Experience of English Curriculum Standards (5 practical articles)

I think many people have asked how to write your thoughts. Now let's see how to write your thoughts. The following is my "Experience of English Curriculum Standards (5 practical articles)" for your reference only. Welcome to read this article.

Part I: Experience of English Curriculum Standards Since the implementation of the new curriculum standards, English reading teaching is facing great reform. Thought has played a guiding role for the majority of teachers, knowing how to take the road of English reading teaching in the future, combining the actual national conditions of China and the actual situation of foreign language reading teaching in junior high schools in China; In terms of system arrangement, it should be connected with English teaching in primary schools, and the English curriculum standards in corresponding periods should be appropriately adjusted according to local conditions.

First, the basic teaching tasks

Stimulate and cultivate students' interest in learning English, so that students can establish self-confidence, form good study habits and effective learning strategies, and cultivate the ability of independent learning and the spirit of cooperation; Enable students to master certain basic English knowledge and listening, speaking, reading and writing skills, and form a certain comprehensive language application ability; Cultivate students' observation, memory, thinking, imagination and innovative spirit; Help students understand the differences between the world and Chinese and western cultures, broaden their horizons, cultivate patriotism, form a healthy outlook on life, and lay a good foundation for their lifelong learning and development.

Second, the basic idea

1, facing all students and paying attention to quality education.

2, the overall design goal, flexible and open.

3. Highlight students' subjectivity and respect individual differences.

4. Adopt activities and advocate experiential participation.

5. Pay attention to process evaluation and promote students' development.

6. Develop curriculum resources and expand learning channels.

Thirdly, the content standard of curriculum objectives.

It consists of five elements: language skills, language knowledge, emotional attitude, learning strategies and culture.

Emotion includes interest, attitude, motivation, self-confidence and will. Paying attention to students' emotions and solving students' emotional problems in Chinese teaching will not only improve the learning effect, but also promote students' all-round development. Therefore, the new English curriculum standards correctly set the emotional development goals at all levels.

The goal describes the requirements of reading:

At the first level, you can look at pictures and look at simple stories with pictures.

At the second level, you can know the words you have learned and read the short requirements or instructions in the textbook.

Be able to read short stories or essays with pictures, and develop the habit of reading in groups.

At the third level, you can read simple stories and short passages and grasp the main idea.

In addition to textbooks, extracurricular reading should reach more than 40 thousand words.

CET-4 can read explanatory materials and other applied stylistic materials.

Be able to find out relevant information from simple articles and understand the general idea.

Can guess the meaning of new words according to the context and understand the chart information.

In addition to textbooks, the amount of extracurricular reading should reach more than 654.38+ 10,000 words.

Level 5: Can guess new words according to the context and infer and understand the meaning of new words.

Can understand the logical relationship between paragraphs and sentences.

Can find out the theme of the article, understand the story and predict the possible ending of the story.

Reading materials that can understand common topics.

Can use simple reading strategies to obtain information according to different reading purposes.

In addition to textbooks, the amount of extracurricular reading should reach 6.5438+0.5 million words or more.

CET-6: Can get the main information and opinions from general written materials.

Can guess the meaning of words according to the context and sentence structure.

Can infer and predict the development of the story according to the contextual clues.

Can determine different reading strategies according to the reading purpose.

You can find the required information according to different information channels.

In addition to teaching materials, the amount of extracurricular reading should reach more than 200 thousand words.

Level 7: can find out the relevant information from the article and extract the main points.

Can understand the main idea of the article and the author's intention.

Can extract, filter and reorganize the information in simple articles.

Context clues can be used to help understanding.

In addition to textbooks, extracurricular reading should reach more than 300,000 words.

Band 8: Can understand different viewpoints and attitudes in the article.

Be able to analyze and understand sentence structure and difficult sentences.

You can enjoy simple literary works with the help of teachers.

In addition to teaching materials, the amount of extracurricular reading should reach more than 360 thousand words.

Grade 9: Can read general English newspapers and magazines and get main information.

Read the original General English, grasp the main plot and understand the main things.

Can guess unfamiliar language phenomena according to situations and contexts.

