Experience of Chinese curriculum reform [five articles]

Experience of Chinese Curriculum Reform (1)

It has been more than three years since the school implemented the Chinese teaching model. In these three years, I have devoted myself to the practice of curriculum reform and gained some gains and experiences. The practice of curriculum reform tells us that it is impossible to truly change the way of teaching and learning without a firm new curriculum concept. The new curriculum standard requires comprehensively improving students' Chinese literacy, expanding students' knowledge, and requiring interaction between teachers and students in classroom teaching. For Chinese teaching in primary schools, it is necessary to change both teaching methods and learning methods, and cultivate and form a "self-determination, cooperation and inquiry" learning method.

In teaching practice, I strive to break the traditional closed, single-choice, mechanical teaching mode, mainly taking the following measures:

1. Seriously study the new curriculum standards, deeply understand the spiritual essence of Chinese curriculum standards, change ideas, overcome the wrong tendency of ignoring students' dominant position, cultivating humanistic spirit and scientific spirit, and excessively pursuing subject knowledge system in Chinese teaching, and truly establish a new concept of Chinese education. Through the completion of teaching tasks, students' overall Chinese literacy will be comprehensively improved; Pay attention to improving students' Chinese practical ability, actively advocate and promote students' active development, and broaden the fields of learning and applying knowledge; Pay attention to contact life, interdisciplinary learning and inquiry learning, so that students can acquire the language ability that modern society needs for life. I strive to change the presentation of Chinese courses and students' learning methods, establish students' dominant position in learning, and strive to create a space conducive to quality education for students.

2. I also grasp the teaching materials as a whole, combine the study of curriculum standards with the study of teaching methods, study new teaching materials, understand and master new teaching materials, make good use of new teaching materials, find out their writing intentions and system characteristics, find out the internal relationship between teaching materials and curriculum standards and teaching materials, and find out the intentions and key points of the teaching materials I designed, so as to accurately set the teaching priorities and difficulties in lesson preparation and teaching activities and accurately meet the requirements put forward by the curriculum standards. After some reading and analysis, I have come to the conclusion that the second grade textbooks are mainly literacy, and the literacy class is rich in content and diverse in forms, so in teaching, I guide students to remember new words through various forms. When teaching Chinese, I pay attention to the connection of each group of teaching materials in content, first grasp the content of teaching materials as a whole, and then design teaching plans. In reading teaching, we should first pay attention to the guidance of reading, guide students to read their own feelings on the basis of correct and fluent reading, use various forms to read aloud, encourage students to think independently, question and ask difficult questions, and cultivate their habit of being diligent and good at asking questions and their ability to ask and solve problems.

3. On the basis of accurately grasping the idea of textbooks, I creatively and flexibly select and use various designs of textbooks according to the local reality and different teaching contents of our class, and adopt appropriate teaching strategies to implement reading, writing, listening, speaking and comprehensive practical activities. Vigorously improve classroom teaching and advocate heuristic and discussion teaching; Actively develop classroom learning resources and extracurricular learning resources, communicate inside and outside the classroom, communicate in parallel disciplines, and creatively carry out various activities to increase students' opportunities to practice Chinese, so that students can enrich their language accumulation in practice, master learning methods, improve their basic skills, be influenced and infected, develop good study habits, and lay a solid foundation for Chinese; Encourage students to use various means to expand their reading range, enhance their awareness of learning and using Chinese in various occasions, actively participate in various curriculum reform activities, and promote the overall improvement of students' Chinese literacy. In teaching, I make full use of Chinese curriculum resources, carry out colorful Chinese practice activities, introduce classroom teaching by means of games, singing and solve riddles on the lanterns, and lead students out of school and into a natural, social and boiling life, so that students can learn and use Chinese in their lives.

4. The new curriculum reform has changed the classroom situation that teachers talk endlessly, ask questions condescendingly, and students listen to lectures in a proper way and study hard. When students' feelings of equality and mutual respect are satisfied, they will be relaxed and happy to engage in learning and take the initiative to explore. Therefore, in classroom teaching, I pay attention to establishing the teaching concept of equality between teachers and students, and build a teaching platform for equal dialogue, so that teaching can be carried out in the process of equality between teachers and students. The relationship between teachers and students can be understood as pleasant cooperation, not a conflict of will and a threat to authority and dignity, so that students can be honest and dignified. This process makes students in a state of mental relaxation and concentration, active in thinking, dare to think, dare to ask, dare to say and dare to do. When arranging the discussion, I explicitly ask that one or two questions be set to let every student know about this topic, and the discussion must revolve around this topic so that they can have time to prepare. In practice, I constantly sum up and reflect, and strive to make the curriculum reform better, so that classroom teaching presents a new look of democracy, harmony, teacher-student interaction and liveliness.

