Learning Summary of Chinese New Curriculum Standards —— Learning Summary

Learning Summary of Chinese New Curriculum Standards —— Learning Summary

Summary refers to analyzing the experience or situation in a certain stage of work, study or thought, and making written materials with regular conclusions, through which you can comprehensively and systematically understand your previous study and work. Write a summary. So what is the format of the summary? The following is the learning summary of the new Chinese curriculum standard that I helped you organize-learning summary, for reference only, welcome to read.

Learning summary of the new Chinese curriculum standard-learning summary 1 Through learning the new curriculum standard, I once again clearly realize that the core of primary school Chinese is, first of all, the unity of instrumentality and humanity. Secondly, the primary school's nickname is the language education for children, and it is the education for children to learn and use their mother tongue. Our Chinese class should have the following characteristics.

First, it reflects the taste of China people.

The so-called Chinese flavor is the literary flavor of Chinese, including Chinese, literature, images, artistic conception, artistic conception, philosophy and interest, which is also the beauty of Chinese. So, China people.

The classroom should have a strong Chinese flavor. The process of Chinese teaching is to guide students to experience, discover and feel the beauty of language, the emotional beauty of the author and the artistic conception of the article. First of all, Chinese teaching must start with language and guide students to recite Chinese works repeatedly. Give students enough reading time, let students embrace the language with heart in Lang Lang's book, have a direct dialogue with the author's mind, and experience the author's great personality, profound thoughts and beautiful sentiments in the strong shock of thinking and emotion. Teachers guide students to read aloud repeatedly, read a lot, read carefully, and recite body odor repeatedly in affectionate reading, so that students can appreciate the beauty of language and words, thus understanding the author's implication and unexpected situation. Secondly, we should guide students to understand and appreciate the works from multiple angles, levels and even creatively in the sufficient thinking space around the Chinese ontology, so as to identify and appreciate the beauty of emotion, language, image, artistic conception, philosophy and interest in the text, and to have a strong thirst for knowledge and creativity, so as to love the language of the motherland more.

Second, reflect children's tastes.

The language of primary school is the language of children. The task of Chinese teachers is not to teach and manage students, but to provide students with a more active and open platform for Chinese practice through texts. In the process of return, Chinese teachers should consciously and voluntarily become organizers, servers and helpers of students' practice from beginning to end. Stimulate students' reading desire and passion; Insight into the difficulties and obstacles that students may encounter in the process of Chinese practice; Induce students' development and creativity as readers; Lead students into a new Chinese world through Chinese class. Chinese class should reflect children's taste, and more importantly, it should highlight children's dominant position and integrate children's spirit into Chinese class, so that children's voice, childlike innocence and childlike interest can be truly reflected in teachers' awakening, encouragement and encouragement. In teaching, children have their own children's touch, children have their own children's interpretation, children have their own children's feelings and children have their own children's dreams. The master of Chinese is a child. We should respect the original expression of children, understand the true meaning of language, and let children express their true feelings. In Chinese class, we should respect children's language world and make them taste like children.

Third, reflect personal taste.

The taste of Chinese in Chinese class generally refers to the aesthetic characteristics of Chinese teachers in the teaching process, such as handling teaching materials, organizing teaching activities, choosing teaching methods, using teaching language and teachers' manners, which are true (authentic), sincere (sincere and profound) and new (novel and unique). This aesthetic style is reflected in the whole teaching process and is appreciated and experienced by students, which attracts students deeply or shallowly, long or short. As the ancients said, writing is like a man. Today people say: class is like composition. It can be seen that class is logical as it says, just as there are no two identical leaves in nature, and there are no two teachers with absolutely the same personality in the world, because even if they are the same in age and education, everyone's personality, temperament, feelings and specialties are always very different. So how to make Chinese class full of personal flavor?

First, when teaching, you should have books in your mind and people in your eyes, that is, the teaching materials should be spoken from your mouth and from your heart. When learning textbooks, we should also study students and be familiar with them.

Second, highlight the advantages and form a personalized teaching style. Every teacher has his own strengths and weaknesses. To foster strengths and avoid weaknesses is to highlight that people have nothing to do with themselves in Chinese class and show a distinct personality.

In the process of new curriculum reform, an interesting Chinese class should make listeners feel like spring breeze and have a special taste in their hearts.

Learning Summary of Chinese New Curriculum Standards-Learning Summary 2 During this period, learning the new curriculum standards made me have a more intuitive understanding of the new requirements of Chinese teaching and provided new ideas for the next step of teaching.

The purpose of the new curriculum reform is to make students learn more, more widely and more easily the knowledge that will benefit them for life. So, what is good for students' life? Besides listening, speaking, reading, writing, exploring and thinking, the quality and accomplishment of culture should also be something that can benefit people for life. Culture can make people go beyond the superficial realm of life, enter the realm of self-improvement of personality that is not bound and bound by technical experience or instrumental rationality, look at the world with wisdom and spirituality, respond to the world and express the world. Cultural personality is the deep structure of personality and the "root" of individual life spirit. Chinese teaching in junior high school should have such a cultural pursuit, laying a solid spiritual foundation for students' lifelong development!

The unity of instrumentality and humanism is the basic feature of Chinese curriculum, which is essentially different from other disciplines. If the interpretation of an article enlarges "instrumentality" without restriction, it will inevitably become a natural science, obliterating the profound connotation of Chinese characters and abandoning the influence of excellent culture on students, not to mention improving moral cultivation and aesthetic taste, especially the teaching of classical Chinese. Some teachers have this situation, which leads to students' weariness of learning and boring Chinese classes. On the contrary, if we only pay attention to "human nature" and analyze the thoughts and feelings in the works, without considering the application methods and skills of language and writing, and only pay attention to the influence of text content on students, it will become an ideological and moral course and abandon the basic idea that "Chinese course is also a practical course"

In Chinese class, you must taste Chinese! It should cultivate people's ideological and emotional development, cultivate students' value in improving humanistic quality, and of course, let students acquire knowledge and improve their ability in Chinese courses. For example, in reading teaching, not only the methods and skills of learning language and writing, but also thoughts, emotions and attitudes should evolve imperceptibly in this process. On April 9-13, our Laizhou held a rematch of the excellent Chinese course. The contestants teach prose, poetry and classical Chinese respectively. Teacher Liu Dongfang, a researcher, has always stressed to the judges and contestants that no matter what style, it must be the unity of instrumentality and humanism, which should not only cultivate students' thoughts and emotions, but also cultivate their ability to feel, understand, appreciate and evaluate. This kind of guidance and guidance for teachers fully conforms to the spirit of the new curriculum standard. At the same time, starting from the new curriculum standard, she also instructed teachers to encourage students to read independently, encourage students to express freely, advocate independent, cooperative and inquiry learning methods, and attach importance to students' unique feelings. Teachers only give timely guidance and solve reading problems through cooperative learning. Such a class is undoubtedly open and full of vitality. So in this competition, a large number of excellent lesson examples emerged. All the Chinese teachers who have attended the class say that this year's Chinese quality class evaluation is the most Chinese.

As long as we understand the connotation, essence and essence of the new curriculum standard, and then unswervingly implement it in the classroom, then our Chinese class will definitely have the taste of Chinese!

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