Reflections on Chinese teaching under the new curriculum standard: 1 Teaching design under the new curriculum pays attention to generation and construction, while ignoring presupposition and teaching. Curriculum reform requires that classroom teaching should reflect teaching according to students' learning, teaching according to needs and increasing flexibility. The main task of teachers is to organize classroom teaching and give the main time to students for autonomous learning.
After a short period of confusion, many teachers immediately accepted and put it into practice: since the class time should be given to students, wouldn't it just liberate themselves? So there is a phenomenon that we don't want to see: there are fewer teachers to teach, noisy discussions in the classroom seem to be enthusiastic but have no theme, and students are praised for their nonsense and innovation. In class, the teacher plays down the appearance and lets the students have the final say. For example, in the reading comprehension of the text, students are required to "read which paragraph they want", "communicate with whom they want" and "communicate their reading feelings in the way they like", without fully guiding the imaginary situation, and teachers can't play a leading role in time, so a class gives students a lot of independent reading time. The final result is: A is right, B is good, C is good, and D is great. Throughout the class, students are like runaway horses, saying whatever they want. After a class, I still don't know what the teacher wants to accomplish and what the goal is.
It is good for teachers to guide children to actively express their ideas, but what kind of influence will the long-term "diversity", "fuzziness" and "uniqueness" of Chinese teaching have on students? Long-term "talking without thinking", "talking without evidence", "talking arbitrarily", "making up without reality" and "talking without responsibility" have caused students to have new misunderstandings about Chinese learning. Many students are at a loss and can't start. On the surface, it is free, but in fact it is "herding sheep". Therefore, in order to make the classroom efficient, students' "autonomy" must be organically combined with teachers' "dominance". Teachers should have the ability to prepare lessons for the second time in class.
Reflections on Chinese teaching under the new curriculum standard 2 Under the background of the new curriculum standard, the traditional giving and receiving teaching, especially its extreme phenomenon-"full house irrigation", has little market, and it has been replaced by question-and-answer teaching. Is this teaching method a real new curriculum reform? After listening to many classes, I always feel a little inappropriate. Many teachers seem to teach in an orderly way, students seem to learn with relish, and people feel that bilateral activities have reached or even exceeded a quota, and students have mastered the key points and difficulties of the text under the guidance of teachers. But there is always a far-fetched feeling, which makes people uncomfortable.
There was a case in which a teacher designed a question lead when teaching "Local Complex" in order to get students to tell the theme, so he called up a student and inspired: "If someone has been far away for a long time, he begins to miss his loved ones and the dogs and kittens at home. What is this called? " The student replied, "Homesickness." "Maybe my question is not very good, or maybe your understanding is a little biased. Ok, let me ask you from another angle: this man has been in a foreign land for quite a long time, and whenever he sees the moon at night, he will think of his hometown. What is this called? " The teacher asked again. "How bright the moonlight at home is! "Students simply answer. "You can't answer that." The teacher is a little anxious. "Looking up, I found it was moonlight, sinking again, and I suddenly thought of home." The students were a little uncertain about their answers and even caused other students to laugh. "I only ask you to answer in four words. This is actually a feeling of missing your hometown." The teacher continued to inspire. "I miss my hometown." The student muttered. Fortunately, at this time, there are smart students who know what the teacher wants to say and connect with the "local complex", so the teacher is relieved. Then the teacher asks questions step by step according to the teaching plan, and lets the students answer them one by one until the class is over. This kind of teaching has great disadvantages.
First, is it necessary for the teacher to get to the bottom of it? Do you have to answer the words "local complex"? Only the teacher asks questions and the students answer them. The status is obviously unequal and the students are in a passive state.
Second, why do we have to follow the procedure step by step? The question is set by the teacher and the answer is preset, unique and rigid.
Third, only a few students were asked questions, and few students participated.
Fourth, the so-called evaluation system is just empty talk. How to evaluate, how to evaluate, has never been reflected in such a classroom.