Teachers are not omnipotent people. As a teacher, you should put down your airs and learn from your students. Let the students understand that no matter who they are, they should study, and no matter who they can, they can become other people's teachers. Give students confidence and stimulate their desire to learn. Group cooperative learning is also an equal dialogue. Teachers participate in students' cooperation, so that each student has the opportunity to speak, learn to cooperate and enhance their self-confidence. Sometimes, those students who are not active in speaking are not inactive in thinking, but they are not good at oral expression. We should try our best to arouse their enthusiasm for learning, encourage them to think positively and speak boldly, and avoid "bystanders" outside classroom learning. Judging from the current classroom teaching practice of curriculum reform, students' learning style has changed from passive acceptance in the past to independent, cooperative and inquiry learning style. This way of learning not only enables students to perceive and understand Chinese materials, but also protects their curiosity and thirst for knowledge, and fully stimulates and enhances their initiative, enterprising spirit and cooperative spirit.

5. Evaluating the inquiry results has the significance of enjoying the learning results and encouraging the follow-up study. Because the students had a small-scale exchange and discussion on the results of the inquiry, among teachers and students, students and group members, they questioned the problems existing in the inquiry, summarized opinions from all sides, and had a more comprehensive, profound and unique view on the inquiry. We should establish a colorful display platform, encourage students to report the results of inquiry with methods and strategies suitable for them, and let different types of students play their potential and learn from inquiry reading. Students who are good at acting can adapt the highlights of the text into textbook-style dramas; Careful and inarticulate students can write down their own experiences; Students who are good at rhetoric can express their ideas through debate. ...

6. The educational concept of the new curriculum makes us realize that "the extension of Chinese and the extension of life" are equal, people's horizons are broadened, their concepts are updated, and students' reading scope is not limited to textbooks, extracurricular books, newspapers and magazines, etc. They are all materials for learning languages. Therefore, students should be encouraged to read independently, collect information, keep abreast of the latest knowledge and absorb the most vivid language. Life is an open book and a source of knowledge. In teaching, I try my best to guide students to open their eyes and feel attentively, and teach them to "listen to what is going on outside the window and read useful books wholeheartedly", absorb more information from life to enrich themselves, inspire their imagination and creativity, and establish a correct outlook on life. From current affairs and politics to family life, community activities and campus life, students should pay attention to observation and appreciate carefully, and gradually form their own unique views.

In this semester's Chinese teaching, I made great efforts to improve classroom teaching, achieved good results, and successfully completed the task of Chinese teaching. In the future, I will learn from each other's strong points, learn new teaching experience, and strive to improve teaching methods, so as to better complete the task of Chinese teaching.

The second experience of Chinese curriculum reform

The clarion call of Chinese curriculum reform arouses the courage of teachers' struggle and activates the rigid classroom for many years. Let students change their receptive learning methods and learn inquiry learning. Inquiry learning is a higher-level learning method based on students' autonomous learning. Its function is to stimulate students' enthusiasm for inquiry, enhance students' inquiry consciousness and learn inquiry methods, so as to cultivate students' innovative spirit and practical ability. The experiment of curriculum reform has injected vitality into my educational career: my educational concept has undergone profound changes and classroom teaching has taken on a new look. The growth record and teaching reflection lead me to a research road. The experiment of curriculum reform has promoted the development of teaching and scientific research, made me have research consciousness and formed the habit of reflection after class. I not only pay attention to the design before teaching, but also pay attention to the summary and reflection after class, that is, to reflect on the grasp of curriculum standards and the implementation of trinity curriculum functions such as knowledge and skills, process and method, emotion, attitude and values in the teaching process. The change of research methods has led to the change of my working style. I walked out of the closed classroom, broke down the discipline barriers, exchanged and studied with teachers of other disciplines, and jointly solved the problems in teaching, so that the cooperation between teachers was closer.

First, realize the renewal of ideas.

