Experiences on the Interpretation of the New Curriculum Slogans and Chinese Curriculum Standards 2022 (Selected 7 Articles)

After a period of implementation of the new Chinese curriculum standards, all Chinese teachers must have studied the interpretation of the 2022 version of the new Chinese curriculum standards. How do you write your experience in interpreting the 2022 Chinese curriculum standards? The following is what I wrote for you. The "Experiences on the Interpretation of the New Curriculum Slogans and Chinese Curriculum Standards 2022 (Selected 7 Articles)" compiled by you is for reference only. You are welcome to read this article. Chapter 1: Thoughts on the Interpretation of the New Curriculum Slogans and Text Curriculum Standards 2022

Through this study, I deepened my understanding and experience of the new curriculum reform, and made me reflect on my past teaching thoughts and behaviors. , which provides more thinking and guidance for the implementation of future teaching activities.

Through the study of the new curriculum standards, we must overcome the past erroneous tendencies of neglecting the dominant position of students in Chinese teaching, neglecting the cultivation of humanistic and scientific spirits, and excessive pursuit of subject knowledge systems, and truly establish a new approach to Chinese education. The concept is to comprehensively improve students' overall Chinese literacy through the completion of teaching tasks, focus on improving students' Chinese practical ability, actively advocate and promote students' active development of learning methods, broaden the areas of learning and application, and focus on life-related and interdisciplinary learning. and inquiry-based learning, so that students can acquire lifelong Chinese language skills needed by modern society.

The 2022 version of the new Chinese curriculum standard has optimized the course content structure. Based on the development level of core competencies, it has strengthened the connection between the content and educational goals, optimized the content organization form, set up interdisciplinary theme learning activities, and strengthened the connection between disciplines. interconnections between. We must focus on developing students' core competencies, highlight students' dominant status, and pay attention to students' personalized and diverse learning and development needs.

What struck me most deeply while studying the new curriculum standards was the word "cultural self-confidence". Our motherland is becoming stronger and stronger, and our comprehensive national strength is gradually increasing. Our five thousand years of excellent culture is our pride. We should let students learn Chinese and love Chinese culture. Inherit and carry forward China's excellent traditional culture and enhance national self-confidence.

Chinese is an educational subject. Teachers should not only help students master basic knowledge and skills, but also teach students learning methods and cultivate students' learning abilities. In short, under the guidance of the new curriculum standards. Chinese teachers have a long way to go. I will continue to study in depth in my future teaching work to lay a solid foundation for high-quality teaching. Chapter 2: My thoughts on the interpretation of the new curriculum standards for Chinese language courses in 2022

This time I studied Professor xx’s interpretation of the "Compulsory Education Chinese Curriculum Standards (2022 Edition)", which gave me an understanding of the new curriculum standards. In terms of systematic understanding, there are two points that impressed me the most.

First, the new curriculum standards strengthen the educational orientation of the curriculum and make the educational goals more systematic and clear.

The new curriculum standards regard the comprehensive expression of "cultural self-confidence", "language use", "thinking ability" and "aesthetic creation" as the core competencies and overall goals of students to be cultivated. Among them, "cultural self-confidence" is the focus: through Chinese learning, students can love the country's common language and characters, love Chinese culture, inherit and carry forward China's excellent traditional culture, revolutionary culture, and advanced socialist culture... These are behind the goals of each academic period. are specifically pointed out. The theme and genre of the course content also strengthen the value orientation of "people with culture". It takes "Chinese excellent traditional culture", "revolutionary culture" and "advanced socialist culture" as the main content. The establishment of this core competency demonstrates the national will everywhere.

The second is to build a Chinese learning task group.

The basic learning task group at the first level is "Language accumulation and sorting", and the developmental learning task group at the second level is divided into "Practical Reading and Communication" and "Literary Reading and Creative Expression" "Thinking Reading and Expression", the third-level extended learning task group is divided into "Whole Book Reading" and "Interdisciplinary Learning".

The staged and developmental nature of the curriculum structure is realized by constructing learning task groups, and the situational, practical, and comprehensive nature of the learning task groups will allow us to connect the teaching between each academic period. closer.

