The first part: Understanding of Chinese Curriculum Standard 2022, a new curriculum standard. Through this study, I have deepened my understanding and experience of the new curriculum reform, made me reflect on my past teaching thoughts and behaviors, and have more thoughts and guidance for the implementation of future teaching activities.
Through the study of the new curriculum standards, we can overcome the wrong tendency of ignoring students' dominant position, ignoring the cultivation of humanistic spirit and scientific spirit, and excessively pursuing the subject knowledge system in Chinese teaching, truly establish a new Chinese education concept, comprehensively improve students' overall Chinese literacy through the completion of teaching tasks, pay attention to improving students' Chinese practice ability, actively advocate and promote students to actively develop learning methods, broaden their learning and application fields, and pay attention to connecting life, interdisciplinary learning and inquiry learning, so that students can acquire modern society.
In 2022, the new Chinese curriculum standard optimized the curriculum content structure, based on the development level of core literacy, strengthened the connection between content and educational objectives, optimized the content organization form, set up interdisciplinary theme learning activities, and strengthened the mutual connection between disciplines. We should pay attention to the development of students' core literacy, highlight their dominant position, and pay attention to their personalized and diversified learning and development needs.
In the study of new curriculum standards, the word "cultural self-confidence" impressed me the most. Our motherland is getting stronger and stronger, and our excellent culture of 5,000 years is our pride. We should let students learn Chinese and love China culture. Inherit and carry forward Chinese excellent traditional culture and enhance national self-confidence.
Chinese is a discipline to educate people. Teachers should not only help students master basic knowledge and skills, but also teach students learning methods and cultivate their learning ability. In short, under the guidance of the new curriculum standards. China teachers have a long way to go. I will continue to study deeply in the future teaching work and lay a solid foundation for high-quality teaching.
Part II: Understanding of New Curriculum Standard Chinese Curriculum Standard 2022 This time, I learned Professor xx's interpretation of Compulsory Education Chinese Curriculum Standard (2022 Edition), which gave me a systematic understanding of the new curriculum standard, and two of them impressed me the most.
First, the new curriculum standard strengthens the educational orientation of the curriculum and makes the educational objectives more systematic and clear.
The new curriculum standard regards the comprehensive expression of "cultural self-confidence", "language use", "thinking ability" and "aesthetic creation" as the core literacy and overall goal of cultivating students. Among them, "cultural self-confidence" is the key point: through Chinese learning, let students love the common language of the country, love Chinese culture, inherit and carry forward Chinese excellent traditional culture, revolutionary culture and advanced socialist culture ... these will be pointed out at the end of each learning stage. The theme and style of the course content is also to strengthen the value orientation of "educating people", with "excellent Chinese traditional culture", "revolutionary culture" and "advanced socialist culture" as the main contents. The establishment of this core accomplishment shows the national will everywhere.
The second is to build a Chinese learning research group.
The first-level basic learning task group is "language accumulation and carding", the second-level developmental learning task group is divided into "practical reading and communication", "literary reading and creative expression" and "speculative reading and expression", and the third-level extended learning task group is divided into "whole book reading" and "interdisciplinary learning".
The stage and development of the curriculum structure are realized by constructing the learning task group, and the situational, practical and comprehensive nature of the learning task group will make the teaching links between each learning link closer.
Before, I basically only used teaching materials as teaching and learning resources, plus teaching reference at most, which led to my teaching and students' learning being very single and inefficient. Now, under the guidance of the study group, I will try to design my teaching activities based on my life and Chinese practice activities, integrate learning contents, situations, methods and resources, and transform my Chinese teaching from static knowledge to dynamic Chinese practice activities. In homework design, I will also be based on the learning task group, so as to achieve "less but better" and "real and alive".
In the future, I will continue to study the Chinese Curriculum Standard for Compulsory Education (2022 Edition), be innovative from time to time, and adhere to the concept of lifelong learning in order to better serve students.
Chapter III: Interpretation of the new curriculum standard "Chinese Curriculum Standard 2022"; Under the arrangement of the school's teaching and research group, I learned the new curriculum standards of Chinese. "New Curriculum Standard" points out that "Chinese course is a comprehensive and practical course to learn the use of national common language". I benefited a lot from my study.
First, we have a clearer understanding of how to create a real and meaningful learning situation in Chinese teaching and highlight the practicality of Chinese learning.