In view of the above problems, how to further improve this question-and-answer Chinese teaching? Mr. Ni clearly pointed out the transformation of Chinese teaching paradigm from "giving and receiving" to "dialogue" in "Teaching Methods of New Chinese Curriculum in Senior High School". In other words, this question-and-answer teaching between teachers and students must be upgraded to dialogue teaching.
What is Chinese? Curriculum standards clearly point out: "Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. "Mother tongue education curriculum, learning resources and practical opportunities are everywhere. Therefore, students should be exposed to Chinese materials more directly and master the rules of using Chinese in a large number of Chinese practices. " It vividly tells us that Chinese learning can't stop, but we should learn Chinese in a lot of "living" situations and learn "living" Chinese. This requires us to emancipate our minds, let go of our hands and feet, and put Chinese studies in a big life background. Only by establishing the idea of a big language can our students have a spiritual dialogue and communication with the ancients, modern people, nature, society and themselves, and in the process of dialogue, they can transform their excellent oral works into their inherent language literacy, and finally form their conscious concern for the unknown world, life, humanity, ideals, dreams, fantasies and thoughts. Chinese teaching is based on listening, speaking, reading and writing to realize real dialogue. Therefore, it must be promoted according to the following levels.
The first is the change of teachers and students' views. In dialogue teaching, teaching is not to transmit existing knowledge and information, and teaching is no longer to guide students to do this and that. Teaching is a subject-based inquiry and problem-solving study in which teachers and students cooperate. Teachers and students form a "learning style" in teaching and form a learning organization. In a word, teachers and students are equal members in the teaching organization. In essence, they are two sides of an organic whole, but they are different members in teaching organization. The teacher is an experienced partner and the student is a growing novice. This stipulates that both teachers and students must realize heart-to-heart communication on the premise of true democracy, equality and sincerity. In the dialogue between teachers and students, teachers and texts, and students and texts, teachers and students face learning problems together and improve themselves by solving problems. Specifically, in the process of learning, teachers and students can output, absorb, affirm, deny, copy, think, criticize and summarize ... Therefore, higher requirements are put forward for teachers' quality, which requires teachers not only to accept and understand students' opinions equally, but also to guide students to promote the learning process from a strategic perspective. Students give full play to their subjective initiative and express their opinions more freely in the dialogue; By criticizing, drawing lessons from and absorbing the opinions of teachers and classmates, we can overthrow or strengthen, integrate or enrich, form or rebuild our own views. This situation also applies to teachers. The relationship between identity and causality, as well as the reciprocal relationship between teaching and learning, has been vividly reflected in the dialogue.
The second is the change of question-and-answer form and the perfection of questioning behavior. Classroom teaching dialogue is a multi-interactive activity between teachers and students or between students around the theme of classroom teaching. Can be divided into five categories:
1. Teacher-student interaction, that is, the interaction between teachers and students.
2. Teacher-student interaction, that is, the interaction between teachers and students.
3. Individual interaction is the interaction between students.
4. Group interaction is the interaction between individual students and student groups.
5. Group interaction is the interaction between student groups and student groups. The forms of these questions and answers have changed from the single output mode of teachers' questions and students' answers to the multilateral questions and answers between teachers and students, and the students have changed from passive interviewees to active questioners, becoming the real masters of learning and active expressers of independent will and self-discovery. This requires teachers to provide time and conditions for students to ask questions, guide students to learn to discover, capture, refine and express problems in reading, dialogue and thinking, gradually improve the quality and level of questions, encourage students to be good at asking questions and questioning, and dare to put forward different views from teachers or textbooks. Teachers should open their minds and horizons to students' doubts and doubts, allow arguments, do not judge right and wrong arbitrarily, and do not deny students easily. At the same time, in the process of teaching design, it is required to learn before teaching, think before asking, ask before speaking. Give students the initiative to learn, ensure the sufficiency, integrity and continuity of the learning process, and the broader and freer the thinking space, the more fruitful the students' thinking results will be.
