Experience of New Curriculum Standard and New Curriculum Reform of Chinese in Primary Schools

With the development of society and in response to the call of quality education reform, the Chinese curriculum in primary schools has also been adjusted accordingly. The following is the "Experience of New Curriculum Standards and New Curriculum Reform for Primary School Chinese" compiled by me for your reference only. Welcome to read it. Experience of New Curriculum Standard and New Curriculum Reform for Primary School Chinese-

I have read and sketched the New Curriculum Standard for Primary School Chinese repeatedly and carefully, from which I have benefited a lot and gained a lot. As a new teacher, I have deepened my understanding and experience of the new curriculum reform and further realized the necessity and urgency of the new curriculum reform.

The new curriculum standard requires improving students' Chinese literacy in an all-round way, expanding students' knowledge, and requiring interaction between teachers and students in classroom teaching, etc. According to the new Chinese proficiency practice system, I will devote myself to improving students' comprehensive Chinese quality, promoting the transformation of the presentation mode of Chinese courses and students' learning methods, establishing students' dominant position in learning, and striving to create a space conducive to quality education for students.

In teaching practice, I will try my best to break the traditional closed, single-item, mechanical teaching mode, and mainly take the following measures:

First, strengthen the cultivation of students' Chinese literacy

The new Chinese curriculum standard clearly puts forward: "Chinese curriculum should be devoted to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and it is also the basis for students' all-round development and lifelong development. " Chinese course should cultivate students' thoughts and feelings of loving the language and characters of the motherland, guide students to correctly understand and use the language and characters of the motherland, enrich language accumulation, cultivate language sense, develop thinking, and make them have the ability of literacy, reading, writing and oral communication to meet the actual needs.

Second, pay attention to students' reading and reciting

The new Chinese curriculum standard clearly puts forward that "we should pay attention to reading aloud and reading silently. Let students learn intensive reading, skimming and browsing gradually. Cultivate students' extensive interest in reading, expand their reading range, increase their reading volume, and advocate doing less questions, reading more, reading well, reading a good book and reading the whole book. Encourage students to choose their own reading materials. The total amount of extracurricular reading in nine years should be more than 4 million words. " Reading back is undoubtedly a good way to accumulate Chinese literacy. Modern psychological research results show that memory is the basis of all intelligence. Zhu Xi once said: There are three kinds of reading: heart, eyes and mouth. This "three" is the synergistic effect of multiple analytical organs participating in activities at the same time. Psychologists have long had an experimental conclusion: the synergistic effect of various analytical organs. Therefore, memorizing is the premise and foundation of since the enlightenment. Only by reading repeatedly can we truly appreciate the meaning, interest and literary spirit of the text.

Using advanced teaching media, students are shown a series of visual pictures in teaching, which are as beautiful as being there, and then students are asked to introduce the relevant information collected before class.

Third, pay attention to students' since the enlightenment's exploration

Whether it is the old-fashioned "teachers talk and students listen", the renovated "teachers ask and students answer" or the reformed "teachers dial and students turn", the overall situation is still teacher-centered, and the situation of "usurping the host's role" is still obvious. In fact, Chinese teaching is to guide students to feel the experience in reading, emphasizing students' since the enlightenment inquiry.

Fourth, make Chinese life-oriented, and expand Chinese teaching from in-class to out-of-class

First, we should update our ideas and establish a correct view of Chinese education. It is necessary to liberate students from the heavy academic burden, let them "do less problems and read more" and let them become masters of their spare time. Emphasis should be placed on "intensive teaching" in teaching so that students can finish most of their homework in class. Therefore, we should pay attention to children's experience and solve the contradiction between the abstraction, generality and typicality of Chinese curriculum and the concreteness, diversity and uniqueness of children's life through the intermediary of children's experience and experience. Therefore, teachers should break the boundaries between in-class and out-of-class, establish a view of Chinese, have Chinese everywhere in life, extend the classroom of oral communication to students' colorful lives, and pay attention to nature, life and society.