We know that Chinese comes from life and will eventually be used in life, so it is very necessary to highlight the practicality of Chinese in teaching. "Chinese New Curriculum Standard" says: "Chinese learning situation originates from the real demand of using language in life and serves to solve real problems in real life. To create a situation, we should establish the connection between Chinese learning social life and students' experience, which is in line with students' cognitive level; Key Chinese knowledge and language ability should be integrated to reflect the process and method of using Chinese to solve typical problems. " Therefore, we must bear in mind this feature of Chinese learning in teaching. When I compiled the third book "Understanding Traditional Festivals" for the third grade in the teaching department, most students were familiar with the Spring Festival, Mid-Autumn Festival and Dragon Boat Festival because the theme was close to students' lives. In order to let students have a deeper understanding of the traditional festivals in China. I let the students collect the origins, customs, legends and stories of traditional festivals in various ways, then let them communicate and report in groups, and then sort out the stories of traditional festivals and tell them to their families when they get home, and finally guide the children to practice by themselves, such as making zongzi, playing lanterns and making moon cakes with their families. This kind of Chinese learning not only allows students to learn Chinese in life, but also applies Chinese knowledge to life, which deepens students' impression of traditional festivals, entertains education and greatly stimulates students' interest in learning.
In short, to create learning situations, teachers should use the ever-present and ubiquitous Chinese learning resources and practical opportunities to guide students to pay attention to family life, campus life, social life and other related experiences, enhance students' awareness of learning and using Chinese in various occasions, build an open Chinese learning space, stimulate students' interest and enthusiasm in exploring and solving problems, and guide students to learn to use Chinese in various daily life scenes and social practice activities.
Secondly, the consciousness of "paying attention to the changes of Chinese life in the Internet era and exploring the changes of Chinese teaching and learning methods" has been established.
With the development of the times, Chinese teaching is no longer a traditional teaching mode. As a teacher, we should actively use Internet resources to add color to our teaching. The Chinese New Curriculum Standard points out that "actively use the network resource platform, expand the learning space, enrich and integrate learning resources and learning contents of various media, provide multi-level and multi-angle reading expression and communication opportunities, and promote the multi-interaction between teachers and students in Chinese learning. Make full use of network platform and information technology tools, support students to carry out independent cooperative inquiry learning, and provide conditions for students' personalized creative learning. Give full play to the advantages of big data analysis and diagnosis, optimize the teaching of students' academic performance, and provide timely and accurate feedback and personalized guidance. Actively pay attention to the changes in teaching process, teaching methods, resource knowledge learning and evaluation, and explore mixed language learning combining online and offline. " In teaching, I make full use of information technology and network teaching resources to broaden students' horizons and improve classroom learning efficiency. When teaching "The Rich Xisha Islands", I used various functions of Shiwoyi classroom (courseware push) to create conditions for students' personalized learning. For example, in the classroom practice after mastering polyphonic words, the practice is sent to students' tablets through classroom interaction, and students can evaluate each other independently, which not only ensures that each student actively participates in the classroom, but also effectively consolidates students' knowledge.
Teachers and students, students and students communicate in all directions through the network, which narrows the psychological distance between teachers and students and increases the opportunities and scope of communication between teachers and students. And through the network platform, the type, quantity and frequency of students' questions are statistically analyzed, so that teachers can understand the doubts, difficulties and main problems that students encounter in learning and guide students more pertinently.
Although the new curriculum standard of Chinese has changed a lot, it is an innovation of the original curriculum standard. Its content is rich and profound. As a teacher, only by constantly learning, always based on the new curriculum standards in teaching, respecting the classroom reality and understanding the spirit of the new curriculum standards in actual teaching can we really learn, feel and apply things.
Chapter four: Understanding the new curriculum standard "Chinese Curriculum Standard 2022"; I was fortunate enough to participate in the online special training on the main contents and changes of Chinese curriculum standards for compulsory education (2022 edition). Focusing on the main contents and changes of the 2022 edition of Chinese Curriculum Standards for Compulsory Education, Professor xx expounded the new changes and new features of the new curriculum standards from four aspects: value orientation, cultural orientation, literacy orientation, task orientation, life orientation, times orientation, situation orientation and theme integration. After listening to it, I benefited a lot and gained a lot.
Professor xx's lecture gave me a new understanding of the content of the new curriculum standard and the teacher's teaching methods.
1, curriculum implementation enhances situational and practical.
