chinese curriculum standards require all classes to pay attention to "reading aloud with emotion". This means that students should appreciate the emotional attitude of the author and his works by tasting the language in reading aloud, learn to read aloud in an appropriate tone and express their understanding of the emotional attitude of the author and his works. In the usual teaching, I usually let students read the text first. On the basis of correct and fluent reading, students can understand the author's feelings through explanation and analysis, and then bring their feelings into the text and read out their feelings. Although we also attach importance to "reading with emotion", students' feelings are not felt by themselves, but are "analyzed" by teachers, so students' reading with emotion is not natural enough, and there are some affectations. This study made me understand that my problem lies in my "explanation and analysis". In class, I spend most of my time on the analysis of words and sentences and the analysis of content. This kind of explanation and analysis takes up most of the time. Students lack their own process of appreciating the language and understanding the feelings of the author and works, so they can't "empathize", and their feelings when reading the text naturally can't "go with the flow".
Of course, although the curriculum standards emphasize "taste in reading", we should also guard against the extreme of "boring analysis" going to the other extreme of "boring reading". Some teachers may think that since we can't just analyze and not read aloud, we can't help students analyze and understand the text in reading teaching, but we can only let students read aloud and let them feel the feelings of the author and characters through reading aloud. This is certainly not desirable. After all, students' ability is limited. We say that cultivating students' reading ability is not only an important goal of Chinese teaching, but also an important means to deeply explore the text. From the target level, if you don't understand the text, you can't read emotionally, let alone cultivate your reading ability; From the perspective of means, if you don't understand the text, there will be no in-depth exploration. Guiding students to read aloud must be based on understanding the text, as Lu Xun said: "After all, complacency since the Enlightenment is a minority. Therefore, reading aloud should be based on understanding, which can promote the perception and taste of the article. They complement each other and must be organically combined. "
Therefore, in the future reading teaching, we should not only grasp the time of analysis, but also make students' reading based on understanding, so that reading and understanding complement each other and do not become a mere formality.
New Curriculum Standard Chinese Curriculum Standard 2022 Experience (5 collections) The third curriculum standard is a teaching guidance document that stipulates the course nature, course objectives, content objectives and implementation suggestions of a certain subject. Recently, when I calm down and look at the Chinese Curriculum Standard for Compulsory Education (xxxx Edition), I feel that it has become a trend and bright spot in future teaching to emphasize students' main role, cooperative learning and comprehensive learning. The revised Chinese curriculum standard puts forward a clearer goal, that is, to lay a good "three foundations": to lay a good foundation for learning other courses well; Lay a good foundation for students to form a correct outlook on life and a healthy personality and character; Lay a good foundation for students' lifelong development.
Through reading, I am deeply impressed by the following points: the third point of the basic concept of the course, "actively advocating independent, cooperative and inquiry learning methods", emphasizes that students are the main body of learning. According to the characteristics of students' physical and mental development and Chinese learning, Chinese curriculum should care about students' curiosity and thirst for knowledge, encourage independent reading and free expression, fully stimulate students' problem consciousness and enterprising spirit, pay attention to students' individual differences and different learning needs, pay more attention to the development of individual life, and emphasize the continuous growth of individuals.
From this, I thought of a defense question I drew in the recruitment interview: How do you think students should play the main role in the teaching process? I remember that I was at a loss when I got the topic, but with some teaching experience, I vaguely felt a little eye-catching after passing the course standard today. In my opinion, the teaching process is an interactive process between teachers' teaching and students' learning. It is by no means a single transmission of teachers' speaking and students' listening. Classroom interaction determines the change of teachers' role and status in the classroom. Teachers are no longer the masters of the classroom, the monopolist of knowledge and the giver of teaching materials machinery, but should be equal participants in students' learning activities and active guides and promoters of students' inquiry. Teachers' excellent teaching is to provide services for students to study better. Therefore, teachers must straighten their position in the classroom and reposition their classroom roles. Only in this way can we truly achieve the harmony between teaching and learning and the unity of learning and teaching. We should pay attention to practice, let students dare to experience actively, and introduce performance into the classroom, which can give students more spiritual freedom and meet their needs of "game impulse" and "role fantasy". When I teach a text with a vivid story, such as Little Pine Tree and Big Pine Tree in the second volume of Senior One, let students play roles after reading it, and then interview reporters at the right time, so that students can deepen their understanding of the text by self-evaluation and mutual evaluation.
It is teachers' unshirkable responsibility to implement classroom reform and give full play to students' main role. Only by changing ideas, encouraging in time, paying attention to practice and creating situations can we fully mobilize students' enthusiasm and make their personalities known, and our classroom will be full of vitality and our Chinese classroom teaching will become the most beautiful scenery in students' life journey.
New Curriculum Standard Chinese Curriculum Standard 2022 Experience (5 Collections) Part IV Compared with the old version, the new curriculum standard of primary school Chinese in 20xx has some obvious changes. For example, in some sections, students are required to write fewer words, but some specific contents have been added in reading teaching, writing teaching, comprehensive learning and evaluation opinions. Looking at the new curriculum standard of primary school Chinese, after the change, 20xx years are closer to the new curriculum concept.