Curriculum reform is a cultural change. Teachers should integrate into this change and pursue advanced culture and ideas. They should update their knowledge from a certain height with thinking eyes, instead of expanding their knowledge and reading more books. As an experimenter, we must first establish a brand-new educational concept.

As a Chinese teacher, based on the development of students, I approach students with an equal attitude, respect and trust students, create a relaxed, democratic and harmonious teaching environment for students, let students read fully, discuss freely and comment boldly in classroom teaching, let the sparks of innovation shine in reading, and truly establish a modern reading teaching concept of people-oriented, reading-oriented and innovation-oriented. And realize the transformation from unified standard education to differentiated education-establish personality education consciousness.

The second is to update the knowledge structure.

Facing the new contents and requirements of the new textbooks, I re-examine my knowledge structure and see my own shortcomings and gaps. While I thoroughly understand the curriculum standards and study the teaching materials, I try my best to learn the new theories and knowledge of the Chinese major I teach, grasp the frontier trends of the development of the professional field, and absorb the new achievements of this major in time. At the same time, on the one hand, we should further learn and master the new knowledge of related disciplines and learn from the new experience summed up by educators in teaching; on the other hand, we should strengthen the study of modern educational theory, enrich our professional knowledge, educational theoretical knowledge and practical knowledge in an all-round and multi-angle way, improve our knowledge structure, and form an excellent professional foundation that can meet the teaching requirements of new textbooks. ?

The third is the renewal of teaching methods.

I try to make students feel a cordial, harmonious and active atmosphere in class; I try to make myself a close friend of students and turn the classroom into a school for students. I try my best to fully display and cultivate students' personalities. Therefore, in class, students either ask questions and ask difficult questions, or draw inferences from others, or communicate among groups, or challenge authority. The learning process becomes an exploration process for students to constantly ask questions and solve problems. Different learning methods can be selected according to different learning contents, such as acceptance, exploration, imitation and experience, so that students' learning becomes rich and personalized. Learning methods also include autonomous learning, cooperative learning and inquiry learning. In learning, I let students participate in determining learning goals, learning progress and evaluation goals, so that students can actively think in learning and learn in solving problems.

In a word, in the wave of curriculum reform, building a learning style of "independent cooperation, active inquiry and willingness to cooperate" is the realm that every teacher strives to pursue. In order to make the curriculum reform go smoothly and achieve practical results, we must seriously study the curriculum standards, remember the subject characteristics, remember the age characteristics of students, give full play to our own advantages, and make continuous efforts and explorations for the transformation of students' learning methods.

The third experience of Chinese curriculum reform

The clarion call of Chinese curriculum reform arouses the courage of teachers' struggle and activates the rigid classroom for many years. Let students change their receptive learning methods and learn inquiry learning. Inquiry learning is a higher-level learning method based on students' autonomous learning. Its function is to stimulate students' enthusiasm for inquiry, enhance students' inquiry consciousness and learn inquiry methods, so as to cultivate students' innovative spirit and practical ability. One. Equal dialogue

The new curriculum reform has changed the situation that teachers talked endlessly and asked questions condescendingly in the past, and students listened to lectures and studied hard. When students' feelings of equality and mutual respect are satisfied, they will be relaxed and happy to devote themselves to their studies and actively explore. Therefore, modern classroom teaching should establish the teaching concept of equality between teachers and students, and build a teaching platform of equal dialogue, so that teaching "in the process of equality between teachers and students" can be understood as pleasant cooperation, rather than a conflict of will and a threat to authority and dignity, so that students can be frank, frank and respectful. This process should no longer make students in a state of mental relaxation and concentration, active in thinking, dare to think, dare to ask, dare to say and dare to do.

First, give students opportunities. For example, in the teaching of Baoding in the Century, let students introduce Baoding in the Century to friends who come to visit as tour guides. Students also ask questions as tourists. Through this kind of study, we not only examined the materials collected by students, but also cultivated their expressive ability. And change the teacher's boring explanation into students' autonomous learning. I mean, I can act. Learn more about Baoding in the Century by reading. Through the teaching of this course, the dialogue between teachers, students and students can be integrated, so that students can learn knowledge and learn to learn in a relaxed atmosphere. Another example is to teach "Zhan Tianyou" in one class to distract students' thinking. Think about what kind of railway you would design if it were you. Students say a lot of S-shapes, T-shapes, straight lines and so on. Why did Zhan Tianyou use the word line? Further analyze the advantages of herringbone line. Equal dialogue enables students to learn actively in class, say what they want to say and can say, and show students their opportunities.