In the past, I basically only used textbooks as teaching and learning resources, and at most I added teaching aids. This resulted in my teaching and students' learning being very monotonous and inefficient.

Now that I have the guidance of the learning task group, I will try to design my teaching activities based on life and Chinese practice activities as the main line, integrating learning content, situations, methods, resources and other elements to make my Chinese teaching more effective. Transform static knowledge into dynamic Chinese practice activities. In terms of homework design, I will also be based on the learning task group, so as to achieve "few but precise" and "real and lively".

In the future, I will continue to study the "Compulsory Education Chinese Curriculum Standards (2022 Edition)" to read it frequently and adhere to the concept of lifelong learning in order to better serve students. Chapter 3: My thoughts on the interpretation of the New Chinese Curriculum Standards 2022

Under the arrangement of the school teaching and research team, I studied the "New Chinese Curriculum Standards". The "New Curriculum Standards" point out that "Chinese course is a comprehensive and practical course for learning the use of the national common language." Through studying, I have benefited a lot.

1. I have a clearer understanding of "how to create real and meaningful learning situations in Chinese teaching and highlight the practicality of Chinese learning."

We know that Chinese comes from life and must be used in life in the end, so it is very necessary to highlight the practicality of Chinese in teaching. The "New Chinese Curriculum Standards" says: "Chinese learning situations originate from the real needs of language use in life and serve to solve real problems in real life. The creation of situations should establish the connection between Chinese learning social life and students' experience, in line with Students' cognitive level; key Chinese knowledge and Chinese abilities should be integrated to reflect the process and methods of using Chinese to solve typical problems. "So we must keep this feature of Chinese learning in mind in teaching. When I was editing the third grade assignment "Understanding Traditional Festivals" in the second volume of the third grade in the teaching department, because this theme is closer to students' lives, most students are familiar with the Spring Festival, Mid-Autumn Festival, and Dragon Boat Festival. In order to let students have a deeper understanding of traditional Chinese festivals in life. I first asked students to use various methods to collect the origins, customs, legends, stories, etc. of traditional festivals. Then I asked students to communicate and report in groups, and then compiled the stories of traditional festivals and told them to their families when they went home. Listen, and finally guide the children to practice by themselves, such as making rice dumplings, making lanterns, making moon cakes, etc. with their families. This kind of Chinese learning not only allows students to learn Chinese in life, but also applies Chinese knowledge to life, deepens students' impressions of traditional festivals, has fun while learning, and greatly stimulates students' interest in learning.

In short, to create a learning situation, teachers should use the ever-present and ubiquitous Chinese learning resources and practice opportunities to guide students to pay attention to family life, campus life, social life and other related experiences, and enhance their ability in various fields. Learn Chinese on various occasions, use Chinese awareness, build an open Chinese learning space, stimulate students' interest and enthusiasm in exploring and solving problems, and guide students to learn the use of language in a variety of daily life scenes and social practice activities.

2. I have established the awareness of "paying attention to the changes in Chinese life in the Internet era and exploring changes in Chinese teaching and learning methods."

With the development of the times, Chinese teaching is no longer a traditional teaching model. As a teacher, you should actively use Internet resources to add color to your teaching. The "New Chinese Curriculum Standards" point out that "actively use network resource platforms to expand learning space, enrich the integration of learning resources, learn content in multiple media, provide multi-level and multi-angle reading expression and communication opportunities, and promote teachers and students in Chinese learning. Make full use of network platforms and information technology tools to support students' independent and cooperative inquiry learning, provide conditions for students' personalized and creative learning, use the advantages of big data analysis and diagnosis, optimize students' academic performance, and provide timely and accurate teaching. Feedback and personalized guidance. Actively pay attention to changes in teaching processes, pedagogical methods, resources, knowledge learning and assessment, and explore hybrid Chinese learning that combines online and offline. “In teaching, I make full use of information technology and online teaching resources to broaden students’ horizons. vision and improve classroom learning efficiency. When teaching "The Rich Paracel Islands", I used various functions (courseware push) in Seewo Easy Classroom to create conditions for students' personalized learning. For example, when doing classroom exercises after mastering multi-phonetic characters, through classroom interaction, the exercises are sent to students' tablets. After students complete the exercises independently, they conduct peer-student evaluations. This not only ensures that each student actively participates in the class, but also effectively Consolidates students' knowledge.

