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What are the characteristics of Chinese teaching under the new curriculum concept?
The so-called humanism is "humanism" originated from western culture, which highlights human personality, dignity, freedom, equality and the realization of human value, that is, cherishes human freedom and all-round development. The "humanistic spirit" originated from China culture mainly includes people's beliefs, ideals, personality and obligations. I think the "humanity" of Chinese course is mainly reflected in students' personality, personality and spirit. Pay attention to cultivating students' positive and healthy emotions, correct values and noble aesthetic taste. It emphasizes people-oriented Chinese teaching, gives full play to the initiative and creativity of both teachers and students in teaching, and gradually cultivates students' humanistic personality and spirit. Encourage students to stick to their own unique opinions, dare to say things that have not been said before, dare to challenge the "conclusion" of books, and dare to say "no" to inappropriate authoritative explanations. Dare to insist on independent thinking and positive argumentation, explore individual potential, attach importance to the cultivation of students' independence and highlight the cultural nature of Chinese teaching. It is not only the fusion of thought, emotion and aesthetics, but also the accumulation of cultural thought and culture, and it is also the development of emotional thought and the cultivation of aesthetic interest.
When defining Chinese subject, Chinese Curriculum Standard not only emphasizes the instrumentality of Chinese, but also emphasizes the humanity of Chinese, and the connotation of Chinese is further expanded. It is clearly pointed out that "the unity of instrumentality and humanism is the basic feature of Chinese curriculum", and the emphasis on the instrumentality of Chinese in the past has shifted to the emphasis on the dual nature of Chinese (instrumentality and humanism). Chinese is a comprehensive subject. Only one "instrumentality" or "humanism" can't sum up the essential attributes of the complex subject of Chinese, and "instrumentality" and "humanism" are the relationship of mutual penetration and mutual promotion. To say that the Chinese subject is instrumentalized is by no means to weaken its humanistic spirit, and there is no problem of limiting one and publicizing the other.
The humanity of Chinese is based on the instrumentality of Chinese. In the teaching of Chinese course, humanism is bound to be closely related to the text, which is formed by language. Without language, it is impossible to directly discuss the ideological connotation of works. If we discuss the ideological connotation of the work without the text, our understanding of the article will become "castle in the air", "rootless tree, passive water" Just like in reading teaching, because of the differences of students' life experience, emotional experience, family environment and knowledge level, they will inevitably have different understandings of the thoughts and emotions contained in the text. Therefore, in the specific Chinese course teaching, we should go deep into the text, taste the exquisite language in the article, and cultivate emotions in the dialogue with the text.
2. Chinese is a combination of times and knowledge.
The content of Chinese curriculum has distinct characteristics of the times, which is the concrete embodiment of the requirements of the development of the times for Chinese school education. The Chinese curriculum standard points out: "Teaching materials should reflect the characteristics of the times and modern consciousness, pay attention to human beings and nature, and understand and respect multiculturalism." The content of Chinese textbooks should permeate the flavor of the times in Chinese classes, and Chinese education should edify and infect students with the most advanced human culture.
The knowledge of Chinese is obviously comprehensive, including listening, speaking, reading and writing, including astronomy, geography, rivers and lakes, flowers, birds, fish and insects. From the perspective of Chinese knowledge, it includes words, words, sentences, paragraphs, articles, grammar, rhetoric and other knowledge content; Judging from the content of Chinese teaching, it includes pinyin, literacy, writing, reading, oral communication and writing. In a word, the knowledge content of Chinese subject is rich and colorful, and Chinese education should make full use of the educational resources of the subject to meet students' thirst for knowledge and development needs.
3. Chinese subject is the unity of universality and foundation. The new curriculum standard emphasizes the multiple functions and basic functions of Chinese subject. Chinese subject not only develops students' Chinese ability, but also develops students' learning process and methods, emotional attitudes and values, which not only lays a foundation for students' Chinese ability, but also enables them to learn knowledge, life and aesthetics. Specifically, it is to improve students' humanistic quality in an all-round way, cultivate their feelings of loving the language and writing of the motherland, cultivate their language ability to meet the actual needs of society, cultivate their innovative spirit, improve their scientific quality and form good study habits. In short, the multiple functions of Chinese curriculum are: seeking knowledge, practicing ability, enlightening wisdom, expressing emotion and appreciating beauty; So as to realize the realm of enjoying Chinese and life.
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