In fact, when preparing for an open class, children are often asked to do a lot of practical preparations, such as collecting materials, taking photos, bringing physical props, interviewing before class, investigating during holidays, etc ... These all reflect the situational and practical nature of Chinese learning. The new curriculum standard highlights this implementation feature, which is actually a great display of the core literacy goal of educating people, and also requires students to have higher participation, stronger critical thinking ability and better aesthetic experience. This also requires our front-line teachers to change their ideas. Situational and practicality are not only reflected in open classes, but also should be effectively integrated into home cooking classes.
2. Changes in curriculum content drive changes in teaching and learning.
Cultural self-confidence, language use, thinking ability and aesthetic creativity required by core literacy all reflect the reform of curriculum content. All these have led to the corresponding changes in our teachers' teaching methods and students' learning methods. The higher the requirement for teachers' ability, the more we need to learn and teach. Only lifelong learning can adapt to the changes of the times.
3. Chinese learning research group
The concept of Chinese learning task group makes me realize the importance of language accumulation, practical reading, literature reading, speculative reading and whole book reading. In daily teaching, we should infiltrate the learning task group through various teaching methods, constantly help students create a good learning atmosphere, improve students' cognitive understanding ability through various teaching methods such as reading, and help students develop their own study habits to further improve their Chinese literacy.
Through this online study, I not only quickly and effectively understand the new Chinese curriculum standard, but also accurately grasp the key points and difficulties of the new curriculum standard, especially the changes and characteristics of the new curriculum standard. This has a good guiding role in future teaching practice. I will continue to study in the future, and I will continue to work hard and actively practice in specific education and teaching.
Chapter 5: Understanding the New Chinese Curriculum Standard for Compulsory Education (2022 Edition) in 2022, I studied it carefully. By comparing the 20 1 1 version of the curriculum standard, the 2022 version of the curriculum standard has more specific and detailed guidance for teachers on how to teach. Let's talk about the following two changes:
First, it increases the connotation of core literacy. The 2022 edition of curriculum standards defines what core literacy is, which is divided into four parts: cultural self-confidence, language use, thinking ability and aesthetic innovation. This points out the direction for our teachers to organize the design of teaching content. Creating real Chinese situations around these four parts in the process of Chinese practice can effectively cultivate students' core literacy.
Secondly, a new learning task group is added. Learning task group is a new concept put forward by primary school Chinese curriculum standard, which refers to determining the humanistic theme related to the generation, development and promotion of Chinese core literacy, organizing learning resources, and designing various learning tasks in real situations, so that students can experience the environment personally, complete tasks, develop their personality and increase their thinking ability through independent reading and appreciation, expression and communication, combing and exploration. According to the characteristics of each learning stage, the learning task group is divided into three layers. The first layer has 1 basic learning task groups, the second layer has three developmental learning task groups: practical reading and communication, literary reading and creative expression, and speculative reading and expression, and the third layer has two extended learning task groups: whole book reading and interdisciplinary learning. The Chinese Curriculum Standard for Compulsory Education puts forward that the course content is mainly presented in the form of learning task groups, which is also the direction for teachers to design teaching in the future.
After studying, I found that the concept of the new curriculum standard is more practical, which is more conducive to the improvement of students' comprehensive quality, and also pays more attention to the development of students' personality and the edification of Chinese, instead of just emphasizing the integrity and systematicness of Chinese knowledge structure. Russian educator ushinski said: "Education is not science, but art, which is the most extensive, complex, sublime and necessary of all arts." Therefore, to do a good job in education, we must keep learning. In the future education and teaching process, I think we should strive to do the following:
First, renew ideas and optimize the learning atmosphere.
Under the guidance of the new curriculum standards, it is necessary to create a harmonious and happy relationship between teachers and students. Teachers should change from traditional teachers to students' tutors, organizers and participants of teaching, and guides of teaching activities, and establish a democratic and harmonious atmosphere with students so that students can actively participate in teaching activities. For example, when teaching narrative, teachers can let some students play the characters in the text in the form of sketches, thus creating a vivid situation, which can not only let students intuitively understand the essence of the text, but also enhance the communication between students and activate the classroom atmosphere. This method can turn rigid words into jumping symbols of life and leave a deep impression on students, thus achieving the ultimate goal of Chinese teaching.
In addition, you can also create a problem situation, that is, at the beginning of the class, you can throw questions at the students and let them learn with them. This method refers to driving students to learn through questions, so that students can listen to lectures purposefully and find out the correct answers to questions. Teachers should attach importance to the cultivation of students' problem consciousness in the teaching process, and regard Chinese learning and teaching as a process of "asking, analyzing and solving problems", thus stimulating students' interest in learning and thirst for knowledge.