Comprehensive communication between teachers and students, students and students through the Internet has shortened the psychological distance between teachers and students and increased the opportunities and scope of communication between teachers and students. And the statistical analysis of the type, number, and frequency of students' questions through the online platform enables teachers to understand the doubts, difficulties, and main problems encountered by students in their studies, and provide more targeted guidance to students.

Although the "New Chinese Curriculum Standards" have undergone major changes, they are all innovations on the original curriculum standards. It is rich in content and profound in connotation. As a teacher, only by constantly studying, always based on the new curriculum standards in teaching, respecting the reality of the classroom, and comprehending the spirit of the new curriculum standards in actual teaching can we truly learn something, feel something about what we learn, and use what we learn. Chapter 4: Insights on the Interpretation of the New Curriculum Slogan Chinese Curriculum Standards 2022

I was fortunate enough to participate in the online special training on "The Main Contents and Changes of the "Compulsory Education Chinese Curriculum Standards (2022 Edition)"". Professor xx focused on the main contents and changes of the 2022 version of the Chinese curriculum standards for compulsory education, focusing on four aspects: "value-led, cultural people", "quality-oriented, task-oriented", "based on life, main line of time", and "emphasis on situations, integrating themes" Aspects are the main line, expounding the new changes and new characteristics of the new curriculum standards. After listening, I benefited a lot and gained a lot.

Professor xx’s lecture gave me a new understanding of the content of the new curriculum standards and teachers’ teaching methods.

1. Curriculum implementation is more contextual and practical

In fact, when we prepare for open classes, we often ask children to do a lot of practical preparations, such as collecting information, taking photos, Bringing physical props, small interviews before class, small surveys during holidays... These all reflect the situational and practical nature of Chinese learning. The new version of the curriculum standards highlights this implementation feature. This is actually a major manifestation of the core literacy goal of educating people. , also requires students to have higher participation, stronger critical thinking ability, and better aesthetic experience. This also requires us front-line teachers to change their concepts. Situation and practicality are not only reflected in open classes, but should also be effectively integrated into home classes.

2. Changes in course content drive changes in teaching and learning

The cultural confidence required by core competencies, language use, thinking ability, and aesthetic creativity all reflect the changes in course content. change. This has led to corresponding changes in our teachers’ teaching methods and students’ learning methods. The higher the ability requirements for teachers, the more content we need to learn and teach. Only lifelong learning can adapt to the changes of the times.

3. Chinese learning task group

The concept of Chinese learning task group made me realize the importance of language accumulation, practical reading, literary reading, speculative reading and whole book reading. importance. In daily teaching, we must use diversified teaching methods to penetrate the learning task group, constantly help students create a good learning atmosphere, and use reading and other diversified teaching methods to improve students' cognitive understanding ability. Help students develop their own study habits and further improve students' Chinese literacy.

Through this online study, I not only quickly and effectively understood the new Chinese curriculum standards, but also accurately grasped the key points and difficulties of the new curriculum standards, especially the changes and characteristics of the new curriculum standards. This will have a good guiding effect on future teaching practice activities. In the days to come, I will continue to learn, work hard and actively practice in specific education and teaching. Part 5: My thoughts on the interpretation of the new Chinese language curriculum standards 2022

After the publication of the "New Chinese Curriculum Standards for Compulsory Education (2022 Edition)", I studied carefully and compared it with the 2011 version of the curriculum standards. The 2022 version of the curriculum standards provides more specific and detailed guidance for teachers on how to teach. Let’s talk about the changes in the following two aspects:

First, the core literacy content has been added. The 2022 version of the curriculum standards specifically defines what core competencies are, divided into four parts: cultural confidence, language use, thinking ability and aesthetic innovation. This points out the direction for our teachers to organize and design teaching content. Creating real Chinese situations around these four parts during the Chinese practice process can effectively implement the cultivation of students' core competencies.