Second, ask for advice with humility. Teachers are not omnipotent people. As a teacher, you should put down your airs and learn from your students. Let the students understand that no matter who they are, they should study, and no matter who they can, they can become other people's teachers. Give students confidence and stimulate their desire to learn.

Third, cooperative learning. Group cooperative learning is also an equal dialogue. Teachers participate in student cooperation. Let every student have a chance to speak. Learn to cooperate and enhance self-confidence.

The fourth experience of Chinese curriculum reform

As the front-line teachers of this curriculum reform, they accept the new concept of curriculum reform, feel the new thinking of curriculum reform and use new teaching materials, and the curriculum reform gives people a brand-new feeling from beginning to end. This is the key to a revolution, a dialogue, a platform and a successful education. First of all, curriculum reform is a revolution to traditional education.

It broke the original single and dogmatic teaching mode of traditional education and built a new teaching system with people-oriented and flowers blooming. It turns the boring and closed classroom into laughter and makes the classroom full of freedom, democracy and harmony. It pays more attention to the communication between teachers and students, the learning process and the emotional experience of independent inquiry and cooperative communication in the learning process. It also pays attention to cultivating the character of learning and being a man in the process of learning.

Secondly, curriculum reform is a dialogue between society and pluralistic networks.

Curriculum reform is a national event, which is related to the healthy growth of the next generation of talents. Curriculum reform should be a major event of common concern and participation of the whole society. Teaching is essentially a process of communication and cooperation. We often say that communication starts from the heart, and the dialogue of curriculum reform is a social and multi-network dialogue. Personally, I think its contents are as follows:

1, curriculum reform needs to strengthen the dialogue between the experimental area and the school.

"Xiu Yuan still has a long way to go", and there are many puzzles, problems, teaching AIDS and information on the road of curriculum reform. Faced with the same situation, all experimental areas and schools have made concerted efforts to carry out various forms of dialogue on curriculum reform, such as Saturday morning school district discussion, afternoon film discussion, on-site lectures and class evaluation, so that the concept of curriculum reform is truly reflected in classroom teaching, rooted in classroom teaching and acted on every student. The wisdom of the masses is endless. In the dialogue, everyone's thinking sparks collide, ideas open, and ideas guide the way out, which in turn determines the future of curriculum reform education. It is precisely because of this dialogue that our curriculum reform has seen a new situation of "letting a hundred flowers blossom". With this dialogue, front-line teachers deeply feel that they are not alone on the road.

2. Curriculum reform needs to strengthen the dialogue between teaching materials and ideas and parents.

The curriculum reform involves thousands of families, and parents' understanding and support is an important factor for the smooth implementation of the new curriculum. Curriculum reform not only puts forward requirements for teachers, but also puts forward new requirements for parents. Because many remedial classes need parents to cooperate with them or do some necessary preparatory work. It is a common practice in the experimental area of curriculum reform to let parents know about the new curriculum and get their support for curriculum reform, which is also the proper meaning of curriculum reform. Our school has adopted various ways to communicate with parents to let them know about the content of the new curriculum, such as holding parent-teacher conferences, sending a letter to parents, conducting questionnaires and publicizing the new curriculum concept.

3. Curriculum reform needs to strengthen the spiritual dialogue between teachers and students.

Only on the basis of equal dialogue between teachers and students can teaching give full play to the initiative and creativity of teachers and students. Creating a democratic and harmonious dialogue atmosphere is a powerful manifestation of this kind of bilateral activities, which can stimulate students' curiosity and thirst for knowledge, give full play to students' subjective consciousness and innovative spirit, and let students be happy.

Teachers should pay attention to the following points in the dialogue:

As a participant and researcher, he should appear in students' exploration, research and discussion. Express your views with students and exchange their views. Teachers talk to students in the tone of consultation and discussion, and encourage students to complement and discuss with each other. For example, "I want to do this, can you see it?" "This classmate thinks so. Do you have any different opinions? " If the students ask the teacher questions. Teachers should be enthusiastic and answer positively. In the dialogue, there should be enough time and space for students to complete sentences.

Finally, curriculum reform is a platform for training "scientific research" teachers.