Under the new curriculum, new learning methods and new teaching atmosphere, teachers are needed to lead students to open up a new world of Chinese learning and life, in which teachers and students will grow together and make continuous progress! Experience of New Curriculum Standard and New Curriculum Reform in Primary School Chinese II

The implementation of "New Curriculum Standard" has really brought vitality and vigor to daily teaching. In the comprehensive learning activities again and again, in the cooperative exploration and communication again and again, our students are more lively and lovely, and there are many flashes of ideas, more deep thinking about life and society, and at the same time they feel the nourishment of knowledge unconsciously. This semester, I had the honor to participate in the Learning of New Curriculum Standards organized by the Municipal Teaching and Research Section. The following are my experiences in learning the new curriculum standards:

First, teachers should become lifelong learners

Teachers must have advanced educational ideas that are suitable for the new curriculum in order to enter the new curriculum and realize the curriculum goals. In order to achieve this goal, teachers should first position themselves as a "learner". On the basis of solid professional knowledge, teachers should learn the latest achievements and knowledge of the frontiers of natural science and social science research, and also learn and improve their knowledge of people, the application of modern educational technology and educational research, and build a diversified knowledge structure, so that they can not only teach, but also have their own educational pursuit and style. Modern teachers are no longer compared to "a bucket of water", but should be compared to "a flowing river". The idea of "filling a bucket of water and enjoying it for a lifetime" has not adapted to the development of modern society.

Second, face all students, pay attention to life mathematics, and effectively improve mathematics literacy

In the face of exam-oriented education, our mathematics educators have the phenomenon of grasping top students and ignoring "students with learning difficulties" to varying degrees, which does not meet the requirements of quality education, but also seriously affects the overall improvement of mathematics literacy. In normal teaching, we must face all students, shift our focus, and start from the last student. The new curriculum standard puts forward that "everyone learns valuable mathematics and everyone can get the necessary mathematics." It emphasizes the application value of the materials for mass mathematics learning-it can meet the needs of future social life. The ultimate goal of learning mathematics is application. Mathematics comes from life and serves production practice. Therefore, in addition to the systematic teaching of mathematics knowledge, mathematics teaching should also be closely linked with the actual life and adjust the corresponding mathematics data, so as to teach what kind of mathematics knowledge is needed in life, so that the knowledge and skills necessary for students in life can become the goal and pursuit of mathematics teaching, so that students can realize that mathematics is in their daily life. In this way, on the one hand, students will actively contact the practical problems around them to learn mathematics, on the other hand, they can also use mathematics to solve practical problems and make them realize the practicality of mathematics.

Third, the diversification of learning modes

Educator Tao Xingzhi once said: "True education is an activity of mutual affinity". In the new curriculum, teachers' teaching and students' learning, which are traditionally regarded as imparting knowledge, will constantly give way to mutual teaching and learning between teachers and students, and they will form a real "learning body", establish an equal and friendly relationship between teachers and students, create a harmonious atmosphere of teaching and learning, and create a situation of "dialogue" between teachers and students, so that students can experience equality, freedom, democracy, respect, trust and trust. This requires teachers and students, students and students to form an equal and close cooperative relationship, in order to achieve the goal of * * * cooperation to complete knowledge construction. Create a situation and give full play to the best effect. In teaching practice, we can start from normal life, create vivid and funny problem situations, attract students' attention and stimulate students' interest in learning. In this way, students can learn and understand mathematics in the process of studying real problems from life experience and objective facts, and at the same time apply the learned mathematics knowledge to real life, so that students can get close to mathematics, feel the joy of learning mathematics, and initially reflect the connection with current life.

in the new curriculum, we deeply realize that the new curriculum is not only a new curriculum standard and a new concept, but also has been firmly linked with the hot words of cooperation, innovation, inquiry, cooperation, hope and future. Let us grow up together with the new curriculum and be happy for the children's daily growth. May our classroom present the collision and display of the sparks of thought and life, and become the silk that continuously moistens the spiritual garden from the depths of our hearts involuntarily. The new curriculum standard of primary school Chinese and the experience of the new curriculum reform III < P > Learning the new curriculum standard has posed great challenges to me in my teaching work. As a front-line ordinary teacher, I understand the new concept of curriculum reform, feel the new thinking of curriculum reform, use the new teaching materials of curriculum reform, and the spirit of curriculum reform runs through my teaching from beginning to end. After hard work, I gradually moved from strangeness to familiarity, from trembling to calmly coping. For me, the new curriculum reform is a dialogue, a platform and a key to successful education.

Looking back on the road of Chinese teaching in primary schools in recent years, as a teacher, I am glad that I have caught up with the new curriculum reform and entered the Chinese teaching in primary schools under the background of the new curriculum reform. In this process, I really saw the track of self-growth and really felt the vitality and changes brought by the new curriculum reform to our children, schools and teachers. "For the healthy development of every student" is the core idea of the new curriculum reform. But at the same time, a series of problems exposed in the new curriculum reform also make our teachers think deeply. Fortunately, our teachers who have participated in the front-line teaching work have been able to look at the new curriculum reform rationally and begin to give classroom teaching new vitality with criticism and reflection, and the construction of teaching is really wonderful. With the deepening of the practice of curriculum reform, we have found a Chinese classroom full of vitality. What impressed me the most was the equal dialogue between teachers and students in the classroom, * * * participation and exploration and development. Below I will talk about my experience of self-learning new curriculum standards around these points:

1. Equal dialogue is the foundation of classroom teaching

The famous educator Mr. Tao Xingzhi said, "When we join children's life, we find that children have strength, not only strength, but also creativity." The new curriculum requires changing teachers' leading role and teaching behavior. Teachers are not absolute authorities, but equal communicators and collaborators with students. Whether the teacher's attitude in teaching is kind, cordial and encouraging has a very important influence on the students' democracy, respect and affinity, and on the teaching process. Teachers are first and foremost students' learning partners, and at the same time, they are the guides of students' learning. Therefore, they should step down from the podium, walk among students, get closer to them, really lean down, stick to their hearts, listen to their doubts, understand their emotions, likes and dislikes, and help solve the problems they want to solve. Create a relaxed and pleasant teaching atmosphere for students. To give children real appreciation, we should give students psychological support, create a good learning atmosphere and stimulate their desire for expression, because "even in the ugliest children, there are fresh things and endless expectations." In teaching, what we have to do is to look attentively, listen attentively, and feel what the students are doing and thinking. Grasp all kinds of situations in the classroom at any time, and think about ways to guide students' learning according to these situations, especially respecting students' personality, encouraging them to express their feelings and talk about their own opinions.

second, * * * participation is the soul of classroom teaching

"participation" is the soul of classroom teaching, and the real meaning of teaching is that teachers teach students how to learn. Therefore, in order to make students learn to learn, we should start with the reform of classroom teaching, build a harmonious and equal relationship between teachers and students, give full play to students' subjective spirit, constantly improve their subjective personality, form the habit of active learning, and promote students to master new learning methods with heart, initiative and creativity. In classroom teaching, it is the soul of classroom teaching to mobilize all students' learning intentions, so that they can actively participate, fully participate and participate in the whole process, learn with interest and develop vividly. How students think directly affects the efficiency of learning. Teachers must create vivid scenes according to students' existing life experience, activate the excitement of students' thinking, and really make students use their brains, move their mouths, do things, combine learning with thinking and be willing to participate. In the reading class, vivid language, vivid pictures, concrete and realistic objects, thought-provoking questions, active and orderly questioning according to the topic, textbook plays with distinctive protagonists according to the plot of the article, and debates with everyone participating in difficult problems can effectively activate students' thinking and arouse students' interest. In the teaching of exercises, teachers should earnestly study hydrology, organize students to observe carefully and carry out colorful activities, which will make students feel that exercises are also a process of interaction between teachers and students, a means of expressing life and a need for communication.

In short, when organizing teaching, if teachers can always think about what students' original thinking state is, what methods are the best starting point to activate their thinking, and what means can make students think hard and be willing to participate, teaching will be more than half successful. In the process of students' learning, students are always the main body of learning. Teachers should create an atmosphere of inquiry for them, organize them to learn in participation, understand in activities and develop in innovation. Teaching that can stimulate students' strong learning needs and interests, enable students to obtain attentive and in-depth experience teaching, give students enough independent space and opportunities for activities, and truly achieve the teaching of "seeking experience through participation and seeking development through innovation", so as to effectively promote students' development.

Third, inquiry development is the essence of classroom teaching

In classroom teaching, students should be consciously allowed to gradually improve their awareness of independent inquiry and enhance their sense of cooperation with others in autonomous learning, exchange and cooperation. So as to learn to learn, learn to do things, learn to be a man, and learn to communicate and cooperate with others. This is the main direction of classroom teaching research. "Chinese Curriculum Standards" points out: "To advocate the independent, cooperative and inquiry learning method with heart, we must pay attention to students' individual differences and different needs according to the characteristics of students' physical and mental development and Chinese learning, care for students' curiosity and thirst for knowledge, and fully stimulate students' initiative and enterprising spirit." In my opinion, we should grasp "the development of primary school students' subjectivity" and "the cultivation of inquiry spirit and practical potential", focus on the sustainable development of students, and make students become talents with comprehensive quality. It is extremely necessary to broaden the horizon of education and teaching, and inquiry learning in Chinese can greatly promote the cultivation of autonomous learning potential. Inquiry learning in Chinese is a process in which students acquire knowledge, methods and emotional experience in Chinese practice. What you can explore can be the thoughts and materials of the article, the beauty of words, scenery, emotion and artistic conception, and the process of students' understanding and learning. What is more important in "inquiry" is not the result, but the inquiry process itself, and then gain the pleasure of inquiry and cultivate students' consciousness of active inquiry. The purpose of inquiry learning is to change students.