Second, a new learning task group has been added.

Learning task group is a new concept proposed by the primary school Chinese curriculum standards. It refers to identifying humanistic themes related to the generation, development, and improvement of Chinese core competencies in real situations, organizing learning resources, and designing diverse learning tasks to allow students to pass Independent activities of reading and appreciation, expression and communication, sorting and exploration, allowing you to experience the environment, complete tasks, develop personality and increase thinking ability. According to the characteristics of each school stage, the learning task group is divided into three levels. The first level has a basic learning task group of "Language Accumulation and Sorting", and the second level has "Practical Reading and Communication" and "Literary Reading and Creative Expression". "Three developmental learning task groups", "Thinking Reading and Expression", and two expansion learning task groups "Whole Book Reading" and "Interdisciplinary Learning" are set up on the third level. The compulsory education Chinese curriculum standards propose that course content is mainly organized and presented in learning task groups, which is also the direction for teachers’ teaching design in the future.

After studying, I found that the concept of the new curriculum standards is more practical and more conducive to the improvement of students' comprehensive literacy. It also pays more attention to students' personality development and the edifying role of Chinese, and no longer only emphasizes Chinese knowledge. Completeness and systematicness of structure. Russian educator Ushensky said: "Education is not a science, but an art. It is the most extensive, complex, noble and necessary art among all arts." Therefore, to do a good job in education, we must Keep learning. In the future education and teaching process, I think we must strive to do the following:

1. Update the concept and optimize the learning atmosphere

Under the guidance of the new curriculum standard concept, It is necessary to create a harmonious and happy teacher-student relationship. Teachers must change from traditional imparters to students' mentors, organizers and participants of teaching, and guides of teaching activities. They must establish a democratic and harmonious atmosphere with students so that students can be proactive. Participate in teaching activities. For example, when teaching narrative texts, teachers can ask some students to play the characters in the text in the form of sketches, thereby creating an image and vivid situation, which not only allows students to intuitively understand the essence of the text, but also enhances the relationship between students. communication and activate the classroom atmosphere. This method can turn rigid words into jumping symbols of life, leaving a deep impression on students' hearts, thereby achieving the ultimate goal of Chinese teaching.

In addition, you can also create problem situations, that is, ask questions to students at the beginning of class so that students can learn with questions. This method refers to driving students to learn through questions, so that students can listen to the class purposefully and find the correct answers to the questions. Teachers should pay attention to cultivating students' problem awareness during the teaching process, and regard Chinese language learning and teaching as a process of "raising questions - analyzing problems - solving problems", thereby stimulating students' interest in learning and curiosity.

2. Encourage questioning and cultivate innovative thinking

Einstein once said: "Asking a question is more important than solving a problem." Thinking and questioning are often closely connected. Questioning It is the result of brainstorming and the starting point for students’ creation. For example, there is a saying from the instructor in "The Golden Fishhook": "Along the way, you are the superior, the nanny, and the orderly. No matter how hard it is, you have to get them out of the grass." This sentence has a large capacity, and the text The entire plot revolves around him. When studying this sentence, students asked: Why do we call the old squad leader a "superior", "nanny" and "serviceman"? This is a big question, and we need to guide students to learn it step by step. I first asked them to clarify the original meaning of "superior", "nanny" and "serviceman", and clarify what tasks the old squad leader shouldered when crossing the grass? How did the old squad leader complete his role as "superior" and "nanny" in the specific environment of the grass? "The task of "serviceman"? Then guide students to find the specific words and deeds of the old squad leader from the text. He looked for wild vegetables everywhere, dug grass roots, washed clothes, found a place with a pond to camp, made fish hooks for fishing, and made fish soup for the sick. However, he suffered from hunger and was not allowed to tell others. He used practical actions to treat every detail. Taking care of three patients and completing the tasks assigned by the party. Finally, through the description of the old squad leader's appearance, students can understand his noble inner world of sacrificing himself to save others and being infinitely loyal to the revolutionary cause, so that students can deepen their understanding of the old squad leader from the surface to the essence. Students can truly become masters of learning by developing the habit of boldly questioning and taking the initiative to resolve doubts.

