What are your thoughts on learning the new primary school Chinese curriculum standards?

Currently, the development and reform of education have become an important strategy for countries around the world to cope with increasingly fierce international competition. The following is my experience in learning the new primary school Chinese curriculum standards for your reference!

Experience in learning the new primary school Chinese curriculum standards Part 1

The famous educator Mr. Zhang Tianruo said : "In reading teaching, the first is to read, the second is to read, and the third is to read." Jia Zhimin, the master of Xiaoyu, said: "In reading teaching, seven points should be read." The curriculum standard requires that "reading aloud must be accurate, read fluently, and read aloud fluently." Out of emotion". Therefore, Chinese teaching must make great efforts in guiding students to read aloud.

1. Read keywords well

Words should not be separated from sentences, and sentences should not be separated from words. When instructing reading aloud, if the teacher guides students to grasp key words and read aloud, it will often get twice the result with half the effort. Please look at the following teaching clips:

Clip 1

Student: "When the curtains came together, there was just a 'click' sound, and the Japanese soldiers fell to the ground. The Japanese officers said 'Wow!' As soon as he yelled, he turned around and ran away. It was too late to say, but it was fast. When Ga Zi saw him running away, he hurriedly closed the door with a bang, and the Japanese officer was only halfway out, then caught him and fell back on the steps. "Every mouth gnaws at the ground." These two sentences express the wit and bravery of the Japanese.

Teacher: Do you agree? It would be better if you read better. These two sentences use three onomatopoeias in succession. If you read these three onomatopoeias well, your reading will be attractive. Practice it yourself first.

Students: Free practice reading.

Student: Named and read aloud with emotion. This boy deliberately emphasized the onomatopoeia and lengthened his voice. After reading, the students applauded in unison.

Teacher: In fact, there are two more onomatopoeias in this paragraph - "kaka" and "pa". In one paragraph, five onomatopoeias are used in a row, which is not found in the texts we have studied. Read These onomatopoeias will make our reading vivid and interesting. Come, students, please read this passage together and experience the wonderful use of onomatopoeia.

Students: Read together.

Fragment 2

At this time, two lines of tears welled up from the eyes of the old antelope. Then, it stood up slowly and turned back to the grass step by step. Walk up the slope. "This sentence is very touching. I feel that the old antelope is very grateful to the driver and the scientific expedition team member. The words "gushing" and "turning back one step at a time" are used appropriately here. After contacting me, I learned that "one step at a time, one step back" is actually the old Tibetan antelope leading the way for the driver and the scientific expedition team members.

Teacher: You study so carefully. So why is "Yong" so good?

Sheng: I can't tell, but I just feel good.

Teacher: Who will help her?

Student: This classmate has positive thinking and wonderful speeches. My classmates and I often call him little teacher. "Gong" can show that its tears flowed quickly and much, and it can also be seen that it was not only grateful but also very moved at that time. Other students applauded warmly.

Teacher: You read the meaning behind the words. It’s amazing. No wonder everyone calls you little teacher.

Teacher: My classmates, the teacher is very pleased that you are devoted and careful in your reading. In fact, there is another word in this sentence that is also used very appropriately. Find out which word it is.

Sheng: Slowly. Even a few students said it was "slow down"

Teacher: Do you know why? It seemed that a new world had been discovered under the teacher's guidance. Their interest was particularly high and they spoke one after another.

Sheng: I said earlier that the old antelope was injured. If you use "soon", it would not be realistic.

Teacher: That makes sense.

Student: "Slowly" also shows that the old antelope is very polite to the driver and the scientific expedition team members.

Teacher: Your thinking is very unique.

Student: The word "slowly" here is in sharp contrast to the previous words "flying" and "thumping", which is very touching to read.

Teacher: Yes.

Sheng: I think the word "slowly" here also expresses the author's admiration for the old Tibetan antelope.

Teacher: Do you agree?

Student: Agree.

Teacher: Please read this sentence again with admiration for the old antelope.

