2022-05-29

Listen to Teacher Yu Yingchao’s interpretation of the new curriculum standards

I came back from my hometown early in the evening and prepared the homework for the seventh Chinese language study class to see if I needed to study the 2022 version of the new curriculum standards first. It is still difficult for me to interpret the two parts of "Academic Quality" and "Evaluation Suggestions".

Yu Yingchao is an evergreen tree in middle school Chinese teaching circles. After dinner, I had the honor to listen to his lecture "A Preliminary Understanding of the 2022 New Chinese Curriculum Standards from Three Aspects". The three aspects were respectively It refers to "key points, key points, difficulties". Although Teacher Yu focuses on Chinese teaching in the fourth stage of schooling, grades 7 to 9, the teaching methods and concepts are similar. As a primary school Chinese teacher, I am deeply inspired.

Teacher Yu said: This is how I define the "learning task group" in the free teaching stage. The "learning task group" is based on the core competencies, refined and integrated and stipulated by the curriculum standards. The compulsory education stage requires rich learning content in different scopes and angles with "completion of tasks" as the practical process.

Teacher Yu pointed out:

There are 6 Chinese learning task groups in the compulsory education stage, and they present the teaching content of the Chinese course as a whole.

Each learning task group runs through 4 academic stages and is a rich learning content that students must accept and experience during 9 years of study.

Each learning task group consists of numerous detailed learning contents that are related to each other.

The relationship between learning task groups has stages and focuses, and they are also integrated with each other. "Learning task group" is also a teaching concept that allows us to compare and reflect on our teaching from time to time. Teaching materials cannot be compiled simply according to "learning task groups". We need to improve our concepts and make good use of unified teaching materials.

The Chinese language course is a comprehensive and practical course for learning the use of the country’s common spoken and written language. Chinese courses are committed to the formation and development of core competencies for all students.

The focus is on the improvement of teachers’ teaching concepts and the change of old teaching habits: all students should complete learning tasks in real practical activities in class. Only in this way can core competencies be truly improved. Setting students' learning "tasks" and organizing students' "practical" activities are currently the focus of Chinese teachers to improve their teaching capabilities. The teaching requirements in these two aspects require us to change the old teaching methods.

It is necessary to change the teaching habits of unclear teaching sections, lack of focus on training perspectives, and unformed teaching activities.

It is necessary to change the habit of not paying attention to unit training requirements and after-school training questions.

Teaching based on fragmentary questions and answers for the purpose of interpreting texts is the most harmful kind of teaching that wastes valuable classroom time for countless students.

Designing "learning tasks", paying attention to students' "practical activities", and reducing as much as possible classroom trivial questions that have almost no training effect is the key for Chinese teachers to improve their teaching capabilities and meet the requirements of the new curriculum standards. Close focus.

Comprehensive training course

Task 1? Reading aloud, word logging and accumulation tasks

Task 2? Microwriting, literary description training

< p> Task 3? Read aloud, recite the text affectionately

Task 4? Annotate, express artwork analysis

Journey of Solitude

Practical activity 1: Grasp the meaning of the text ? Explain the meaning of the title "Lonely Journey" based on the content of the story.

Practical activity 2: Appreciating details? Explore the direct or indirect description methods that express the psychological activities of the characters in the story.

Practical activity three: Fragment analysis, appreciate the beauty of expression in the "storm" description paragraph in the article.

Key points

Closely focus on core competencies, use text resources to design aesthetic tasks, guide all students to participate in practical activities in class, and restrain all fragmentary questions in classroom teaching.

Activity "Inquiry" lesson

Complete task one in the unit, the first step is to take reading notes: grasp the dramatic conflicts, understand the characters, and taste the dramatic lines.

The second step is to reflect on the text: how to express your feelings and understanding of the script on the stage.

Continuous text reading, large-capacity training, block-based teaching ideas, and main problem setting tasks focus on all students' practice, autonomy, cooperation, and inquiry in class, showing aesthetic teaching meaning.

Listening to your words is better than ten years of reading. I am grateful to the teacher for his interpretation, which helps me to effectively interpret the new curriculum standards and guides me to change the old teaching method of scattered questions and answers, and return the student-centered teaching method In the classroom, let students stand at the center of teaching.