3. Promptly motivate and build self-confidence in learning

There is a famous saying in "Xue Ji", "Educators are good at improving and saving those who have lost." The meaning is that education The role of teachers is to discover students' strengths, overcome their shortcomings, eliminate their inferiority complex, be confident in themselves, and make others full of hope for themselves. In the long-term education and teaching process, we have found that many students have varying degrees of inferiority complex, and lack of self-confidence has become the main factor affecting students' active learning. In order to better alleviate students' inferiority complex and continuously enhance their self-confidence, we mainly adopt an evaluation method based on positive praise. The use of incentive methods is undoubtedly an effective means to enhance students' self-confidence. The most commonly used incentive method is the instant incentive method. In the education process, teachers are the most active and active factor that affects students. A teacher's encouraging eyes, smiling expression, approving gestures, and words of praise can arouse students' positive emotional experience and transform it into a strong and enterprising motivation for learning. The motivation method can be used not only in the classroom teaching process, but also in various educational activities such as scientific activities and individual tutoring.

IV. Set up situations to enhance learning interest

How to mobilize students’ enthusiasm in class is a question that the majority of front-line teachers have been actively exploring. For Chinese teaching, the biggest problem is how Let students find the immersive feeling. Only by letting their emotions rise and fall with the author of the article can they fully devote their energy to the classroom and achieve the best classroom effect. Stimulate students' interest in learning through various methods during the teaching process, such as intuitive demonstrations, quotations, or clever suspense... stimulate their desire and motivation to read, and create a positive teaching atmosphere of "I want to learn" and "I want to learn". In order to stimulate students' interest in learning, when I was teaching the text "There is Only One Earth", I found pictures and information about the Milky Way, celestial bodies, and the universe to enjoy with the students. When the vast universe was presented in front of the children, I was I really felt their eager eyes! They really wanted to understand the Milky Way and the universe! I promptly asked: "What do you want to ask the Milky Way? What else do you want to say?" The children were all very interested. Eager to try. "Stimulating interest" greatly mobilizes students' initiative and enthusiasm, and the teaching process "turns pain into joy."

5. Be good at reflection and summary, and accumulate teaching experience

We have many shining practices and original designs in the teaching process, but they are like passing smoke and have not been accumulated and formed. It has its own unique teaching ideas and teaching models. Therefore, we must be good at accumulating experience and summarizing lessons in teaching, and ultimately form a set of effective teaching ideas and teaching models. Front-line teachers have heavy tasks and tight time. The gains and losses in daily teaching often flash in and out. If you don't know how to use your time, it will be difficult to capture those shining things. Not having time to pay attention often leads to a vicious cycle of teaching mistakes, and teaching wisdom is fleeting, seriously affecting the teaching effect. This training study has created a good opportunity for our teachers, with ample time to reflect on their teaching practices; it has given teachers a platform to review and reflect, know the gains and losses, right and wrong, and can better communicate and learn from each other,* **Same improvement.

There is a long way to go. Under the guidance of the new era and new curriculum standards, we will shoulder the mission of the times, inherit the excellent Chinese culture, and fully implement the cultivation of ideal, responsible and capable students. New man of the times. Chapter 6: My thoughts on the interpretation of the 2022 Chinese Curriculum Standards for New Curriculum Slogans

Today I was fortunate enough to listen online to the interpretation of the main contents and changes of the "Compulsory Education Chinese Curriculum Standards 2022 Edition" by professor xx experts. Through the expert's interpretation, Let us have a preliminary understanding of the similarities and differences between the old and new curriculum standards.

Professor xx spent an hour and a half interpreting the main changes in the "Compulsory Education Chinese Curriculum Standards (2022 Edition)", the nature and philosophy of the curriculum, core competencies and value objectives, Chinese learning task groups, and the quality of Chinese studies. The changes in the curriculum standards are mainly interpreted from four aspects: value-led, cultural people, literacy as the keynote, task-oriented, based on the main line of life practice, emphasizing the integration of situational themes, and clearly recognizing the changes in the Chinese curriculum standards for compulsory education.

