Experiences and insights on the interpretation of the new Chinese curriculum standards for primary schools in 2022 (selected 6 articles)

In our ordinary daily life, everyone must inevitably come into contact with experiences and experiences. Writing experiences and experiences can improve our thinking training. Can you write down relevant experiences? The following is the "Experiences and Insights on the Interpretation of the New Chinese Curriculum Standards for Primary Schools in 2022 (Selected 6 Articles)" compiled by me for everyone. It is for reference only. You are welcome to read this article. Chapter 1: Insights on the Interpretation of the 2022 New Primary School Chinese Curriculum Standards

The continuous advancement of science and technology in today's era and the rapid popularization of new online media have caused great changes in people's lives and learning styles. In order to adapt to the growth environment of children and adolescents, the school's education blueprint has been optimized to further clarify "who to train, how to train, and for whom". The newly revised "Compulsory Education Chinese Curriculum Standards" was officially promulgated in October 2022.

In order to further understand and grasp the spirit and content of the new curriculum standards and update educational concepts, Xuchang Experimental Primary School organized all Chinese teachers in the school to listen to relevant lectures by many experts and scholars. Professor Wu, Professor Zhang, and Professor Yang interpreted the new curriculum standards from different angles, and I benefited a lot. The main experiences are as follows: First, we must pay attention to cultivating students' core Chinese literacy. The new Chinese curriculum standards clearly state that "core competencies are the correct values, necessary characters and key abilities that students gradually form through course learning, and are a concentrated expression of curriculum education. The core competencies cultivated in compulsory education Chinese courses are students' active Chinese practice What is accumulated, constructed in activities and expressed in real language use situations is a comprehensive reflection of cultural confidence, language use, thinking ability, and aesthetic creation. "Chinese courses should cultivate students' thoughts and feelings of loving the motherland's language and guide students correctly. Comprehensively understand and use the spoken and written language of the motherland and enrich the language system. Cultivate their sense of language and develop their thinking, so that they have literacy, writing, reading, writing and oral communication skills that meet actual needs. At the same time, they can transform what they have learned and apply it in real life.

Secondly, attach great importance to literacy and writing. Writing Chinese characters carefully in accordance with the requirements of the standards is a basic requirement for teaching. Calligraphy practice is the process of developing students' taste, attitude and aesthetic taste. Compared with before, the number of words written has been reduced, which to a certain extent has reduced the burden of reading and writing on students, reflecting the idea of ????knowing more and writing less. Therefore, in the teaching process, we must transform Chinese characters into pictures known in students' lives, stimulate students' interest in learning Chinese characters, and change literacy and writing teaching from difficult to easy.

Finally, we should pay attention to "reading the whole book". The new curriculum standards clearly state that "the compulsory education stage should stimulate students' interest in reading, requiring students to read more, read good books, read the whole book, develop good reading habits, and accumulate experience in reading the whole book." Therefore, in normal times, During the teaching process, you can first let students try to read the whole book and introduce the books they have read to others in their own favorite way; then let students try to understand the main content of the book and share their reading feelings with their classmates; here On the basis of this, let students further grasp the main content of the story and recommend it to their classmates. In this way, while cultivating students' interest in reading, it can also exercise students' thinking ability and oral expression ability.

The newly revised compulsory education Chinese curriculum standards have many parts that require us to continue to study in depth. It will take a long time to fully interpret and penetrate them. I will continue to learn and practice in the future teaching process, combined with the "double reduction" policy, so that new education and teaching can benefit every student, so that every student can grow up healthily and happily under the sunshine of the new era of education! Chapter 2: Insights on the Interpretation of the New Primary School Chinese Curriculum Standards in 2022

Some time ago, the county teaching and research office organized all Chinese teachers to study the "Chinese Curriculum Standards" (Revised Edition). After coming back, I read through it again Again. After reading, I have a deeper understanding of the curriculum objectives and content, teaching concepts and learning methods, evaluation purposes and methods of Chinese education, and I have a clearer purpose in future teaching.

In this new curriculum standard, some revised content is closer to students’ lives, more humane and targeted, which is undoubtedly more beneficial to conveying the Chinese character culture of the motherland. Now let me talk about my feelings about the goals of the second stage of schooling.