Have a wide range of reading interests and good reading habits

Fourth, learning experience.

The purpose of English course in compulsory education stage is to stimulate and cultivate students' interest in learning English, especially English reading, to help students build up self-confidence in learning English, to form good reading habits, to form effective learning strategies, to cultivate the ability of autonomous learning, to attach importance to "language use", to promote students' all-round development, and to pay attention to students' all-round development in skills, knowledge, emotions, strategies and cultural qualities. According to the requirements of nine levels of reading ability, try to make different students reach different levels. Expanding vocabulary does not mean increasing students' learning burden. The key problem is how students accept and use vocabulary. Teachers should guide students to use learning strategies correctly. To cultivate students' good reading habits, "teaching people to fish" enables students to freely use reading strategies and choose different reading methods according to different article themes, but no matter which method is adopted, its purpose is to let students capture the main information through reading.

Part II: Experience of English Curriculum Standards Through participating in the new curriculum training, I learned novel teaching concepts, updated my own teaching concepts, improved the level of education and teaching, and gained new knowledge through communication, study and summary. Every bit of it deserves my serious reflection.

First, seriously study the new curriculum standards and actively update teaching concepts.

I deeply feel that under the new curriculum, teachers should first change their concepts, raise their awareness and deeply understand the connotation of the new curriculum standards. I will combine this valuable learning experience, from the aspects of teaching and learning of pronunciation, vocabulary, grammar, listening, speaking, reading and writing, and the cultivation of comprehensive language application ability, etc., to have a new understanding and study of the new curriculum standard. I believe that I can get new inspiration from it and find some new answers, which will play a positive guiding role in my future teaching and promote my ability.

Second, pay attention to language teaching.

The new curriculum standard pays attention to language teaching. This semester, I am a teacher in grade seven. I will start with the teaching of phonetic symbols, and then spell letters and words with phonetic symbols, so that I can classify pronunciation. After learning the phonetic symbols, the students did a good job in pronunciation practice.

Third, create situational teaching to lay the foundation for students' all-round development.

In classroom teaching, students are encouraged to use English boldly and adopt a tolerant attitude towards mistakes and mistakes in the learning process. For grammar knowledge that students think is boring, we should strive to create a relaxed, democratic and harmonious teaching space in the classroom. Pay attention to those who have difficulties in learning or are introverted, and create language opportunities for them as much as possible. Encourage students to develop their comprehensive ability of listening, speaking, reading and writing through experience, practice, cooperation and exploration. Actively carry out task-based teaching, through task-based teaching practice, let students learn to express themselves in English in the process of "completing tasks", and create conditions for students to explore some problems and solve them independently. The main purpose of language knowledge learning in English class is language application. By participating in these real language practice activities, on the one hand, students can closely combine language learning with language application, on the other hand, they can create opportunities for the comprehensive application of listening, speaking, reading and writing skills.

Fourth, using multimedia teaching to provide students with a variety of platforms for learning English.

Under normal circumstances, the teaching of listening is often "handed over to students". If teachers force students to study, they will lose interest or even dislike English learning, and a little carelessness will make them give up English learning completely. Therefore, in teaching, I will make courseware according to the needs of the course content, and use multimedia technology and rich expression functions such as pictures, words, sounds and images to stimulate students' interest in learning and desire for knowledge.

The new curriculum training has a far-reaching impact on me. I still have a lot to learn and many problems to face. Classroom teaching still needs me to study, try, practice and explore for a long time. I will make unremitting efforts in this direction and constantly improve my education and teaching ability.

Part III: Experience of English Curriculum Standards Primary school English teachers must learn English Curriculum Standards to meet the needs of today's textbook reform, new textbooks and new teaching methods, quality education, grasp the new knowledge system and students' reality, improve classroom efficiency, and meet the basic requirements of the design concept of English Curriculum Standards. In short, they can conform to the trend of educational reform and development, become a qualified or excellent primary school English teacher, teach and educate people without misleading children.

My biggest experience with the new curriculum standard is that the new curriculum standard embodies the new concept of people-oriented and caring for people's development, and abandons the backward concept that the previous syllabus only attaches importance to the imparting of knowledge and skills.