Finally, the evaluation system has changed. In the classroom teaching of giving, receiving and asking questions, it is emphasized how much knowledge students get from the classroom and whether the conclusion is correct. There are many ways of evaluation in the new curriculum reform, each of which has its advantages and limitations, and its applicable conditions and scope. The development of students has different characteristics and performances, and there are different requirements for evaluation. This is not to blindly pursue fancy renovation, nor to cater to students' preferences, but to effectively examine the degree of students' realization of the requirements of the new curriculum standard, so as to give full play to the diagnostic, incentive and development functions of evaluation, find an appropriate balance between mobilizing students' learning enthusiasm, reducing students' burden and ensuring the reliability and validity of evaluation, regard learning process, emotional attitude and values as the basic aspects of evaluating students' Chinese literacy, and regard integrity and comprehensiveness as an important method of cultivating students' Chinese literacy.
It should be said that dialogue teaching is not a total denial of question-and-answer teaching, but a further exploration of teaching modernization and rationalization on the basis of question-and-answer teaching. But can it solve all the problems in Chinese teaching? Not exactly. Only by comprehensively applying various teaching paradigms can we really carry out the new curriculum reform to the end.
Reflection on Chinese teaching under the new curriculum standard; a new round of curriculum reform has begun. Under the new curriculum concept, our Chinese classroom teaching has shown great vitality, and the teaching atmosphere and students' boring learning methods have also been changed, which has activated the thinking of teachers and students and promoted the' harmony' between teachers and students. However, looking at our current Chinese teaching, there are some misunderstandings while trying the new curriculum reform.
First, attach importance to human nature and despise instrumentality.
Chinese is the unity of humanism and instrumentality, but our teachers pay more attention to the cultivation of humanistic spirit, but weaken the instrumentality. Some teachers do not pay enough attention to the interpretation of the text and the understanding of basic knowledge, and do not pay attention to the cultivation of basic Chinese ability. They skimmed the contents of the text and couldn't understand the difficult words clearly, so they made many extensions and played across the text, focusing on the aura of "emotional attitude and values".
Second, replace "irrigation" with "problems" and lead students by the nose.
In the experiment of new curriculum reform, the original teacher-centered classroom teaching has gradually disappeared, and the corresponding typical "whole-room questioning" teaching method has appeared. In class, teachers keep asking questions, or affirming or denying them, or filling in the blanks, or asking themselves and answering them, and sometimes even ask ask. Students habitually raise their hands and answer questions hastily, or turn a blind eye and remain silent. The essence of "whole-class questioning" teaching is to take teachers as the center, teachers presuppose conclusions, and then do everything possible to guide students to guess, with the pre-designed answers as the ultimate goal, thus locking students' thinking. In fact, this teaching method of "questioning all the time" is still a way of compulsory indoctrination and passive acceptance, which runs counter to the concept of reading dialogue in the new curriculum.
The ultimate goal of asking questions in class is to stimulate students' enthusiasm for thinking, so that students can develop good thinking habits and improve their thinking quality. But let's not ask too many questions. Therefore, teachers should find the right starting point when designing problems. This breakthrough point, for the text, covers the whole text and has the effect of "taking the lead and moving the whole thing"; For students, this can open their thinking, activate their thinking, and arouse their in-depth and multi-directional thinking and analysis.
Third, the classroom is lively and empty.
The new curriculum standards have brought fresh vitality to Chinese teaching. In class, teachers don't have to stick to the standard answers of "teaching reference" or be bound by the content of the exam. As soon as they let go of their hands and feet, they naturally have unique and diverse classroom forms-lectures, sketch performances, debates, etc., which make Chinese full of vitality. However, is a lively classroom equal to a fruitful harvest? In the activities of Chinese teaching exchange, we often see that teachers spend a lot of energy designing activities, and there is a lot of excitement between teachers and students in the classroom. But when the text is put aside and a class comes down, we only see the excitement of the activities, but we can't see the effective interpretation, excavation and * * * function of the text. Moreover, there is a lack of random guidance from teachers in the classroom, which can not effectively guide students' thinking direction. As a result, such a classroom just makes people feel "lively and empty".
