First of all, we are facing the change of curriculum structure.
In the past, Chinese teaching in senior high schools was a stable structure with relatively fixed courses and little change. The new curriculum reform highlights the concept of developing individuality and people-oriented, and accordingly puts forward higher requirements for the new curriculum structure, such as emphasizing foundation, diversification, hierarchy and comprehensiveness. Specifically, while compressing compulsory courses, we will increase elective courses to provide more personalized space. In the past three years, the Chinese content of senior high school has been compressed into five compulsory modules in the new curriculum standard, which are completed in two and a half semesters of senior one and senior two. There are still three and a half semesters for students to choose from. Elective courses are now designed into five series, which are poetry and prose, novel and drama, news and biography, language application and cultural works research. Each series can be designed with several modules. Each module of the compulsory course counts 2 credits, and students can reach the basic level after completing 10 credits. Elective students choose four modules according to their personal interests, and after completing eight credits, they will be counted as 18 credits together with compulsory courses, so that they can be regarded as qualified Chinese subjects.
Curriculum reform has greatly reduced the class hours of compulsory courses. Our weekly class hours have been reduced to four, and the class hours have been reduced, but the teaching content has increased instead of decreasing. Each compulsory module of the new textbook includes four units of reading appreciation, one unit of expression and communication, one unit of combing and exploring, and one unit of reading guidance of famous books, which is equivalent to a book in the old textbook, while the new curriculum requires two modules to be completed in one semester, that is, the content of the old textbook should be completed in one semester. Therefore, before the mid-term exam, our senior one teachers and students are racing against time, struggling with limited energy, and finally reaching an end point in running all the way. Before we catch our breath, we must run to the next destination. Curriculum reform has become a drop of sweat, condensed into a big word "tired", and we have no time to appreciate the benefits brought by this word "tired" to curriculum reform. Our confusion is, how valuable is the new textbook if it is at the expense of teachers and students? Don't say that it is difficult for students to stretch their bodies and minds for their "lifelong development". How to finish so much content in a limited time is indeed the biggest problem we encounter in the implementation of the new curriculum. But in the next compulsory course 2, this problem has been alleviated a lot. Because after teaching the required course 1, our whole group of teachers made a serious summary and reflection, boldly selected and processed the teaching materials, and reduced some contents. For example, in the lecture unit in the second module, the focus of this unit is to expand the application, so we only use two classes. Take the first speech of this unit, Mr. Cai Yuanpei's speech as the principal of Peking University, and the second speech of Martin Luther King, the famous American black civil rights leader, as examples, so that students can master the characteristics of general speeches and put oral training in oral training before class, even in normal class speeches. At the same time, increase the classroom density and strive for effective teaching time. Basically, we spend every night studying in lectures and seldom take exams. Sure enough, there was enough time. At the end of the term, we realized our expectations and set aside a week and a half for general review. But at the same time, another problem has emerged. The purpose of offering compulsory courses is to lay a good foundation for Chinese, but anyone with a little teaching experience knows that if you lay a good foundation, you will not be able to open it quickly. The cultivation of Chinese ability cannot be completed overnight. The formation of Chinese literacy depends on accumulation, perception and application, and analysis and training are indispensable.
Lack of analysis and training, even if it can be formed, is ultimately weak and difficult to improve. Although the new curriculum standard avoids the topic of training, referring to the statement that "in reading teaching, in order to help students understand the text, students can be guided to learn the necessary knowledge of grammar and rhetoric with the text, but there is no need to teach the knowledge of grammar and rhetoric systematically and intensively", we can also understand that it is necessary to use knowledge and ability to analyze the text and train the ability in teaching. But the reality is that there are so few classes, and almost every class has to talk about a new text, which is somewhat contradictory to the original intention of laying a solid foundation. For example, the fourth unit of the compulsory 1 is the news unit, which directly corresponds to the news compression of the Chinese application test center of the college entrance examination. We carefully selected some examples and exercises in this field, but we didn't have time to do the exercises that should have been completed before the mid-term exam, and we didn't arrange them until the final review, that is, we studied the news unit for a long time. The most prominent thing is the teaching of classical Chinese, which is always an important part regardless of the new and old textbooks. In the past, classical Chinese teaching paid great attention to the study of the basic knowledge of classical Chinese, while the new curriculum seems to weaken the instrumentality of Chinese and pay more attention to the cultivation of Chinese practical ability. Then, in the form of curriculum reform, how to teach classical Chinese well in limited class hours? At the same time, there is a fact that we have to admit that many good and even necessary Chinese learning habits (which were largely attributed to students' good Chinese performance in the past) have not been formed because they are just in a hurry and have no time to review and sort out the new content every day. I think it may be that the arrangement of the new curriculum standard is somewhat idealistic, or that we still have problems in thinking and methods. I think this is the key problem to be broken through next semester.
Let's talk about elective courses. This semester, the school opened a school-based elective course in senior one. Students have greater freedom in learning and teachers have greater flexibility in giving lectures, which greatly arouses the interest of both sides. On the basis of teaching materials and college entrance examination, our preparation group has set up an elective course "Introduction to Contemporary Masters in China" in combination with students' reality. The results were well received by students, and the number of elective courses reached.
The curriculum reform gives us the feeling of being "tired" and "tired and happy".
Interpreting the happiness of teaching materials.
