Experience of reading the new curriculum standard of Chinese in primary schools

Interpretation of the New Curriculum Standards of Chinese in Primary Schools (6 General Theories)

After we get some insights from some things, we should record such opportunities well, which can give people the motivation to work hard. So how can we write our own experiences and infect readers? The following is my experience in reading the new Chinese curriculum standard for primary schools (generally 6 articles), hoping to help you.

1July 6th, we listened to Professor Rong Weidong's interpretation of the new Chinese curriculum standards for compulsory education in 2022. Professor Rong Weidong pointed out the background of the revision of the current compulsory education curriculum standard, and divided the interpretation and implementation of the compulsory education Chinese curriculum standard into several sections, namely: the core concept of the revision of the curriculum standard, the interpretation of the compulsory education curriculum plan, the overall requirements of the revision of the compulsory education Chinese curriculum standard, the basic schools and turns of the curriculum, and several core issues of the curriculum implementation. Professor Rong Weidong combed the general idea and main tasks of the revision of Chinese curriculum standards, and pointed out that opportunities and challenges coexist under the international situation and background of "great changes in a hundred years". To realize the great rejuvenation of the Chinese nation, we must rely on new comprehensive and innovative talents, and the education in China needs to be reformed. The lecture reviewed the development and evolution of China's educational objectives from 1960s to 20th century, and comprehensively and stereoscopically introduced the literacy orientation of China's current education from the presentation, connotation, problems to be solved and basic position of core literacy. Professor Rong Weidong analyzed the problems existing in the Chinese learning research group and the constraints of the implementation conditions. Professor Rong Weidong also shared many excellent teaching cases of front-line teachers' Chinese task groups, and explained them from the aspects of learning situation analysis, learning objectives, theme situations and learning tasks.

Chinese activities include listening, speaking, reading, writing and thinking. These practical activities can communicate internal language and external language, * * * realize the development of students' language experience and language ability, and * * * improve students' language quality. In fact, it is difficult to achieve the task of Chinese teaching better if reading is the main task, but the course content and textbook compilation are such a tendency, and teachers' exploration has not jumped out of the shackles of taking units as the core content of Chinese teaching for a long time. From reading unit to learning unit, the great change of course content is imminent. The change of course content is the key link to guide the change of teaching and learning methods and better understand the laws of Chinese learning and Chinese teaching. The revision of curriculum standards and the design of Chinese learning task group should focus on a specific learning theme and determine Chinese practice activities with internal logical connections. Chinese learning task group is composed of a series of interrelated learning tasks, which * * * points to the development of students' core literacy and is situational, practical and comprehensive. Perhaps influenced by the traditional teaching mode of reading and teaching in China, we are very used to the linear teaching mode, reading and writing, analyzing the theme of paragraphs, understanding the theme of articles and analyzing the writing skills of articles, and promoting language learning according to a linear process. We pay more attention to the construction of learning units in the form of curriculum content organization of learning task groups. The linear Chinese learning activities such as literacy, writing, reading appreciation, combing and exploring, expression and communication that we studied have become an interactive process of four learning activities.

The new curriculum standard is an important basis for teachers to carry out classroom teaching, and it is of great significance to understand the revision of the new curriculum standard for future practical teaching activities. Professor Rong also quoted a large number of vivid cases in his lecture, which helped us to fully understand the implementation methods of the new curriculum standards. The real orientation of the new curriculum standard is to let the core literacy land smoothly and truly and reasonably implement the fundamental task of moral education. Through this online lecture, I was deeply inspired, got a preliminary understanding of the Chinese curriculum standard of compulsory education, and learned how to implement the teaching concept of the new curriculum standard in curriculum teaching.

For teachers, it is a long way to go to implement the Chinese curriculum standards for compulsory education, which puts forward higher standards and requirements for teachers' Chinese teaching. Professor Rong's interpretation of curriculum standards has opened up teaching ideas for us, and also guided us to better understand the spirit of the new curriculum standards, accurately grasp the changes in the content of the new curriculum standards, constantly update our Chinese teaching concepts in continuous learning, and make unremitting efforts to improve the quality of education in an all-round way.

On the afternoon of July 18, Mr. Zhu Yu gave a keynote speech entitled "Front-line teachers look at the new curriculum standards". Teacher Zhu Yu shared with his students his reading experience on Chinese Curriculum Standards for Compulsory Education (2022 Edition).