Second, encourage questioning and cultivate innovative thinking.
Einstein said, "It is more important to ask a question than to solve it." Thinking and asking questions are often closely related. Asking questions is the result of thinking with the brain and the starting point of students' creation. For example, there is an instructor's words in the golden hook: "You are a superior, a nanny, and an orderly along the way. No matter how hard it is, you must take them out of the grass." This sentence has a large capacity, and the whole plot of the text revolves around him. When learning this sentence, the students asked: Why is the old monitor called "superior", "nanny" and "orderly"? This problem is very big, so students should be guided to learn step by step. First of all, I let them know the original intention of "superior", "nanny" and "orderly" and what tasks the old monitor shoulders when crossing the grass. How did the old squad leader accomplish his tasks as a superior, nanny and orderly in the specific environment of grassland? Then guide the students to find the specific words and deeds of the old monitor from the text. He searched for wild vegetables everywhere, dug grass roots, washed clothes, camped in places with ponds, fished with hooks and made fish soup for sick people, but he was hungry and was not allowed to tell others. He took care of three sick people with practical actions and completed the tasks assigned by the party. Finally, through the description of the appearance of the old monitor, let the students experience his lofty inner world of self-sacrifice and infinite loyalty to the revolutionary cause, and let the students know the old monitor from the surface to the essence. Only when students form the habit of boldly questioning and actively solving doubts can they truly become the masters of learning.
Third, timely incentives to establish self-confidence in learning
There is a famous saying in Xue Ji that "educators are good at saving the lost", which means that the function of education is to discover the advantages of students, overcome the shortcomings of children, eliminate children's inferiority complex, have confidence in themselves and make others full of hope for themselves. In the long-term education and teaching process, we find that many students have different degrees of inferiority complex, and lack of self-confidence has become the main factor affecting students' active learning. In order to better guide students' inferiority complex and constantly enhance students' self-confidence, we mainly adopt the evaluation method of positive praise. It is undoubtedly an effective means to enhance students' self-confidence, and the common incentive method is instant incentive method. In the process of education, teachers are the most active and active factors that affect students. Teachers' encouraging eyes, smiling expressions, gestures of approval and words of praise can stimulate students' positive emotional experience and turn it into a powerful motivation for enterprising learning. Incentive method can be used not only in classroom teaching, but also in scientific activities, individual counseling and other educational activities.
Fourth, set up the situation to enhance the interest in learning.
How to arouse students' enthusiasm in class is a problem that most front-line teachers have been actively exploring. For Chinese teaching, the biggest problem is how to make students feel immersive. Only by letting your emotions fluctuate with the author's feelings can you fully devote your energy to the classroom and achieve the best classroom effect. Stimulate students' interest in learning in various ways in the teaching process, or intuitively demonstrate, or learn from others, or skillfully set suspense ... stimulate their reading desire and motivation, and create a positive teaching atmosphere of "I want to learn" and "I want to learn". In order to stimulate students' interest in learning, when I was teaching the text "There is Only One Earth", I found pictures and materials of the Milky Way, celestial bodies and the universe to enjoy with the students. When the vast universe appeared in front of children, I really felt their eager eyes! They want to know more about the galaxy and the universe! I immediately asked, "What do you want to ask the Milky Way? What else do you want to say? " The children are all in high spirits and eager to try. "Stimulating interest" greatly mobilized students' initiative and enthusiasm, and the teaching process also "turned pain into pleasure".
Fifth, be good at reflection and summary, and accumulate teaching experience.
In the teaching process, we have many brilliant practices and ingenious designs, but they are all like passing clouds and have not accumulated, forming our own teaching ideas and teaching models. Therefore, we should be good at accumulating experience and summing up lessons in teaching, and finally form a set of effective teaching ideas and teaching models. Front-line teachers have heavy tasks and tight time, and the gains and losses in teaching often flash by. If they don't use time, it's hard to catch those shining things. Neglect often leads to a vicious circle of teaching mistakes and fleeting teaching wisdom, which seriously affects the teaching effect. This training and study has created a good opportunity for our teachers to reflect on their teaching practice. Give teachers a platform for reflection, know gains and losses, know right and wrong, communicate better, learn from each other and improve together.
There is still a long way to go in Xiu Yuan. Under the guidance of the new curriculum standards in the new era, we will be duty-bound to shoulder the mission of the times, inherit the excellent Chinese culture, and fully implement the training of new people with ideals, responsibilities and skills.