Chinese teachers are difficult. No subject will make teachers think about "what to teach?" This is the case in Chinese class, where restrictions include freedom and restrictions include infinity. Chinese is a perceptual subject with the strongest humanity and artistry. It highlights individuality in the teaching of various subjects and best reflects teachers' personal temperament and wisdom. The new curriculum standard advocates teachers' personalized interpretation of the text, that is to say, under the background of the new curriculum standard and syllabus, Chinese teachers can handle and use teaching materials in a colorful and unique way. It can be said that the educational reform has given us a lot of space. When we use our own cultural background, knowledge and value orientation to build a platform for text interpretation in class and guide students to have a "spiritual" dialogue with literary styles with cognitive value, aesthetic value and development value, that kind of happiness is beyond words. For example, if we study the story of Xiang Yu in the Hongmen Banquet and Historical Records, we will find that Tai Shigong appreciates Xiang Yu's personality charm as a tragic hero. To promote Xiang Yu is to belittle Liu Bang, who was the first emperor of the Han Dynasty. If we continue to think about it, we will find that Tai Shigong, as a courtier of the Han Dynasty, despised the supreme power and had to express his deep intention implicitly. Perhaps this interpretation may not conform to the orthodoxy of historians, but no one can deny that this kind of Chinese studies may be a dialogue between Tai Shigong and our descendants that spans thousands of years, even though there may be many misunderstandings in this dialogue. When we deal with teaching materials, we set some relevant scenes and introduce some background knowledge, and students push their thinking to this level.
This semester, we read ancient poems, from The Book of Songs and Li Sao to the poems of Han, Wei and Jin Dynasties. From these poems, we think about the rise and fall of that era and personal joys and sorrows. We read "Red Cliff Fu", "Prison Youth" and "Jing Ke Stabbed the King of Qin", and deeply felt that there are so many strong ones.
Broad and different life struggles and life choices; Studying "Retrospect and Prospect of Modern Science Entering China" and "Flying into Space", I am sincerely proud of the spirit of human tireless exploration of scientific truth; In the reading guide of famous books, we traveled through just visiting and talked with Confucius, Ba Jin, Hugo and Dickens, illuminating our life journey with their wisdom.
Of course, the new curriculum reform also puts forward higher requirements for preparing lessons: the setting of teaching objectives has changed from a single unified goal to a multi-level goal, which has improved students' knowledge, ability, emotion, attitude and values; When preparing lessons, knowledge should be prepared more fully, and more importantly, students' possibilities should be prepared. As far as possible, we should consider the problems that students may encounter in the learning process, choose a good starting point and questioning methods, and take students' classroom learning activities as the starting point and belonging point of our lesson preparation.
The transformation of classroom teaching mode and the improvement of teaching methods.
The teaching method of the new curriculum reform is characterized by students' self-construction. Curriculum standards put forward that students are the masters of learning Chinese. Chinese learning should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences and encourage students to choose their own learning methods. In the reform of teaching methods, the new curriculum especially advocates "autonomy, cooperation and inquiry".
Because the curriculum reform has just begun, it is impossible for us to understand the curriculum quickly from the beginning. Even if the understanding is in place, practice can't follow up quickly, and there is a misunderstanding. For example, one-sidedly think that "the new curriculum is to be new", so there are many tricks in the classroom, and sometimes the so-called "autonomy" is emphasized in the classroom, while students actually carry out activities under the organization of teachers. They are very "busy" and communicate, report and perform with great interest ... while students have no time to think. When it comes to "cooperation", it means "group discussion" Any class is a group discussion, and everything must be "solved" through group discussion, and the value of discussion is rarely considered. Sometimes, cooperation is cooperation, but it does not provide enough time. The process of cooperation is very short, and the discussion and research are in a hurry. Therefore, students often feel very confused and have no results or conclusions.
Through the school's follow-up listening and evaluation class and the demonstration class of the Institute of Education, we reflect in time and think that fundamentally, this misunderstanding is related to our insufficient understanding of the spirit of the new curriculum standard, thus showing a certain degree of superficiality and impetuousness, and even some quick success. Our conclusion is "choose your own learning style and experience in many ways", which should be conditional. To see the correct value orientation, all experiences that are divorced from the learning content, contrary to the characteristics of Chinese, unrealistic and complicated should be cautious. Autonomous learning should mean that students have enough time to study, enough space to think and more opportunities to practice. On this premise, facing the same learning content, students can choose their own learning methods and learning partners, and carry out learning activities with full emotions, so as to implement autonomous learning and avoid the phenomenon of false autonomy in the classroom. Cooperative learning should be based on autonomous learning, and cooperative learning can only be effective through independent thinking. Real cooperative learning must be used in cutting edge and breaking through learning difficulties. Not for the sake of cooperation. Cooperative learning is to solve problems with certain difficulty and depth through the sparks of wisdom discussed in many people's minds, rather than ordinary problems. Therefore, cooperative learning organizations must also give each student enough time to actively participate and speak, so as to develop. At the same time, don't organize students to explore whenever there is a problem. If there is nothing to explore, it is better to combine traditional teaching with reality, activity, presupposition and generation.
In the practice of curriculum reform for half a year, we have encountered many problems (perhaps our understanding of the concept of curriculum reform is not deep and thorough enough), but we believe that although there are thorns on the road of curriculum reform, the scenery along the way is infinite. Despite this idea, as teachers, we are still full of love, do our best in class, give full play to our talents, and strive to meet the requirements and goals of the new curriculum. We believe that, in any case, the curriculum reform will be beneficial to children's growth and development, and will promote teachers' continuous learning and improvement!