1. The new curriculum standards reduce the number of words that can be written in terms of literacy and writing goals, reducing the burden on students to learn to write Chinese characters, and also reducing some learning pressure.

Today's students are exposed to more new things, and their curiosity and ability to explore new things are also stronger. However, our education still locks them firmly in the framework of exam-oriented education, causing them to lose the time to develop their own interests and cultivate their own hobbies. Properly reducing some learning pressure can allow students to taste more childhood fun. The experiences and experience accumulated in these childhood fun will also promote their future learning.

2. Added the requirement to ask questions about areas that students do not understand in the reading objectives. The key to learning is having doubts, asking questions, and finding solutions. Today's education still remains at the stage of teacher teaching. Students have insufficient opportunities and abilities to discover problems. However, discovery learning has been proven several times and is the most beneficial learning method for students. Students are discovering problems and finding ways to solve them. In the process, you can cultivate your own inquiry abilities and ways of thinking, and develop students' thinking habits. In future studies, we can draw inferences from one example and form strong self-learning ability, which is very necessary for the cultivation of students' learning ability.

3. The exercise goal states: “Pay attention to write down clearly what you find novel and interesting, or what impresses you most, or what touches you most.” This goal is proposed more clearly than the original “Pay attention to what you find novel and interesting, or what impresses you most.” "The most touching content" is more specific and clear. This enables teachers to have clearer ideas when guiding students to write, and it is also more conducive for students to write vivid and interesting compositions, highlight key points and grasp details when writing.

In short, the emergence of new curriculum standards allows us to see that Chinese education is getting closer to life, releasing students’ nature, and constantly improving with the development of the times. I believe that under the guidance of the new curriculum standards, students There has been greater progress in learning abilities in all aspects.

In my first semester as a fourth grader, I was fortunate enough to participate in the joint teaching and research activities of Helin Sanxiao Primary School and learn the new curriculum requirements for this grade. Through learning, my biggest feeling is that the teaching goals have become clearer. The following is some experience of learning the new Chinese curriculum standards.

The new curriculum standards require comprehensive improvement of students’ Chinese literacy, require students to expand their knowledge, require teacher-student interaction in classroom teaching, etc. I will be committed to improving students’ comprehensive Chinese literacy based on the new Chinese language proficiency practice system. Improve and promote changes in the presentation of Chinese courses and students’ learning styles. For primary school Chinese teaching, it is necessary to change both the teaching method and the learning method.

Cultivate and form a learning style of "autonomy, cooperation, inquiry". Among these two changes, the change in the way of teaching is the main contradiction. Once the way of teaching changes, the way of learning also changes. The change in the way of learning can be rationally presented in the classroom, proving the change in the way of teaching and the true establishment of teachers' new ideas. Combine the study of curriculum standards with the research on teaching materials and teaching methods; study new teaching materials, understand and master them, and make good use of new teaching materials; pay attention to teaching reflection, personal research and collection.

In teaching practice, I will strive to break the traditional closed, single-item, mechanical teaching model. I will mainly adopt the following methods:

1. Study the new curriculum standards carefully, Deeply understand the spiritual essence of the "Chinese Curriculum Standards", 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 the principles of Chinese education. The new concept, through the completion of teaching tasks, comprehensively improves students' overall Chinese literacy, focuses on improving students' Chinese practical ability, actively advocates and promotes students' active development of learning methods, broadens the areas of learning and application, and focuses on connecting life and interdisciplinary learning. Learning and inquiry-based learning enable students to acquire lifelong Chinese language skills needed by modern society.

2. On the basis of accurately grasping my thoughts on textbooks, starting from the local reality of this class and school, and according to the age characteristics of students and different teaching contents, creatively and flexibly select and use various designs of textbooks , adopt appropriate teaching strategies to implement reading, writing, listening, and comprehensive practical activities; vigorously improve classroom teaching and advocate heuristic and discussion-based teaching; actively develop classroom learning resources and extracurricular learning resources, communicate inside and outside the classroom, and communicate with 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 use various means to expand their reading coverage, enhance students' awareness of using Chinese in all situations, and actively participate in various curriculum reform activities to promote the overall improvement of students' Chinese literacy.

