On the Interpretation of Chinese Curriculum Standards

How do you feel when you are a people's teacher and modify customized curriculum standards? The following is a brief summary of the interpretation of Chinese curriculum standards compiled by me for your reference only. Welcome to read this article.

A brief understanding of the interpretation of Chinese curriculum standards (1) The autonomy and mutual assistance advocated by the new curriculum standards are gradually reflected in my teaching. I have been practicing literacy, reading, writing, oral communication and comprehensive practical ability in class.

After reading the new curriculum standard, I have a good feeling about my reading and writing experience. The new curriculum concept attaches great importance to reading teaching, which is a series of Chinese training to cultivate the ability to understand written language. It conforms to the characteristics of language learning, and "reading" is the objective requirement and the most important way to cultivate students' comprehensive Chinese ability. Ignoring "reading" or "reading" is not in place, the cultivation of students' sense of language and the training of listening, speaking, reading and writing skills will become a tree without roots and passive water.

Chinese teaching process refers to the degree of students' participation and way of thinking in the learning process. Students' learning achievements are not necessarily tangible products, but may be to put forward an idea, produce a plan, plan an activity, and pay attention to learners' choice, judgment, interpretation and application of what they have learned in the process of learning experience, so as to make some discoveries. The whole process of Chinese teaching should be a process in which all students accumulate and participate in learning.

Students' age, knowledge accumulation and personality characteristics determine their differences in learning quality. Therefore, there must be differences in learning results. No matter how big the difference is, they should be affirmed and encouraged as long as they actively participate in the process of learning and research. Admitting differences means respecting students' learning process. To reflect the process of Chinese teaching, it is necessary to fully mobilize students' learning initiative, give students time to think independently, let students think while reading, experience the exquisiteness of language expression and get the pleasure of emotional experience.

Give students time to discuss and communicate, and the forms of discussion and communication can be varied, or study at the same table, or discuss in groups, or communicate freely, so as to achieve the purpose of everyone participating and expressing their opinions; Give students time to ask questions and ask difficult questions. In the process of learning, students are encouraged to boldly ask valuable questions and seek solutions.

In reading teaching, we should first let the text speak. This requires students to read through the text actively, so as to grasp the key points and have a deep dialogue with the text. Therefore, initial reading is the basis of reading teaching. But when I think of my Chinese reading teaching in the past year, there are more or less some problems in the important teaching link of initial reading:

First, time cannot be guaranteed. Students enter intensive reading after reading in class, and the time for reading at home cannot be guaranteed. In our rural school, students go back without parental supervision. Many students just finish their written homework and don't read the text.

Second, the initial reading goal is unclear. I think the first reading is to let students have enough reading time, so students read over and over again, and most students have a "mouth" but no "heart";

Third, there is a lack of guidance from teachers, that is, the word "reading" runs through; Fourth, the feedback is not timely, and I don't know how to evaluate students' reading, so that students' due Chinese ability can't be cultivated.

In addition, I feel that children are not encouraged to read books after class in the usual teaching, and there is also a lack of certain evaluation methods. I will try my best to correct it in the future teaching and improve my reading teaching. In short, under the new curriculum, new learning methods and new teaching atmosphere, teachers need to lead students to open up a new world of Chinese learning and life where teachers and students grow together and make continuous progress.

The new curriculum standard requires comprehensively improving students' Chinese literacy, expanding students' knowledge, and requiring interaction between teachers and students in classroom teaching. According to the new Chinese proficiency practice system, I will devote myself to improving students' comprehensive Chinese quality and promoting the transformation of Chinese course presentation and students' learning methods. For Chinese teaching in primary schools, we should change the teaching mode and learning mode, and cultivate and form "autonomy, cooperation and inquiry". The change of learning style can be presented rationally in the classroom, which proves the change of teaching style and the true establishment of teachers' new ideas. Combine the study of curriculum standards with the study of teaching materials and methods, learn new teaching materials, understand and master new teaching materials, make good use of new teaching materials, and attach importance to the research and collection of teaching reflection; We should keep in mind the experimental task of verifying curriculum standards and testing textbooks. In teaching practice, I will try to take the following measures:

1. Seriously study the new curriculum standards, deeply understand the spirit of Chinese curriculum standards, change concepts, improve students' overall Chinese literacy through the completion of teaching tasks, pay attention to improving students' Chinese practical 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 as to enable students to acquire the Chinese ability needed for life in modern society.

2. Find out the internal relationship between teaching materials and curriculum standards and teaching materials, and find out the intention and focus of all kinds of teaching materials I designed, so as to accurately set the teaching focus in lesson preparation and teaching activities, find the foothold of realizing the curriculum objectives put forward by curriculum standards, and effectively implement Chinese teaching.

3. On the basis of accurately grasping the teaching materials and my thoughts, starting from the local reality of our class and school, according to the age characteristics and different teaching contents of students, we should creatively and flexibly select and use various designs of teaching materials, adopt appropriate teaching strategies, implement reading, writing, listening, oral and comprehensive practical activities, vigorously improve classroom teaching, advocate heuristic and discussion-based teaching, actively develop classroom learning resources and extracurricular learning resources, and communicate with parallel disciplines. Creatively carry out various activities to increase students' Chinese practice opportunities, so that students can enrich their language accumulation in practice, master learning methods, improve their basic skills, accept edification and infection, develop good study habits and lay a solid foundation for Chinese; Encourage students to use various means to expand the scope of reading, enhance the awareness of learning Chinese in various occasions, actively participate in various curriculum reform activities, and promote the overall improvement of students' Chinese literacy. A new round of reform centered on curriculum and teaching materials is gradually being carried out, which brings vitality to Chinese teaching in primary schools, but also challenges.