Through this online study, I realized the country’s requirements for cultural self-confidence and could feel the power of the motherland in the developing times. At the same time, the new curriculum standards also emphasize the setting of "Chinese learning task groups" and put forward higher requirements for Chinese teachers' integrated teaching across disciplines.

The curriculum standards also require the reading of the entire book. How to increase students' reading is an important issue that we should consider when teaching.

In the future teaching, as a front-line teacher, I will pay attention to the curriculum standards, study the curriculum standards, study the curriculum standards, focus on the development of students' core competencies, and implement the comprehensive practicality of Chinese language. requirements and effectively improve students’ Chinese literacy.

1. Focusing on the three major goals of the Chinese curriculum, comprehensively implement students' core Chinese literacy in Chinese teaching, and take the cultivation of students' ability to understand and use the common language of the motherland as the basis and focus, and implement it well.

2. Optimize the content and structure of classroom teaching, arrange teaching activities based on the three major cultures, arrange teaching content based on the six major learning task groups, and solidly implement the core language of students in unit teaching Cultivation of literacy.

3. Solidly implement the academic quality standards for the fourth academic period to ensure that students’ core competencies are effectively cultivated.

4. Strengthen learning, strengthen Chinese teaching practice, constantly summarize, and implement Chinese curriculum standards.

In short, I will continue to study the new curriculum standards in the future and guide myself to better devote myself to work. Paying attention to curriculum standards means paying attention to the future of education. Chapter Seven: Thoughts on the Interpretation of the New Curriculum Slogans and Chinese Curriculum Standards 2022

Today I was fortunate to listen to an online lecture by Professor xx from xx Normal University, a big figure in the education industry. She really understands Chinese and children, and she can also stand up People looking at education in the future.

She first made a comparison between the 2011 and 2022 editions of the curriculum standard catalogue, and told us from a general perspective to guide students to cultivate their patriotism, collectivism, and socialist ideology and morality in the process of Chinese language learning. , and gradually form a correct world outlook, outlook on life, and values. An in-depth analysis of the five major changes in Zhejiang’s new curriculum standards is conducted, which include strengthening the educational orientation of the curriculum, optimizing the curriculum content structure, developing academic quality standards, enhancing guidance, and strengthening the connection between academic stages.

After listening to Professor xx’s sharing, my biggest feeling is that she is actually interpreting the reform positioning of the Chinese subject. Only by re-understanding the value of Chinese education can we as front-line people understand this. How to raise children and what kind of classroom and resource guidance should be provided for them. Through Chinese learning, we can build literacy-oriented Chinese curriculum goals, inherit and carry forward China’s excellent traditional culture, revolutionary culture, and advanced socialist culture, and build cultural confidence. We must pay attention to the internal structure of the Chinese learning task group, pay attention to the multiple corresponding, intersecting, and penetrating relationships between the learning task groups in the compulsory education stage, pay attention to the differences between the compulsory education stage and the high school stage, and reflect the comprehensiveness and stage of the Chinese curriculum content. sex and continuity. What the country is now advocating is truly situational Chinese learning, through linear learning of "single reading, reading unit, learning unit", refining a learning theme around a set of course content, formulating a learning goal, and carrying out a learning activity to allow learning The theme becomes an integrated and typical learning activity. The collision and integration of old and new knowledge optimizes the knowledge structure. The situation is conducive to students' learning status. Chinese learning activities come from life, connect the course content with students' existing knowledge, develop students' situational learning ability and adaptability, and learn language. Harmony with language allows students to enrich their experience in using language, gradually explore their own language style, and improve their language use.

We should better interpret the new Chinese curriculum standards, grasp academic quality standards, actively participate in teaching research and training to achieve lifelong learning, focus on problems, integrate research and training, and strive to develop and utilize distinctive and systematic We should use specialized curriculum resources to position our subjects in a larger context, position our teaching, and set a good direction for our own educational and teaching behaviors.