When interpreting the essence of the course, Mr. Zhu Yu focused on refining the key words such as "foundation", "situation", "practice" and "experience-law-ability", and studied them one by one and shared them with the students. "Situation, practice" is a high-frequency word in the new curriculum. After listening to Mr. Zhu's report and combining my own teaching practice, I have the following three learning experiences:

First, Chinese teaching is inseparable from situational teaching. Whether it is a real situation or a simulated situation, situational design should be added to specific teaching links. The definition of Chinese class in the new curriculum standard is "Chinese class is a comprehensive and practical course to learn the common language of the country". Learning to use language in situations conforms to the original meaning of "practicality" and enables students to really learn the language well. For example, in the "Glug" class, students are randomly asked to play monkeys, rabbits, elephants, foxes, goats and deer, and I play a calm and not blind bison. Through role-playing between teachers and students, students can understand that it is easy to do wrong without thinking and blindly following others. Educate students to think more and not follow blindly. This course has achieved good classroom response and teaching effect. This is the concrete application of (simulated) situational teaching in the classroom. Through situational practice, students learn living language and vivid language.

Secondly, situational teaching is inseparable from the study and expansion of texts. Situational teaching must provide students with sensible and concrete information, so teachers should not only study the text, but also expand the creative background appropriately in the design of situational teaching, so that students can enter their own teaching design and the situation and environment in the classroom can collide with each other. I remember listening to tian teacher's lecture "Plant Mother has a Way" before. One of the links is to invite the real Xanthium sibiricum and dandelion to class. Pupils play the mother of Xanthium sibiricum and stick Xanthium sibiricum on other children. Then they vividly understood the methods of spreading seeds by dandelion, xanthium sibiricum and pea, mobilized and stimulated the students' inner enthusiasm for learning, and made them participate in the classroom and cognitive activities emotionally, so as to achieve' teaching' and' learning'.

Thirdly, the situation design should be as close to the students' reality as possible to stimulate their interest and enthusiasm. One of the characteristics of situational teaching is that it can be practiced and operated, which can give students a strong sense of substitution and experience. Through active language practice, they can accumulate language experience, understand the characteristics and application rules of language and characters, and cultivate their ability to use language and characters. Therefore, in the design of situational teaching, several aspects must be considered, such as students' age, subject basis, interest points, living environment and so on. As far as possible, take care of all students and participate as much as possible. What I have gained in this respect is more thinking about composition teaching. For example, in the design of exercise teaching, how to make every student have stories to write, words to say and feelings to express, instead of letting some students get blank minds and no feelings to send after getting the questions. Teacher Xue Yan uses picture books to open the door for students to practice, starting with the children's actual play scenes, leading to the theme, and gradually guiding students how to use the delicate language and colorful pictures to organize the language and express their true feelings.

Interpretation and practice of new curriculum standards are always on the road. In this regard, I am lucky to hear the words of many celebrities and get their guidance and guidance. In the future Chinese teaching, I will continue to study curriculum standards and textbooks, constantly enhance my learning ability and theoretical foundation, and continue to make contributions to teaching.

Experience in reading the new curriculum standard of Chinese in primary schools III. Through training, I have a clearer understanding of Chinese teaching. As a Chinese teacher, I should be knowledgeable and have profound professional qualities. Should be steady and tenacious, indomitable and fearless in the face of difficulties; We should pay attention to the theme of education, be kind to students, be kind to teaching and be kind to our education.

First of all, the environment we face, especially the object of education, is constantly changing. Only by quickly adapting to the object of education can we teach students in accordance with their aptitude and achieve the expected results, thus promoting the efficient cycle of teaching. Only by adapting to the educational object and environment can we work smoothly, feel at ease and enjoy the fun of work. 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.

Secondly, our personality is one of the important factors to attract students. As teachers, we can always ask ourselves: How do we infect students? Teachers who are good at reflection, teachers who care about students' feelings, teachers who are full of democracy and love, and teachers with unique educational charm can get along with students tacitly. 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' nuclear literacy, highlight their dominant position, and pay attention to their personalized and diversified learning and development needs.

Thirdly, our work is ordinary, and we should be good at creating brilliance in the ordinary. We should persist in learning, guide teaching practice with the new curriculum theory, combine scientific research with teaching, and be an expert and scholar teacher to make ourselves forward-looking in education. Only in this way can we cultivate students who "discover, invent, create and innovate" in the new period. 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. Under the guidance of the new curriculum standards, Chinese 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.