Student: ...name them first, and then read them together.

Teacher: The students read really well. Yes, the word "slowly" is used very appropriately. It contains rich content. The speeches given by the students just now are all wonderful, but I prefer the speech of the last student, because what he said is not a special case, but what makes this article different from other articles. There are several repeated words like this in the article, Ask students to find it quickly.

Sheng: in succession, quietly, quietly, silently.

Teacher: In addition to such overlapping words, there are also overlapping words in the form of abcc and abb. Let’s see who can find them faster.

Sheng: The breath is dying, cautious, and wet.

Teacher: Yes, these words are used very appropriately. Please read the sentences in which these words are located carefully to see what is good about these words.

Fragment No. 3

Student: "As soon as the 'Huangmei' is passed, the water chestnuts rush to fill the pond and crowd the water surface." Teacher, this sentence is written Water chestnuts grow very quickly.

Teacher: Can you tell me specifically which word expresses how fast the rhombus leaves grow?

Student: Scramble.

Teacher: What is "racing for the lead"?

Student: Lingye is striving to grow up, fearing that he will fall behind.

Teacher: Does "scramble" only describe how fast the rhombus leaves grow? Speechless

Teacher: When you usually use "scramble", who do you usually write about?

Student: Write about people. Teacher, this sentence uses personification of rhetoric. It not only describes how fast the rhombus leaves grow, but also how cute the rhombus leaves are. It also expresses the author's love for the rhombus leaves.

Teacher: You are really good at reading and thinking.

Teacher: So when you read this sentence, you need to highlight it - rush to be the first, and your speaking speed should be - faster. Whoever reads this sentence again will realize that rhombus leaves grow quickly.

Student: Read this sentence emotionally.

Teacher: There are several other words used very appropriately in this sentence. Look for them.

生: full, crowded, densely packed.

Teacher: Are these words also about how fast the rhombus leaves grow?

Student: Not only do they say that the rhombus leaves grow fast, they also say that the rhombus leaves are very dense.

Teacher: Yes. Therefore, when reading this sentence, you must pay attention to - full, crowded, densely packed. Who will read this sentence again?

Student: Read it aloud with emotion throughout your life and then read it together.

When reading, most students tend to like to talk in general terms. If the teacher does not provide timely guidance, those appropriate, vivid and expressive words are often ignored by students, and these words are precisely the meaning of the article. The finishing touch is precisely the best point to guide reading aloud. If the teacher understands these words thoroughly when preparing lessons, he will be able to guide them with ease and ease. Through these words, students can understand the meaning of the sentences, experience the author's emotions, master the method of reading aloud, and benefit a lot from reading the emotions.

2. Read aloud with good rhetoric

Elementary school texts are articles of both literary quality and beauty, whether they describe people, events, or scenes. These articles often use metaphors, personification, parallelism and other rhetorical figures to make the articles vivid, attractive and thought-provoking to read. When teaching, teachers should guide the reading of rhetoric well, which will achieve good results.

Fragment 1

Student: I think Tamqin Grassland is very big. I understood it from the sentence "It is so like the sea!" Here the author compares the Tamuchin grassland to the sea, indicating that it is very big.

Teacher: A very useful word in this lesson is——

Student: Vast.

Teacher: Yes. It can be said with four words -

生: boundless, boundless, boundless as far as the eye can see.

Teacher: Whoever reads this sentence again will make people feel that the Tamqin grassland is like the sea.

Student: A girl read it. She read it so gently that other students raised their hands after reading it.

Teacher: You read it very carefully, but it doesn’t feel like the sea. Who will try again?

Student: A boy read it, and it stood out like the sea. He read it very emotionally.

Teacher: Look, when reading this sentence, read "like the sea" carefully. This sentence will be read well.

Fragment 2

said: "Under the calligrapher's pen, they can undergo endless changes, or as tall and straight as a peak, or as clear as a stream, or as vast as the sea, or as vast as the sea. Slippery as fat..." This sentence uses parallelism and metaphor to highlight the endless changes of Chinese characters under the calligrapher's pen. It is also catchy to read. I like this sentence very much.