It is difficult for us to have a general standard to measure how an article should be published, what method is the best and what form is effective. However, as far as Chinese teaching is concerned, basing on the text is a prerequisite that cannot be ignored. As far as the relationship between words and activities is concerned, words are the backbone, activities are branches and leaves, and activities serve words. If you only concentrate on activities when preparing lessons and attending lectures, and try to innovate in activities blindly, deviate from, deviate from and ignore the text, it is putting the cart before the horse.
Fourth, there is a phenomenon of "retreat" in classroom teaching.
Many teachers use innovative and flexible teaching methods to stimulate students' enthusiasm for learning and have achieved certain results. But there are also some problems. For example, group discussion in class. The advantages of this teaching method are self-evident, but there is also a tendency of formalization in teaching practice. The most obvious performance is that the teacher asks questions and then orders: "discussion!" " "The students were organized into a group. The students had a loud discussion and the classroom atmosphere was very warm. After a few minutes, the teacher gave the order: "Stop discussing!" So the discussion of the students came to an abrupt end. The result is often that a few top students show the discussion results, and most of them are just "spectators" there. Can't really play the role of discussion.
Is discussion an educational resource? I thought it was. Whose resources are they? This is a resource for students and teachers. For students, with the help of their peers, they can stimulate their interest in learning, get different inspiration and education, and fully understand the teacher's teaching of the course from different angles. For teachers, they can find new problems from students' discussion and improve their guidance. Obviously, this is a renewable resource, a non-renewable one-time renewable resource. So the teacher must step down from the podium, participate in the students' discussion and listen to the students' speeches.
So the real discussion should be to give students enough time to think after the teacher asks questions, and also to participate in it.
Secondly, the classroom retreat is reflected in:
(1) failed to achieve the goal. As we mentioned earlier, ignoring language in Chinese class means ignoring the teaching of basic Chinese knowledge, such as literacy teaching, the accumulation and use of words, etc., which are difficult to implement.
(2) Uncertainty of evaluation. Teachers' evaluation and feedback on students' participation have no substantive evaluation. Most of them are just general praise, which does not help students to know themselves and build up confidence.
Fifth, the use of multimedia is not perfect enough.
The application of multimedia teaching is by no means comparable to traditional teaching methods in visualization and visualization. It creates a comprehensive atmosphere composed of images, colors, sound animations and so on. , so that students are "immersive", which greatly stimulates students' interest in learning. So many teachers like to use multimedia to teach. However, a large number of teaching practices show that the application of audio-visual means in Chinese classroom will become a disturbing factor if it is not properly controlled. For example, when teaching texts about famous mountains and rivers, flowers and trees, birds and animals, teachers spend a lot of time and energy making and displaying related multimedia courseware. Although these courseware is refreshing, it has brought students a strong audio-visual impact for a while and aroused multi-sensory excitement, but they occupy far more classroom time than students spend reading texts or thinking about writing.
Why do students read with relish, listen with fascination, even be very happy and exultant, but then they are like passing clouds and know little about the content of the text? The main reason is that multimedia fascinates students' reading eyes. Chinese class is a Chinese practice class. This essential feature requires that all teaching methods must focus on Chinese activities and language media. Students can only understand, experience and imagine through language and literature. Therefore, borrowing any intuitive teaching means will ultimately be implemented in the language of the text.
Therefore, teachers must rely on the content of the picture in time to guide students to "play back" and "restore" comparative language and characters-return to the text, and explore what language materials and artistic techniques the author used to shape characters or describe scenery.
Chinese curriculum reform can't seek novelty and difference for the sake of "standing", can't avoid tradition and reality, can't avoid laws in the name of reform, and can't overcorrect. Dealing with many problems in curriculum reform will be beneficial to the healthy development of the new curriculum.