The two-and-a-half-day online training ended successfully, but our lifelong learning did not stop, and the hard work of internal strength continued. In the future work and life, there will be many places that need to calm down and study, and the gains of this training exchange need to be integrated into teaching. We tasted the spiritual feast, experienced soul collision again and again, broadened our horizons, improved our understanding, broadened our horizons, grasped the situation and made our mission clear. Every bit of online training is telling our harvest and growth, and every day is continuing our promotion and sublimation.

Understanding of the new curriculum standard of primary school Chinese 4 Today, Teacher xx's lecture benefited me a lot. From teacher xx's thorough analysis of the teaching materials, I know that the new curriculum standard has clearly proposed to cultivate students' Chinese ability. One is to advocate subjectivity in teaching, and the other is to emphasize the development of students' personality.

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 practice system of Chinese ability, I will devote myself to improving students' comprehensive Chinese quality and promoting the transformation of Chinese course presentation and students' learning style. For Chinese teaching in primary schools, we should not only change the teaching mode, but also change the learning mode to cultivate and form the learning mode of "independence, 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 break the traditional closed, single, mechanical teaching mode, mainly by taking the following measures:

1, seriously study the new curriculum standard, deeply understand the spiritual essence of the Chinese curriculum standard, and effectively change the concept. Overcome the wrong tendency of ignoring students' dominant position, cultivating humanistic spirit and scientific spirit, and excessively pursuing subject knowledge system in Chinese teaching in the past, 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 obtain the language needed by modern society for life.

2. I will also grasp the experimental textbook as a whole and find out its writing intention and system characteristics. Understand the internal relationship between teaching materials and curriculum standards and teaching materials, and understand the intention and focus of various editing designs of teaching materials, so as to accurately set the teaching focus in lesson preparation and teaching activities, find a foothold to realize the curriculum objectives put forward by curriculum standards, and effectively implement Chinese teaching.

3. On the basis of accurately grasping the idea of textbook editing, proceed from the local reality of the class. According to students' age characteristics and different teaching contents, we should creatively and flexibly select and use various designed 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, conduct in-class and out-of-class exchanges, and creatively carry out various activities to increase students' Chinese practice opportunities, so as to enrich students' language accumulation in practice. 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.

I think the first thing is to change from simply imparting knowledge to the overall goal and carry forward the humanistic spirit. The integration of goals is reflected in the following aspects: the holistic view of Chinese teaching content, the holistic view of knowledge imparting, skill training and intellectual development, the holistic view of Chinese teaching methods, the comprehensive training of reading, writing, listening and speaking, and the dialectical relationship between teaching and learning, speaking and practicing, and learning and using; The holistic view in Chinese teaching should adhere to the combination of learning and application, the unity of knowing and doing, and the continuous migration of knowledge and ability.

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 new curriculum, that is, the evaluation of Chinese curriculum must be based on the Chinese literacy required by modern society, that is to say, our evaluation should be recognized by society. When our students step into the society and people in the society say "this person has a good Chinese literacy", our evaluation is not wrong. What kind of China talents does modern society need? Modern society still needs a good hand and a good article. In addition to these two points, modern society requires people to have certain oral communication skills and the ability to search and process information by using modern technology. Based on these thoughts, we can find that the current evaluation does not evaluate students' oral communication level, students' writing ability and students' practical ability to carry out Chinese activities well. Since modern society needs these skills, we should do them well.

Understanding of the interpretation of the new curriculum standard of primary school Chinese 5 pages. I was lucky enough to attend the lecture on the interpretation of the new Chinese curriculum standards held on April 27, and finally let me understand that the core of the essence of primary school Chinese is the unity of instrumentality and humanity. Therefore, we should correctly grasp the characteristics of Chinese education. We should not teach Chinese as a natural science class, ideological and moral class or any other class, but as a Chinese class, that is, to restore the ontological characteristics of Chinese. Secondly, children's language education, focusing on children's learning and use of their mother tongue. Then, under the concept of new curriculum reform, how can we make Chinese teaching in primary schools "interesting"? Here, I want to talk about my own experience in combination with the following three points.

First, the taste of language.