Teacher: Can you read this change?

Student:...

Teacher: It seems that there is not much change, who will come again?

Student:...

Teacher: You highlighted the characteristics of peaks, streams, seas, and mountains... , so it gives people a feeling of endless changes. You read so well, please read it again.

Student: The student just read it emotionally and then all the students read it together. The effect is gratifying.

Fragment 3

Teacher: "In the long history of mankind, which nation can have such rich calligraphy treasures as the Chinese nation?" Do not change this sentence. What does it mean?

Sheng: In the long history of mankind, no nation has such rich calligraphy treasures as the Chinese nation.

Teacher: Why doesn’t the author write like this?

Student: Rhetorical questions express stronger feelings.

Teacher: Would you like to read this sentence?

Student:...

Teacher: It is very emotional to read. There is another sentence like this in the article. Please draw it.

Student: Looking at these individual words with color, sound and smell, how can it not induce you to mobilize the emotions of these languages?

Teacher: Read it really good. Let’s read these two sentences together and once again appreciate the author’s love for Chinese characters.

Fragment 4

Student: "Look, the sun is showing above the head, the sun is showing eyebrows and smiling face, the sun is jumping up, jumping up! The flowers, plants and trees suddenly opened their eyes. , singing happily and shaking their arms; the birds reported in all directions: The sun has risen! Get up quickly, get up quickly, and welcome a new dawn!" I like this passage very much. This passage combines the sun and the birds. The flowers, plants and trees are written as if they were human beings, and they read cordially, lively and vividly.

Teacher: But your reading just now was not lively enough. It seemed very mature. Can you read it again?

Student:...

Teacher: It is better than just now Progress, a little more mature. Who will read it again? This time I will find a student who is usually very lively to read it.

Student: This female classmate usually loves to act coquettishly in front of me. She read it with great interest and won thunderous applause.

Teacher: Applause is the best affirmation for her. Can you read it like her?

Student: ...we read together very emotionally.

Teacher: It would be better if you add expressions and movements. Who will try it first?

Student:...

Teacher: The sun smiles brightly, the arms of the flowers and trees swing cutely, and the bird’s posture of announcing the news is very expressive. You are awesome! Let’s all show our expressions together Read it with movements, okay?

Students... read vividly, and the movements are cute and interesting

3. Expand your imagination while reading aloud

While reading aloud , develop reasonable imagination, and have a dialogue with the text and the author, so that you will read more deeply and emotionally.

Excerpt 1: "What a beautiful Christmas tree. This is the biggest and most beautiful Christmas tree she has ever seen. There are many colorful Christmas cards hanging on the Christmas tree, and there are various kinds of Christmas cards hanging on them. There are all kinds of beautiful pictures, and there are thousands of candles burning on the tree, twinkling like stars blinking at her to say hello. "I think these sentences are beautifully written, and I seem to see the little girl being very happy. .

Teacher: You understand it very accurately. If you imagine beautiful pictures while reading, I believe you will read better. Let's try again, okay?

Student:...

Teacher: There is progress. The teacher also wants to read these sentences, is that okay?

Teacher: ...Applause

Teacher: Tell me why you applaud the teacher?

Student : After listening to the teacher’s reading, I seemed to really see a beautiful Christmas tree.

Teacher: When I read aloud, I imagined the little girl’s mood and the beautiful scenery she saw, so I read better. If you do this, you will be able to read well too. Practice freely.

Student: ...I have made great progress in reading.

Fragment 2

Student: The word "sun" makes me feel warm, but the "moon" shines with a clear brilliance. The word "light" gives people an erratic feeling, while the word "heavy" makes people feel heavy at first glance. The word "laugh" makes people happy, while the word "cry" looks like tears. "Frost" seems to exude a cold air, and when the word "you" appears, you seem to have entered a forest or a quiet courtyard. ——I think these sentences vividly describe the unique character of Chinese characters.