By changing the new teaching methods, we hope that students can speak actively in class and learn actively, and students' interest in Chinese classes will be greatly improved. In practical work, I will continue to summarize and reflect, write teaching diaries, teaching cases, educational essays, etc.; strive to do a better job in curriculum reform, so that classroom teaching will present a new look of democracy, harmony, teacher-student interaction, and liveliness . Chapter 3: Reflections on the Interpretation of the New Primary School Chinese Curriculum Standards in 2022

On x, x, 2022, the "Compulsory Education Chinese Curriculum Standards (2022 Edition)" was finally promulgated. Compared with the 2011 version of the curriculum standards, the magnitude of the revision has changed dramatically, which is witnessed by the entire education community. After carefully listening to the authoritative interpretation of the curriculum standards by core experts, my interpretation and thoughts are as follows.

1. Changes in the revision of the new curriculum standards for free education

The most eye-catching and most distinctive change in the revision of the new curriculum standards is to strengthen the education orientation in curriculum education. For the first time The “core competencies” of the Chinese language education discipline are pointed out. Compared with the traditional "three-dimensional goals", the new curriculum revision mainly focuses on four aspects: cultural confidence, language use, thinking ability and aesthetic creation. In addition, the new curriculum standard has revised the course content structure, taking Chinese teaching ability as the core, pushing other practical activities that use language and writing abilities to a supplementary or additional status, and setting up six different tasks to match this The groups are respectively basic learning task group (language accumulation and sorting), developmental learning task group (practical reading and communication, literary reading and creative expression, speculative reading and expression) and extended learning task group (whole book book reading, interdisciplinary learning). Finally, the new curriculum standards include an evaluation of academic quality, specifically elaborating on the academic achievements that students should achieve after completing the phased study of the course.

2. Thoughts and Thoughts on the Interpretation of the New Curriculum Standards

As a primary school teacher and an educator, I have a deep understanding of the role of the "New Curriculum Standards" in the setting of Chinese courses. In terms of teaching and other aspects, more emphasis is placed on the cultivation of Chinese knowledge and abilities than in the past. Therefore, we should not only instill knowledge into students, but also be able to harmoniously integrate reading throughout the classroom teaching, which can not only allow students to fully read, but also effectively play the role of teachers in guiding reading.

We must first rely on the course structure and educational goals in the new curriculum standards, clarify the positioning and functions of the learning task groups, accurately understand the learning content and teaching tips of each learning task group, and focus on the learning theme. Guided by learning tasks, we integrate learning situations, learning content, learning methods, and learning resources, and design Chinese practice activities based on large tasks, large units, and real situations to guide students to learn Chinese and learn to learn in the process of using language and characters. Pay attention to the combination of Chinese and life, pay attention to the organic connection between listening, speaking, reading and writing, strengthen the integration of content learning and thinking development, guide students to accumulate Chinese learning experience in the process of solving problems, and coordinate teaching activities; pay attention to compulsory education Chinese courses The foundation of education is to cultivate students’ basic qualities needed for future study, life and development. Chapter 4: Thoughts and insights on the interpretation of the new Chinese curriculum standards for primary schools in 2022

Through study, we clarified the "Chinese Curriculum Standards" in terms of curriculum objectives and content, teaching concepts and learning methods, and evaluation purposes and methods. Systematically and boldly change. It absorbs the latest achievements of modern curriculum theory and has a further understanding of the nature and characteristics of Chinese courses. New ideas require courage and innovation to be put into practice.

It is calling for a new generation of teachers who can accurately interpret the concept of curriculum standards and perfectly implement the curriculum standards with new teaching methods.

The autonomy and mutual assistance advocated by the new curriculum standards have gradually been reflected in my teaching and are continuously practiced in the classroom. The new primary school Chinese curriculum standards involve literacy, reading, writing, oral communication, and comprehensive practical abilities. Several aspects. After reading the new curriculum standards, I am quite impressed with my experience in reading and writing. The new curriculum concept places great emphasis on reading teaching. Reading is a series of Chinese training that focuses on cultivating the ability to understand written language. It conforms to the characteristics of language learning. "Reading" is the objective requirement and the most important way to cultivate students' comprehensive Chinese ability. If "reading" is ignored or "reading" is not in place, the cultivation of students' language sense and the training of listening, speaking, reading and writing skills will become a tree without roots and water without a source.