First, to stimulate students' interest in learning English

Interest is the best teacher, and students will be willing to learn only if they have a strong interest in English. To make students interested, we should first make them feel eager to learn English, then let them enjoy learning, and finally cultivate their autonomous learning ability and positive attitude towards English learning. Make them build up their initial self-confidence in learning English.

Second, face all students and pay attention to quality education.

The value orientation of modern curriculum is to fully develop each student's personality. In primary school English teaching, in order to face all students and correctly implement quality education, we must pay attention to the following points:

1, the overall goal of English teaching in primary schools is not only to pay attention to the knowledge and ability of primary school students, but more importantly, to let primary school students know themselves, build self-confidence and become interested in learning English. At the same time, primary school students should form their own learning strategies in the process of learning English. In other words, primary school English teachers must pay attention to the development of students' healthy personality, and engage in both teaching activities and educational activities.

2. The guiding ideology of student-centered and learning-centered should be established in English teaching in primary schools. Student-centered means that when selecting teaching materials and designing teaching methods, English teachers in primary schools should closely combine with students' real life, consider the cognitive level and psychological development level of primary school students, and consider the learning requirements and individual differences of students of different ages. Learning-centered refers to asking primary school English teachers not to impart knowledge in English classes and not to replace students' learning with teachers' teaching. Primary school English class must let students learn English in activities, and let primary school students feel the joy of learning English through speaking, listening, singing and playing, so as to cultivate their interest in learning English.

3. We should really implement quality education in classroom teaching. Classroom teaching atmosphere is very important. In primary school English classroom teaching, a harmonious relationship between teachers and students is sometimes more important. Teachers should appear as friends and helpers of primary school students in the teaching process. Respect every student, especially those who have difficulties in English learning. We should provide primary school students with opportunities to practice English as much as possible, encourage them to try, protect their enthusiasm, let them enhance their initiative and participation in learning English, and cultivate a sense of cooperation.

Third, create a scene.

Use your passionate expression and actions to infect students and let them actively participate in learning. Change passive learning into active learning, create situations, communicate with each other, stimulate learning motivation and establish learning confidence. Intuitive situational teaching is a very important teaching skill in primary school English teaching. Teachers should make full use of the texts in textbooks to create situations, such as making phone calls, shopping, birthday parties, traveling and asking for directions. Provide opportunities for students to communicate in English.

Fourth, highlight students' subjectivity and respect individual differences.

In English teaching in primary schools, the setting of teaching objectives, the design of teaching process, the implementation of teaching evaluation and the development of curriculum resources should all be student-centered. As far as the current situation of English teaching in primary schools is concerned, the following points should be considered in order to make students become the main body: First, return the classroom to the students. English teaching in primary schools must not become a knowledge classroom full of teachers, let alone let primary school students learn passively in the classroom. "Play" is a child's nature, and "game" is an important way for children to learn. From this understanding, "activity" should be the main form of English teaching in primary schools. Only in activities can children's nature be released to the maximum extent, and only in activities can children gain a sense of accomplishment in learning and consolidate their interest in learning. Second, reposition the relationship between teachers and students. In primary school English teaching, teachers' main role is to guide primary school students to build knowledge, improve skills, hone their will, activate their thinking, show their personality, develop their minds and broaden their horizons. In classroom teaching, we must emphasize the interaction between teachers and students. The process of English teaching in primary schools is a process of communication between teachers and students, benign interaction and common development. In this process, primary and secondary school students will learn more actively and the learning effect will be more obvious. Thirdly, English teachers in primary schools must meet the needs of primary school students in the process of teaching design and teaching evaluation.

Respecting individual differences is very important in English teaching in primary schools. Respecting individual differences has two meanings, one is to realize that our students are different, and the other is that we should educate our children with different differences so that every child can gain something.

Five, should be timely and effective evaluation.