Teacher: But after listening to your reading, I feel that "日" is not "日", "月" is not "月", "cry" is not "cry", "laugh" is not "laugh", It became four different things. The student burst out laughing. Who can read better than her?

Student:...

Teacher: Better than the classmate just now. If you imagine how each word feels when reading, you will read better.

Student: ...read freely. Many students were very engaged in reading.

Student: ...indicate reading. This classmate is usually full of emotions and reads every sentence very vividly. He may be fast, slow, light, heavy, or deliberately lengthen his intonation, which has won unanimous applause from everyone!

Teacher: Reading requires imagination. Only when you read aloud in the scene and place, can you read out the meaning and emotion expressed by the author.

In short, there are many ways to guide students to read aloud. As long as we put more effort into teaching and are dedicated teachers, we will find many effective and good ways to guide reading.

Reflections on Learning the New Curriculum Standards for Primary School Chinese Language Part 2

Curriculum reform practice tells us that without a firm new curriculum concept, a real transformation of teaching and learning methods is impossible of. The new curriculum standards require the comprehensive improvement of students' Chinese literacy, the expansion of students' knowledge, and the interaction between teachers and students in classroom teaching. For primary school Chinese teaching, it is necessary to change both the teaching method and the learning method, and cultivate and form " Autonomous, cooperative, and inquiry-based learning. In teaching practice, I strive to break the traditional closed, single-item, mechanical teaching model, and mainly adopt the following practices:

1. Seriously study the new curriculum standards and deeply understand the spirit of the "Chinese Curriculum Standards" In essence, we need to effectively change concepts, overcome the past erroneous tendencies of neglecting students' dominant position in Chinese teaching, neglecting the cultivation of humanistic and scientific spirits, and excessive pursuit of subject knowledge systems, and truly establish a new concept of Chinese education. Through the completion of teaching tasks, comprehensively improve students' overall Chinese literacy; focus on improving students' Chinese practical ability, actively advocate and promote students' active development, and broaden the areas of learning and application of knowledge; focus on connecting life, interdisciplinary learning and inquiry-based Learning enables students to acquire the language skills that are needed for life-long use in modern society. I strive to achieve changes in the presentation of Chinese courses and students' learning methods, establish students' dominant position in learning, and strive to create a space for students that is conducive to quality education.

2. I also grasp the teaching materials as a whole, combine the study of curriculum standards with the research on teaching methods of teaching materials, study the new teaching materials, understand and master the new teaching materials, make good use of the new teaching materials, and clarify the intention and purpose of writing them. System characteristics, clarify the internal connection between the textbook, the "Curriculum Standards" and each tutorial in the textbook, and clarify the intentions and focus of various editing and design of the textbook, so as to accurately set the key and difficult points of teaching in lesson preparation and teaching activities, Find the foothold to achieve the curriculum objectives set forth in the "Curriculum Standards" and effectively implement Chinese teaching.

After some reading analysis, I concluded that the second-grade textbooks are mainly based on literacy. The literacy classes are rich in content and diverse in form. Therefore, during teaching, I guide students to learn and memorize new words through various forms. When teaching Chinese, I pay attention to the content connection between each group of teaching materials. I first grasp the content of the teaching materials as a whole, and then design the teaching plan. In reading teaching, we first attach importance to the guidance of reading aloud, guide students to read emotions on the basis of correct and fluent reading, use a variety of forms to read, and encourage students to think independently, question and ask questions, and cultivate their habit of diligent thinking and questioning. Ability to ask questions and solve problems.

