Teaching Suggestions for "New Chinese Curriculum Standards"

Teachers must accurately understand the basic concepts of compulsory education Chinese courses, grasp the basic rules for the development of students’ core competencies, creatively carry out Chinese teaching according to the course objectives, course content and academic quality requirements, and give full play to the Chinese subject. Unique educational function.

1. Based on core competencies, highlight teaching goals, and educate people with a cultural orientation.

Teachers should understand the connotation of core competencies, comprehensively grasp the educational value of Chinese teaching, highlight literature as a way to convey morals, and educate people, and regard cultivating people with moral character as the fundamental task of Chinese teaching, clearly and clearly The educational intention that embodies the teaching objectives. Guide students to gradually establish a correct world view, outlook on life, and values ??in the process of learning the use of Chinese language and characters, understand and understand the excellent traditional Chinese culture, revolutionary culture, and advanced socialist culture, accumulate a profound cultural heritage, and enhance cultural self-confidence.

Teachers should fully understand the unity of instrumental and humanistic aspects of Chinese courses, start from cultivating core competencies, grasp the characteristics of the overall integration of four aspects (cultural self-confidence, language use, thinking ability, and aesthetic creation), and design When setting teaching goals, focus on them and integrate them into one. Pay attention to the overall improvement of students' core competencies in the process of literacy and writing, reading and appreciation, expression and communication, sorting and inquiry, and pay attention to the connection between teaching goals. , avoid simply listing the four aspects of core competencies.

Combine the characteristics of specific Chinese teaching materials, closely adhere to the core competencies, exert the educational function, and cultivate students' abilities.

2 Reflect the characteristics of the Chinese learning task group and plan the learning content as a whole.

Teachers should clarify the positioning and characteristics of learning task groups, accurately understand the learning content and teaching tips of each learning task group, and on this basis, comprehensively consider the teaching material content and student situations, involving different types of learning tasks , relying on learning tasks to integrate learning situations, learning content, learning methods and learning resources, arranging coherent Chinese practice activities, focusing on the combination of Chinese and life, focusing on the inner connection of listening, speaking, reading and writing, pursuing language, knowledge, skills and thoughts and emotions, The comprehensive effect of multi-faceted and multi-level development such as cultural accomplishment.

Pay attention to the differences between schools and students in different regions, reasonably arrange learning content, grasp the difficulty of learning, organize learning activities to provide learning support according to students’ needs, and guide students to accumulate Chinese learning experience in the process of completing tasks and solving problems. , develop the basic qualities needed for future study and life.

Pay attention to the differences between students. Different groups design different teaching difficulties to guide students to complete tasks independently and accumulate learning experience.

3 Create real and meaningful learning situations to highlight the practicality of Chinese learning.

The setting of learning situations should conform to the general rules of overall improvement and spiral development of core competencies. The situations of Chinese learning originate from the real needs of using language in life and serve to solve the real problems of real life. The creation situations should establish the Chinese language The connection between learning, social life and students' experience should integrate key Chinese knowledge and Chinese abilities in line with students' cognitive level, and reflect the process and methods of using Chinese to solve typical problems. Guide students to learn the use of language and characters in a variety of daily life scenes and social practice activities.

Learning in creative situations, combining specific teaching materials to help students establish correct values, essential qualities, and key abilities, highlighting the practical characteristics of Chinese courses, cultivating students' abilities, applying what they learn, and using them for innovation purpose.

4 Pay attention to the changes in Chinese life in the Internet era, and explore changes in Chinese teaching and learning methods.

Teachers should pay attention to the new phenomena and new characteristics of language use in daily life in the Internet era, understand the profound impact of information technology on students' reading, expression and communication, and grasp the in-depth integration of information technology and Chinese teaching. Trend, give full play to the value and function of information technology in the reform of Chinese teaching. Actively use network resource platforms to expand learning space, enrich learning resource integration, and learn content from multiple media to provide multi-level and multi-angle opportunities for reading, expression and communication, and promote diverse interactions between teachers and students in Chinese learning.

Use online platforms to broaden students' knowledge, provide conditions for students' personalized and creative learning, and solve various teaching channels.