The process of Chinese teaching refers to the degree of participation and way of thinking of students in the learning process. The learning results of students are not necessarily specific and tangible finished products. They may be to put forward an opinion, generate a plan, plan an activity, and focus on the process of learning experience, where learners make choices, judgments, and decisions about the content they learn. Interpret, apply, and make discoveries. The whole process of Chinese teaching should be a process in which all students accumulate and participate in learning. The age, knowledge accumulation and personality characteristics of students determine the difference in their learning quality. Therefore, there must be differences reflected in the learning results. No matter how different the students are, as long as they actively participate in the learning and research process, they will all Give affirmation and encouragement. Acknowledging differences is about respecting students’ learning process. To reflect the process nature of Chinese teaching, it is necessary to fully mobilize students' learning initiative, give students time to think independently, and allow students to think while reading, comprehend the subtleties of language expression, and gain the pleasure of emotional experience. Give students time to discuss and communicate. The forms of discussion and communication can be various, such as studying at the same table, discussing in groups, or communicating in free combinations, in order to achieve the goal of everyone participating and expressing their opinions; giving students time to question and ask questions, and to give students time to ask questions. During the process, students are encouraged to boldly ask valuable questions and seek solutions.

In reading teaching, we must first make the text "speak". This requires students to actively read through the text in order to grasp the key points and have an in-depth dialogue with the text. Therefore, first reading is the basis of reading teaching. However, when I think about the important teaching link of first reading in my Chinese reading teaching in the past year, there are more or less problems: First, the time is not guaranteed, students read it in a hurry in class and then enter intensive reading, and read at home. The time for reading is also not guaranteed. In our mountainous schools, there is no supervision from parents when students go back. Many students just go back and their homework is empty; secondly, the goal of first reading is not clear, and it is believed that first reading is to allow students to have sufficient reading. Time, so students read over and over again, and most students have "mouth" but not "heart"; third, there is a lack of teacher guidance, and the word "read" runs throughout; fourth, feedback is not timely, and I don't know how to evaluate students' performance. Reading, so that students’ proper Chinese skills cannot be trained. In addition, I feel that in my usual teaching, I do not encourage the children enough in terms of the number and extent of their extracurricular reading books, and lack certain evaluation methods. I will definitely work hard to make corrections in future teaching and strive to improve my reading teaching.

In short, under the new curriculum, new learning methods, and new teaching atmosphere, teachers need to lead students to open up a new world of Chinese learning and life. In this world, teachers and students will ** *Grow together and make continuous progress.

Chapter 5: Reflections on the Interpretation of the New Chinese Curriculum Standards for Primary Schools in 2022

Since the Municipal Education Bureau, the further education campus organized learning, and the campus organization logged in to the remote training platform to learn, I signed up for remote training this year. I learned a lot from the Internet about other things I had never learned before, as well as some theoretical knowledge that I would encounter in actual teaching. I got a lot of inspiration from it. I have only been a student for 7 years, and I have gained a lot of experience in all aspects of theory and practice. There are not as many experienced teachers as there are. Since signing up and the opening of remote training, I have insisted on using the time to study online every week, and carefully take relevant study notes. During teaching and research, I carefully discuss the materials I have learned with my colleagues, and ask more senior teachers. After learning from my experience, after this training, I think Chinese teaching is a very inclusive subject. I would like to share some personal opinions on the learning of this distance training and my personal actual teaching:

1 , Have an independent teaching personality

The teacher’s personality is conducive to creating the art of Chinese teaching. Only when teachers have personality can they have the art of Chinese teaching. The more individuality awareness is strong and the individuality teaching initiative is obvious, the more effectively students can carry out and guide Chinese teaching. Similarly, the stronger the awareness of individuality, the stronger the awareness of teaching innovation, and the more creatively it can be applied to the art of Chinese teaching. Independent personality is the prerequisite for implementing personalized Chinese teaching.