3. On the basis of accurately grasping the thinking of textbook editing, I proceed from the local reality of the class and the school, and creatively and flexibly select and use various textbooks according to the age characteristics of the students and different teaching contents. Design, adopt appropriate teaching strategies, and implement reading, writing, listening, and comprehensive practical activities; vigorously improve classroom teaching, promote heuristic and discussion-based teaching; actively develop classroom learning resources and extracurricular learning resources, communicate inside and outside the classroom, and communicate in parallel Subjects, creatively carry out various activities to increase students' opportunities for Chinese language practice, allowing students to enrich language accumulation in practice, master learning methods, improve basic skills, accept influence, develop good study habits, and lay a solid Chinese foundation. ; Encourage students to use various means to expand their reading coverage, enhance students' awareness of learning and using Chinese in all situations, actively participate in various curriculum reform activities, and promote the overall improvement of students' Chinese literacy. In teaching, I make full use of Chinese course resources and carry out a variety of Chinese practice activities. I use games, singing, riddles and other methods to introduce classroom teaching. I also lead students out of school, into nature, society, and into the boiling world. Life enables students to learn Chinese and use Chinese in life.

4. The new curriculum reform has changed the classroom situation in the past where teachers talked endlessly and asked condescendingly, while students listened politely and studied carefully. When students' emotions of equality and mutual respect are satisfied, they will be able to devote themselves to learning easily and happily, and will take the initiative to explore. Therefore, in classroom teaching, I pay attention to establishing the teaching concept of equality between teachers and students, and building a teaching platform for equal dialogue so that Teaching "is conducted in the process of equality between teachers and students", and the teacher-student relationship is "understood as a happy cooperation, rather than a conflict of wills and a threat to authority and dignity", allowing students to work together in an environment of frankness, candor and mutual respect. study. This process puts students in a state of psychological relaxation and concentration, with active thinking, daring to think, ask, speak and do. When arranging the discussion, I made it clear that one or two questions should be set to let each student know the topic, and they must have discussions around the topic to give them time to prepare. In practical work, I constantly summarize and reflect, and strive to do a better job in curriculum reform, so that classroom teaching can present a new look of democracy, harmony, teacher-student interaction, and liveliness.

5. Teachers are not omnipotent. As a teacher, you should put down your arrogance and learn from your students. Let students understand that no matter who they are, they must learn, and no matter who they are, they can become others' teachers as long as they know how. Give students confidence and stimulate their desire to learn. Group cooperative learning is also an equal dialogue. The teacher participates in the students' cooperation, giving each student the opportunity to speak, learn to cooperate, and enhance self-confidence. Sometimes, those students who are not active in speaking do not mean that their thinking is inactive, but that they are not good at oral expression. We should find ways to mobilize their enthusiasm for learning, encourage them to think positively, dare to speak, and avoid being outside of classroom learning. "Spectator" appears. Judging from the current classroom teaching practice that implements curriculum reform, students' learning methods have changed from the passive acceptance type in the past to students' independent, cooperative, and inquiry-based learning methods. This learning method not only improves students' perception and understanding of Chinese materials, The understanding has been implemented, and students' curiosity and desire for knowledge have been well protected. Students' initiative, enterprising spirit and cooperative spirit in learning have been fully stimulated and enhanced.

6. The educational concept of the new curriculum makes us realize that "the extension of language and the extension of life" are equal. People's horizons have been opened, and their concepts have been updated, extending from books to outside books and from school. In society, students' reading scope is not limited to textbooks. Extracurricular books, newspapers, and magazines are all materials for language learning. Therefore, students should be encouraged to read independently, collect information, keep abreast of the latest knowledge, and absorb the most vivid language. Life is a big open book and a source of knowledge. In teaching, I try my best to guide students to open their eyes and feel with their hearts, teach them to "hear more about things outside the window and read useful books with one heart", absorb more information from life to enrich themselves, inspire their imagination and creation, and establish correct Students' outlook on life, ranging from current affairs and politics to family life, community activities, and campus life, requires students to observe carefully, appreciate it carefully, and gradually form their own unique opinions.

In Chinese teaching this semester, I worked hard to improve classroom teaching, achieved good results, and successfully completed the Chinese teaching tasks. In the future, I will learn from each other's strengths, learn new teaching experience, and strive to improve teaching. methods, and work hard to better complete the Chinese teaching tasks.