"Research schools" have gradually become the knowledge of the majority of primary and secondary school leaders and teachers. Teachers' future and future teachers will be linked with educational research. Our curriculum reform also urgently calls for educators with scientific research ability to take educational phenomena and problems as the object in practice and explore educational laws and effective ways by using the principles and methods of scientific research.

As the saying goes, "A soldier who doesn't want to be a general is not a good soldier." The front-line teachers who participate in the curriculum reform experiment should give themselves a new orientation and establish scientific research consciousness. Since the beginning of curriculum reform, we have tried to achieve the goal of promoting experiments through scientific research by strengthening the research on curriculum reform. According to the characteristics of the school, we link the curriculum reform with the "inquiry-development" topic, and carry out mass topic research with scientific research as the guidance.

Therefore, the curriculum reform is a platform for shaping "scientific research" teachers. Teachers should enhance their awareness of scientific research, actively participate in teaching and research, so that everyone has research topics, and then create a strong teaching and research atmosphere and form a teaching and research network. We have reason to believe that by focusing on scientific research, the curriculum reform will certainly have a thriving new level.

In a word, it is like a key to open a hard lock. The curriculum reform is like a spring breeze, which is in response to the ancient poem "Spring breeze melts rain and blows open the petals of ten thousand pear trees". We are bathed in the spring breeze of curriculum reform, and we will surely move towards the other side of successful education.

The Experience of Chinese Curriculum Reform Chapter 5

First, the harvest of curriculum reform (A) the overall improvement of teachers' quality

In the process of curriculum reform, teachers consciously learn new ideas, which not only significantly improves their theoretical level, but also increases their rational thinking in classroom teaching, and can creatively use textbooks, which truly reflects the idea of teaching students with textbooks instead of textbooks. The experiment of the new curriculum promotes the growth of teachers, provides space for the development of teachers' personalized teaching, improves the quality of teachers, and makes us become researchers and designers from ordinary teachers.

Gratifying changes have taken place in classroom teaching.

Teachers put down their dignity in class and lead students to learn with an equal, democratic and kind attitude. The classroom has changed from a temple of "teaching" to a temple of "learning", and teachers appear in front of students as guides, collaborators and promoters of teaching. In the process of teaching, students generally like learning Chinese, are good at asking questions, have their own unique opinions on problems and dare to express their opinions, which is far from the students before the curriculum reform. Curriculum reform broadens students' thinking and enriches language. The classroom is no longer a passive situation where teachers tell students to listen, but a scene of teacher-student interaction and student-student interaction. Students study easily and happily under the guidance of teachers, and the classroom really becomes the children's world. Classroom teaching is outstanding.

(C) to promote the all-round development of students

Everything Chinese teachers pay for the implementation of the curriculum in the curriculum reform is to let students learn valuable Chinese, acquire necessary Chinese and develop Chinese as comprehensively as possible. The curriculum reform in recent years shows that children have undergone gratifying changes and our wishes are gradually being realized. Students have gradually developed the habit of liking learning, loving learning, being interested, and being good at asking questions and solving problems. And make students feel that there are languages everywhere in life, learn to cooperate with others and get a successful experience.

Second, the problem and thinking

1. The new textbook pays attention to the contradiction between the diversity of problem-solving strategies in teaching and the students' poor mastery of individual knowledge. The information presented in the new textbook is diverse and selective, and the problem-solving strategies are diverse, emphasizing multi-level, multi-angle and comprehensive thinking, and the answers are not open. This greatly activates students' thinking and inspires them to find their own learning methods. In teaching practice, teachers find that students with strong thinking ability can master a variety of methods to solve problems in classroom learning, but for students with learning difficulties, they may not have mastered one method. Over time, the phenomenon of two-level differentiation appeared.

2. The new textbook attaches importance to cultivating students' estimation ability and diversification of problem-solving strategies, but there are relatively few exercises of pure calculation problems, which leads to problems such as slow calculation speed, easy mistakes and weak calculation ability.

3. Some contents in the new textbook are difficult to arrange and span, which is beyond children's cognitive law. It is very difficult for students, with few class hours, and it is difficult to master.

4. The teaching class is large, and there are still many problems in effective group cooperative learning. Students should be given time and space to explore, but if the limited 45 minutes leave enough time for students to cooperate and discuss, and it conflicts with the progress of the class, how to grasp the degree of "time"? This is a problem that we should discuss.