The new curriculum standard is more from the students' point of view, and makes the above fine-tuning according to the students' own development. Although it is fine-tuning, as a front-line Chinese teacher, I think the new curriculum standard is really for the sake of students. For example, the requirement of the new curriculum standard for middle school students is "to learn to read silently at first, so as not to make any noise or refer to reading." Learn to skim and get a general understanding of the article. "About letting students learn to read silently, silently, without pointing fingers. This originally belonged to the requirement of the first learning period, but this requirement, to be honest, is really difficult for students in low classes. Let students learn to read silently too early, which will only make students develop the reading habit of skimming. They can only know the facts rather than the key words in the article, and even dampen students' enthusiasm for reading. Now the new curriculum standard will delegate this requirement to the middle class, so that children can have more time to study and practice silent reading, and the new curriculum standard will increase the difficulty.
The new curriculum standard pays more attention to protecting students' personality. Students are independent individuals with ideas and opinions, so we must pay attention to avoiding stereotyped education in Chinese teaching. Students can't have the same thing in their minds six years after graduation, which is the failure of education in China in the past. The low-level oral communication part of the old curriculum standard requires students to listen to stories, watch audio-visual works, and repeat the main idea and wonderful plot. But the new curriculum standard changes "wonderful plot" to "plot that interests you". Although there are only a few differences, this change respects students' feelings and subjective opinions as an independent person. The so-called "wonderful" in the old curriculum standard is the orientation of teachers or faculty. In the eyes of students, the teacher's so-called wonderful may be bland, and it is inevitable to lose interest when repeating. The new curriculum standard asks students to retell the plots they are interested in, and the results are quite different. As long as they are interested, they can get rid of the shackles of teachers and give students the right to choose freely to the maximum extent. Students feel respected because they are more active in their studies.
Sartre's phrase "Being is reasonable" gives everyone a reasonable excuse not to change. However, on the road of Chinese teaching in primary schools, only by continuous learning, innovation and change can we do better! * * * Encourage!
The fifth part of the new curriculum standard Chinese curriculum standard 2022 (a collection of 5 articles) is learning Chinese curriculum standard again recently. Through learning, I have a good understanding of the nature and status of Chinese courses; The basic concept of Chinese curriculum; The design concept of curriculum standards; We have a deeper understanding of the course objectives and implementation suggestions. In my study, I gradually formed my own teaching viewpoint. Here, I will write some of my own teaching practice and some teaching ideas as the direction of Chinese teaching in the next step.
First, correctly grasp the characteristics of Chinese education and actively advocate independent, cooperative and inquiry learning methods.
"Chinese Curriculum Standard" points out that "Chinese is a practical course, so we should pay attention to cultivating students' Chinese practical ability, and the main way to cultivate this ability is Chinese practice, and it is not appropriate to deliberately pursue the systematicness and integrity of Chinese knowledge. Chinese is also a mother tongue education course, and learning resources and practical opportunities are everywhere. Therefore, students should be allowed to have more direct contact with Chinese materials and master the rules of using Chinese in a lot of Chinese practice. " "Students are the main body of learning and development. Chinese curriculum must be based on the characteristics of students' physical and mental development and Chinese learning, pay attention to students' individual differences and different learning needs, care for students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. "Based on the above curriculum ideas, I try to correctly grasp the characteristics of Chinese education in teaching and actively advocate independent, cooperative and inquiry learning methods. In the learning process of each text, I will ask students to preview before class, explore during class, consolidate after class and expand after class. Pre-class preview specifically allows students to do: 1, draw new words and phrases in the text, and solve the words they don't understand in advance with the help of reference books or context. 2. Collect materials related to the content of the text. 3. Be familiar with the text, summarize the main contents of the text, think about what you have read and what you have not read. In the process of classroom inquiry, we should solve the problems that students have not solved, and then solve the problems that teachers have not thought of on the premise of solving students' problems. The key to implement this link is to give priority to students' independent inquiry learning, supplemented by cooperative inquiry learning, guide students to feel in reading, read aloud in feeling, let students master the law of using Chinese in a large number of Chinese practice, and cultivate students' language sense and overall grasp ability. After-class consolidation requires students to consolidate and review what they have learned that day in time. In teaching, I use the form of classroom test card. Extracurricular expansion is what we usually say, one article is more than one article, to expand and stimulate students to read other articles by learning an article by an author; Make recommendations by learning an article, and encourage students to read other similar articles.
Second, expand students' reading, and lead students' growth with famous aphorisms, excellent poems and Chinese and foreign classics.
The goal of Chinese Curriculum Standard points out that students in the third stage should read excellent poems and pay attention to appreciate the content and emotion of the works through the tone and rhythm of the poems. Recite 60 excellent poems (paragraphs). ""Try to use information channels such as libraries and the Internet for inquiry reading. Expand the reading range, and the total amount of extracurricular reading is not less than 6.5438+0 million words. "For this large class with 59 students, how do we complete these requirements in the course objectives? In the process of teaching, I adopt a three-pronged approach: reciting famous sayings and epigrams, reading ancient poems and reading Chinese and foreign classics.