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. Therefore, Chinese classes 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. Therefore, in order to understand the beauty of Chinese, we should first start with language, surpass language by tasting language, pay attention to cultivating students' Chinese literacy, guide students to gain feelings, experience emotions, understand opinions, transform them into wisdom, and finally accumulate culture and form their own rich spiritual world. So, how to make teachers taste Chinese?

First of all, Chinese teaching must start with language and guide students to recite and appreciate 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 sufficient thinking space, so as to identify and appreciate the emotional beauty, language beauty, image beauty, conception beauty, philosophy beauty and interest beauty of the text, generate a strong thirst for knowledge and creativity, and thus love the language of the motherland more.

Second, children's tastes.

The language of primary school is the language of children. Children are children. They are neither shrinking adults nor adults' preparation: children are independent in thought, spirit and personality, and they are the masters of Chinese studies. Therefore, Chinese teaching in primary schools must get rid of the hegemony of adults and give children the autonomy to develop Chinese literacy.

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. To this end, I want to embody the "taste of children" in Chinese class, and more importantly, highlight the dominant position of several children, integrate the children's spirit into Chinese class, and let the children's voice, childlike innocence and childlike interest be truly reflected under the teacher's awakening, stimulation 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, personal taste.

Generally speaking, the Chinese flavor of Chinese class 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 teacher gfd. The aesthetic characteristics are truth (authenticity), sincerity (sincerity and profundity) and novelty (novelty and uniqueness). This style is reflected in the whole teaching process, appreciated and experienced by students, and attracts students deeply or shallowly, long or short. Chinese lessons without personal taste, like the characters with no personality created by writers, always lack influence and attraction to readers. Generally speaking, such a Chinese class cannot be "interesting". As the ancients said, writing is like a man. Today people say: class is like composition. It can be seen that the sentence "class is like a person" is also logical. Just as there are no two identical leaves in nature, there are no two teachers with absolutely the same personality in the world, because even with the same age and education, everyone's personality, temperament, feelings and specialties are always different. How can we make Chinese class full of personal flavor? We can work hard in two ways.

First, when teaching, you should "have a book in your chest and someone in your eyes", that is, the teaching materials should be like your mouth and your heart. When learning textbooks, we should also study students and be familiar with them. How can we teach students well without studying them? Teaching is to educate people. As a Chinese teacher, if you want to have a very personal Chinese class, you should try your best to show that the books should be thoroughly read. Even if you don't read the textbook in class, it's still in your stomach.

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 "no one has me" in Chinese class and show his distinctive personality: some teachers are bold and enthusiastic, show their feelings in teaching, teach their hearts, and cultivate students in deep affection; Some teachers are well-informed, well-read, good at quoting classics and witty remarks. Therefore, open teaching methods should be adopted in teaching to broaden students' horizons and expand their knowledge. In short, for the personal taste of Chinese class, every teacher should be good at discovering and exerting his teaching advantages. Those who are good at painting should take advantage of illustration; Those who are good at reading should make use of the advantages of example reading; Those who are good at singing should take advantage of singing, and so on, so that teaching Chinese is very interesting and interesting. Let the students finish two classes and say, "Ah, how did it end so soon?" How can such a Chinese class have no personal taste? In the process of the new curriculum reform, "interesting" Chinese classes should give listeners a feeling of spring breeze and a different flavor.

Understanding of the new curriculum standard of Chinese in primary schools. Through learning, we have made it clear that Chinese curriculum standards have undergone systematic and bold changes in curriculum objectives and contents, teaching concepts and learning methods, and evaluation purposes and methods. It absorbs the latest achievements of modern curriculum theory and has a further understanding of the essence and characteristics of Chinese curriculum. This new idea is for those who are bold and innovative to practice. It calls for a new generation of teachers who can accurately interpret the concept of curriculum standards and perfectly implement them with new teaching methods.

The autonomy and mutual assistance advocated by the new curriculum standards are gradually reflected in my teaching. The new curriculum standards for primary Chinese are constantly practiced in the classroom, involving literacy, reading, writing, oral communication and comprehensive practical ability. 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. However, there are more or less some problems in this important teaching link of Chinese reading teaching in the past year: First, time is not guaranteed, students rush to read once in class and enter intensive reading, and the time for reading at home is not guaranteed. In our mountain school, students go back without parental supervision, and many students' homework is empty; 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.