Chapter VI: Understanding of the new curriculum standard "Chinese Curriculum Standard 2022" Today, I was fortunate to listen to Professor xx's online interpretation of the main contents and changes of the "Chinese Curriculum Standard for Compulsory Education 2022 Edition". Through the interpretation of experts, I have a preliminary understanding of the similarities and differences between the old and new curriculum standards.
Professor xx spent an hour and a half explaining the main changes, course nature and concept, core literacy and value goal, Chinese learning task group and Chinese academic quality of Chinese Curriculum Standard for Compulsory Education (2022 Edition). The change of curriculum standards is mainly interpreted from four aspects: value orientation, literacy orientation, based on the main line of life practice, emphasizing the integration of situational themes, and clearly understanding the change of Chinese curriculum standards in compulsory education.
Through this online study, I realized the country's requirements for cultural self-confidence and felt the strength of the developing motherland in the times. At the same time, the new curriculum standard also emphasizes the setting of "Chinese learning task group", which puts forward higher requirements for Chinese teachers' interdisciplinary comprehensive teaching. Curriculum standards also require reading the whole book. How to improve students' reading capacity is an important issue that we should consider in teaching.
In the future teaching, as a front-line teacher, I should pay attention to the curriculum standards, study the curriculum standards, pay attention to the development of students' core literacy, implement the comprehensive and practical requirements of Chinese, and effectively improve students' Chinese literacy.
1, around the three goals of Chinese course, fully implement students' Chinese core literacy in Chinese teaching, and focus on cultivating students' ability to understand and use the common language and characters of the motherland.
2. Optimize the content and structure of classroom teaching, arrange teaching activities with the theme of three cultures, arrange teaching content based on six learning task groups, and solidly implement the cultivation of students' Chinese core literacy in unit teaching.
3. Implement the four-phase academic quality standards in a down-to-earth manner to ensure that the cultivation of students' core literacy is implemented.
4. Strengthen study, strengthen Chinese teaching practice, and constantly summarize and implement Chinese curriculum standards.
In short, I will continue to study the new curriculum standards and guide myself to work better. Paying attention to curriculum standards means paying attention to the future of education.
Chapter 7: Interpretation of New Curriculum Standard 2022 Chinese Curriculum Standard Today, I had the honor to listen to an online lecture by Professor xx, a big coffee maker in the field of education. She is a person who really understands Chinese, understands children and can see education in the future.
First, she made a comparison between the 20 1 1 version and the 2022 version, and told us from the general direction that we should guide students to cultivate their patriotism, collectivism and socialist ideology and morality in the process of Chinese learning, and gradually form a correct world outlook, outlook on life and values. Then, the five main changes of the new curriculum standards are deeply analyzed, namely, strengthening the orientation of curriculum education, optimizing the structure of curriculum content, developing academic quality standards, strengthening guidance and strengthening inter-class contact.
After listening to Professor xx's sharing, my biggest feeling is that she is actually explaining what the reform orientation of Chinese subject is. Only by re-recognizing the value of Chinese education can we understand how to take care of children and what kind of classroom and resource guidance to provide them. Through Chinese learning, we should construct quality Chinese curriculum objectives, inherit and carry forward Chinese excellent traditional culture, revolutionary culture and advanced socialist culture, and establish cultural self-confidence. We should pay attention to the internal structure of Chinese learning task groups, the multiple correspondence, mutual intersection and infiltration of each learning task group in compulsory education stage, and the difference between compulsory education stage and high school stage, so as to reflect the comprehensiveness, stages and continuity of Chinese curriculum content. What the country advocates now is real situational Chinese learning. Through the linear learning of "single reading, reading unit and learning unit", a learning theme is refined around a group of course contents, a learning goal is set and a learning activity is carried out, so that the learning theme becomes a unified and typical learning activity. The collision and fusion of old and new knowledge optimizes the knowledge structure, and the situation is beneficial to students' learning state. Chinese learning activities come from life, which can open up the combination of course content and students' existing knowledge, develop students' situational learning ability and adaptability, learn and use language, enrich students' experience in language use, gradually explore their own language style and realize the improvement of language use.
Better understand the new Chinese curriculum standards, grasp the academic quality standards, actively participate in teaching research and training, realize lifelong learning, pay attention to problems, integrate research and training, strive to develop and utilize distinctive and systematic curriculum resources, position their own disciplines and teaching in a larger pattern, and set a good direction for their own education and teaching behavior.