2. Design unique and personalized teaching ideas

To have novel and extraordinary ideas, you must be original and eclectic in designing teaching ideas. First of all, we must be forward-thinking, try our best to break the original classroom teaching model and give it new ideas. Not limited to teaching reference, not bound by famous quotes, use your own personality to interpret the personality of the work, and be able to use your own personality to recreate teaching organization and classroom teaching. Secondly, find the "breakthrough" in teaching. How teachers develop students' personalities is the "breakthrough" in teaching ideas. Personality differences and individual development require teachers to teach students in accordance with their aptitude and promote the all-round development of "personalized individuals" in a targeted and creative manner so that they can form excellent personalities. The idea of ????teaching should be to return the classroom to the students, let the students speak personal words, speak free words, tell real things, and make the classroom full of students' personal vitality. Personalized teaching ideas are not limited to the words and deeds of one family, but to show the strengths of each family in respecting the laws of education. Simply put, let students express themselves freely and describe their personality truthfully, thereby creating a good classroom teaching environment.

3. Seek distinctive personalized teaching art

The art of teaching does not lie in teaching, but in motivating, inspiring and guiding. The teacher's responsibility is not to "teach" but to guide students how to learn. The art of personalized Chinese teaching must have a simple and humorous side. Simple teaching and humorous inspiration can communicate the emotions between teachers and students, create the interest and atmosphere of teaching, and produce a teaching effect that is humorous without losing duty, and joyful without lack of inspiration. The art of personalized Chinese teaching must have the other side of vivid and wonderful description. The fascinating detailed description and the extraordinary ideological realm complement each other, introducing students into the beautiful realm of teaching materials, and guiding students to integrate the understanding of students' personality into the appreciation, association and experience of the works, thereby integrating the interest of teaching and students' emotions. Push it to a climax, thereby creating a "fun and harmonious" classroom atmosphere.

The art of personalized Chinese teaching requires the use of talents, camera guidance, vivid understanding, and development of personality. It is to use teachers' talents to develop students' talents, cultivate personality with personality, and enhance emotions with emotion, so as to fully develop students' thinking and personality.

4. Create a unique and personalized teaching style

The personality of teaching is reflected in Chinese teaching, which is the integration of original teaching methods and distinctive teaching methods to form a The teaching style is in line with the teacher's personality and practicality, so as to produce the greatest effect on students' personality education in teaching.

First of all, open Chinese classroom teaching is a concrete manifestation of original teaching style. In open teaching, teachers should promote bilateral communication between teachers and students, as well as student-student communication, so that students can interact with multiple ideas and viewpoints. , trigger the spark of thought and generate the greatest interest in learning. At the same time, we focus on cultivating students' ability to analyze and criticize, not to be superstitious about authority, to have the courage to evaluate others and themselves, to express different opinions, and to develop independent personality and innovation potential. Secondly, open Chinese teaching should open up Chinese teaching space and carry out Chinese learning in the second classroom.

Teachers should establish an open teaching concept of "gaining knowledge in class and gaining knowledge outside class", and organize students to go out of school and into society, broaden students' horizons, and expand students' social contacts and knowledge.

5. Methods of Chinese inquiry learning

1. Question inquiry method;

2. Situational inquiry method;

3. Independent inquiry method;

4. Collaborative inquiry method;

5. Longitudinal inquiry method;

6. Reverse inquiry method. Chapter 6: Insights on the Interpretation of the New Chinese Curriculum Standards for Primary Schools in 2022

Since the promulgation of the new curriculum standards, several important concepts have impressed me deeply, and I have also had some thoughts.

1. Concept of the value of educating people

The new curriculum standard proposes "cultivating people with moral integrity". It has a higher position, a broader vision, and defines the nature of Chinese courses. Chinese classes are responsible for the accumulation and inheritance of culture. Language is the main part or carrier of national culture. The blood and DNA of culture are all reflected in language. Therefore, it is very necessary for us to learn the national common language and characters, which is also an inscription of culture. . In terms of the value of educating people, the new curriculum standards also emphasize the cultivation of three views, good personality, and sound personality, all of which must be laid at the primary and secondary levels.

This new curriculum standard also specifically mentions “people with culture”. Teachers should pay attention to the irreplaceable special role of Chinese in educating people. When implementing it in practice, we should achieve four words: Moisturize things silently. It cannot be a formalism of wearing shoes and hats, it should be moderately enlightened.