Evaluation is a teaching method, a teaching means and a record of students' growth. First of all, teachers can praise and encourage students with language. If used properly: good! You did a good job. You are doing very well. Great! You did a good job. You are a good boy. You are a good girl. In fact, as long as teachers sincerely respect students, they will come up with all kinds of vivid, praising and inspiring languages to encourage students. These words of praise inspired the students' spirit and increased their confidence. Secondly, teachers can also praise and evaluate primary school students with body language. If the students speak English well, the teacher will applaud. When the primary school students correctly answered the questions raised by the teacher, the teacher gave a thumbs-up to express his appreciation; The teacher smiled and praised the students who listened carefully. Give stars to groups and teachers who perform well, and better cultivate and stimulate students' enthusiasm and self-confidence.

Students' knowledge structure is constantly updated, their ability to master English is constantly improved, their vocabulary is constantly expanding, and the society's requirements for English level are getting higher and higher. Only by learning new textbooks, meeting new ideas, new tests and new challenges, boldly applying new ideas and new methods to classroom practice, striving to implement new curriculum standards and being good at learning can teachers master textbooks and satisfy students' thirst for knowledge!

Chapter Four: Experience of English Curriculum Standards Through learning, I realize that English curriculum standards advocate the learning mode of experience, participation, practice, communication and cooperation, and focus on describing what students can do, emphasizing that students can do things with what they have learned in English, and develop their language ability, thinking ability and communication and cooperation ability in the process of doing things.

English curriculum standards also put forward new requirements for teachers, who should fully consider how to integrate learning content into students' lives in teaching; More attention should be paid to how to provide students with the most favorable language learning environment and the most authentic context; At the same time, we should pay attention to what and how the overall curriculum and implementation of the school have done in behavior development.

In addition, English curriculum standards need more innovative teachers, requiring teachers to seek excellent teaching methods with innovative spirit to carry out education and teaching.

1, innovative use of teaching materials. According to students' cognitive, psychological characteristics and learning situation, teachers should properly adjust the order of teaching materials, reorganize the teaching content and constantly supplement and expand it. Teachers should rely on textbooks, but don't stick to textbooks.

2. Teaching methods should be constantly innovated. Teachers should enhance the openness and flexibility of teaching, turn static vocabulary into lively language practice activities, and actively create situational teaching so that students can use and learn in situations.

3. Create a new relationship between teachers and students. Teachers should always pay attention to students' emotions in the whole education and teaching, create democratic and harmonious communication channels between teachers and students, and be good teachers and friends of students. Teachers and students should interact, help and encourage each other, forming a new situation in which teachers and students discuss teaching methods and learning methods together and learn from each other.

Chapter Five: Experience of English Curriculum Standards Through studying the new curriculum standards of primary school English, I deeply realized the scientific, artistic, ideological and important nature of primary school English teaching, as well as the basic concepts of primary school English teaching.

Primary English class is a practical ability class. We should make great efforts to cultivate primary school students' initial ability to use English and pay attention to children's interest, attitude and self-confidence in learning English. More importantly, let primary school students know themselves, build self-confidence and become interested in learning English. We must attach importance to the development of students' healthy personality, engaging in both teaching activities and educational activities. When designing teaching methods, we should closely combine students' real life, consider the cognitive level and psychological development level of primary school students, consider the learning requirements and individual differences of students of different ages, and don't impart knowledge in English class, let alone replace students' learning with teachers' teaching. In the process of teaching, I want to appear as a friend and helper of primary school students and respect every student. Moreover, we should pay attention to highlighting students' subject and respecting individual differences, because we have to face different individuals, and there are differences among students. Only by recognizing this can students be recognized as "developing people". In teaching, we should design more colorful activities and advocate situational participation, so that students can learn basic knowledge and deal with interpersonal relationships in participation.

Primary school English teachers' classroom evaluation language should be diversified, and various means and methods should be adopted to stimulate students' interest in learning and improve their enthusiasm for learning English. We should make clear the application of curriculum resources, expand learning channels, rationally develop and utilize curriculum resources in teaching, let students contact and learn English from different channels and forms, and improve their English application ability.

As an English teacher, we should first understand the spiritual connotation of the new English curriculum standards for primary schools and clarify the teaching concept; Secondly, we should prepare lessons carefully, be full of emotion and create a good classroom atmosphere; Third, we should closely integrate textbooks with life, classroom with society, make English full of life interest and vitality, and open a door for primary school students to learn English happily.