Another experience is that the new curriculum standard still attaches great importance to the study and mastery of basic Chinese knowledge, which not only has specific requirements, but also quantitative standards.

I think it is most important to grasp the evaluation criteria of the new curriculum, that is, the evaluation of Chinese curriculum must be based on the Chinese literacy required by modern society, and a good hand and a good article are still needed by modern society. In addition to these two points, modern society also requires people to have certain oral communication skills and the ability to search and process information by using modern technology. Based on these considerations, we should make this evaluation well.

A brief understanding of the interpretation of Chinese curriculum standards (3) Through just six years of primary school life, I have learned a lot of knowledge and a lot of truth. In the six years of primary school life, I learned some basic knowledge such as Chinese Pinyin, Chinese characters, words, sentences and punctuation marks. Now I finally realize its importance. Later, we gradually learned about ancient poetry and encyclopedia knowledge, and learned it by heart. Ancient poetry and prose become the spoken language of knowledgeable people. Reading is a very difficult thing. Many college entrance examination students lose points in reading, and writing is also difficult. It is difficult to judge a topic, just write around the center of a thing. In these six years of study, what impressed me most was how beautiful and hard the study of Pinyin and Chinese characters was.

I have the ability to write again. Everyone can write, and I am no exception. In addition, I have the ability to read silently. Silent reading is actually very simple, anyone can read it, but not many people can read it quickly. I also have the ability to write, because I think the composition is particularly easy to write and easy. I write whatever comes to my mind and never digress. I think most people seem to have these abilities. I should also have the ability of oral communication, which is also beneficial to my writing and reading. By the way, I also have the ability to take classes. I listen to the teacher carefully and take notes carefully, but sometimes I don't take notes. I was also influenced by our Chinese culture, which really benefited me for life.

I have some good ways to learn Chinese. If I have to recite some ancient poems or texts, I can choose to recite them in the evening or in the morning. I have to recite it sentence by sentence when I recite it. I can write some important words in a long sentence by reciting the text. You can also shorten the sentence and expand it after reciting it, which is also easier to recite. Preview and review can help you not get carsick and confused when you attend classes. Reviewing after class can make your memory stronger. Mastering these two points, plus reciting ancient poems, it must be easy to learn Chinese. When writing, you can read more extracurricular books or refer to examples written by other students, combined with what you have learned before and some beautiful words, the composition will be much easier to write.

Personally, I think that Chinese teachers should not only be teachers, but also be saints. We should know everything, understand everything and pay attention to everything.

Only in this way can we supplement all kinds of knowledge at any time in Chinese teaching, guide students' views on events and guide students to correct values.

When I have a Chinese class, all the students like to listen. One of the reasons is that it is not limited to the content of the text, but the teacher's mentality and language are the sharp tools to guide students' interest.

The understanding of "Interpretation of Chinese Curriculum Standards" is simple (4) "It is not enough to believe what you learn". Through the training of the new curriculum standards for primary school Chinese, I gained a lot of insights, as follows:

In Chinese teaching, to give full play to the leading role of teachers and ensure students' dominant position, we need to do the following:

First of all, students must study in a democratic, harmonious and equal teaching atmosphere. Therefore, teachers should be good at regulating their emotional expression in class. Teachers' emotional expression will inevitably affect students' psychological state, and teachers' good mood can make all students relaxed and happy, and make the classroom atmosphere relaxed and happy; However, bad emotions make students feel psychological pressure, which leads to students' subordinate role in teaching. Therefore, as soon as teachers enter the classroom, they should abandon their distractions, put aside their troubles and concentrate on their roles. In such a democratic, equal and harmonious atmosphere, there will be emotional transfer, so that students can "love, trust and learn".

Secondly, flexible use of teaching methods to stimulate students' desire to learn. Only when students are interested in a certain subject will they consciously use their brains and actively study. With interest, they can have a strong thirst for knowledge, take the initiative to learn, and play the main role of learning. Therefore, teachers must take teaching materials as the carrier, language training as the main content, flexible use of teaching methods as the means, and better service for students as the teaching purpose to stimulate students' interest in learning. One can turn static into dynamic. According to the active characteristics of primary school students, teachers use the information provided by textbooks to make dynamic processing, change static into dynamic, and let students draw a picture, do it, listen, have a look, act it out and think about it. Active participation and active learning.

Finally, pay attention to the teaching of learning methods so that students can learn. Strengthening the guidance of learning methods and helping students "learn to learn" is a brand-new contemporary educational concept. The ancients also pointed out: "Sending mermaid is only for a meal; Teach people to fish and enjoy life. " Therefore, teachers can only let students master certain learning methods and choose and use appropriate methods for effective learning, so as to really give full play to students' main role. The guidance of learning methods generally includes: paying attention to the learning process and summarizing learning methods; Typical demonstration of teachers and demonstration of learning methods; By analogy, migration method; Closely follow the characteristics of teaching materials and point out learning methods. As far as textbooks and students are concerned, the teaching of learning methods varies from class to class and from person to person. Different genres of texts have different learning methods. Teachers should make a systematic, hierarchical and focused learning guidance plan according to the actual teaching materials, the requirements of different grades and the method system of learning Chinese, so as to turn learning methods into concrete steps that students actually operate in the learning process, and must not be mechanical, random and graphic. For example, when learning similar texts, texts with similar paragraphs can be transferred. Under the guidance of teachers, students master learning methods, take the initiative to seek knowledge, and let students learn independently.