2. The Concept of Chinese Core Literacy

The old curriculum standard only mentions “Chinese literacy”, including the ability to listen, speak, read, and write, or add literary accomplishment, which is not so clear. The definition of "Chinese core literacy" is clearly stated in the new curriculum standard, which is more clear and clearly defined. The introduction of this concept has ended the long-standing debates on "what is Chinese?" "What is taught?" "What is learned?"

Core competencies include four aspects and three levels. This is a well-intentioned move. But what is unique to the Chinese subject and has essential significance is the use of language and characters. In the process of learning the use of language and characters, other aspects should be brought into play and integrated together, so that it is better understood.

Among these levels, we must focus on the development of thinking ability. This is the highlight of the free education curriculum and the weakness of previous Chinese teaching. This course standard also talks about the improvement of thinking quality, which is actually the most basic logical thinking, intuitive thinking and image thinking in the process of language thinking training. When teaching, we must pay attention to protecting students' imagination, curiosity and pursuit of innovation, and use this to promote our teaching.

The new curriculum standards also put forward aesthetic-related requirements such as aesthetic creation and the formation of correct aesthetic consciousness. Personal aesthetic taste and taste were rarely mentioned before, but the new curriculum standards give new reminders. In practice, we must also pay attention to the cultivation of cultural self-confidence. When we treat traditional culture, we must adhere to historical materialism and dialectical thinking, and we must preserve the essence and discard the dross. The four aspects of Chinese core literacy are not completed one by one. They are a whole and cannot be separated from each other. The improvement of thinking ability, the improvement of aesthetic ability, the inheritance and understanding of culture are all based on the construction and application of language. This is an awareness we cannot forget.

3. The concept of learning task group

Learning task group is a concept that is difficult to understand and do not know how to implement. The primary school proposed six task groups.

First of all, we must clarify the logical relationship between the learning task group and the curriculum standards: the content of the curriculum standards is divided into two parts, one is the course objectives, and the other is the course content. The program content is the learning task group, the learning task group is the learning content, and for the teacher, it is the teaching content.

The six major learning task groups we are talking about now are actually the six major learning contents. In fact, they are similar to or even repeated in the course objectives of the previous section. It is written to separate it for emphasis, but what we need to do in front-line teaching is to blend it together, to separate and to combine.

The learning task group is firstly used as a clear and concentrated expression to clarify the learning content; secondly, it proposes a new teaching model: setting a situation or typical task and taking the initiative in learning. Give it to students to strengthen students' initiative in learning and strengthen the practicality of teaching.

The idea of ??this teaching model is very different from the current teaching model. The emphasis is not on teaching each lesson text as an outline, nor on seeking a complete knowledge system, nor on training as a pure skill exercise. This teaching model is to change all this, allowing teachers to serve as organizers and students as subjects, allowing students to carry out partner learning with tasks in a certain situation and complete the construction of knowledge.

The lower grades of primary school are mainly about literacy reading, and the critical thinking ability is relatively weak. How to do a learning task group? We can make good use of the "comprehensive learning" already in the textbooks, change the previous practice of answering a large number of questions, and strengthen the autonomy and exploratory nature of learning. The middle and upper grades are all unit-based. In fact, they are implementing the learning task group, but they are implementing a certain aspect of the task group. We must actively understand its benefits, reduce indoctrination learning, mobilize students' initiative in learning, expand students' reading coverage, and solve the problem of less reading. Specifically, how to implement the six task groups should focus on what problems each unit focuses on solving, follow the prompts, strengthen the situation, and strengthen the autonomy of learning.

In practice, we should also pay attention to: group text teaching cannot replace single-text teaching. The learning task group is proposed to teach in units, which is more organized and pays more attention to the autonomy of learning. But we Don't understand it as just organizing activities. Some classes still require teachers to teach more and more intensively. Students must first read and understand them before they can carry out activities. Don't dictate the proportion of lectures for the teacher. The teacher's explanations should be aimed at the unit objectives, be targeted, and inspire students to learn autonomously.

IV. The concept of reading the whole book

The problem faced by students now is that they do not read enough. Without reading, their Chinese literacy cannot be improved. Guidance is only effective if there is a reading volume and reading area. Primary school is the best time to read, and whole-book reading should be encouraged to gradually improve fragmented, popular, and online reading habits and sharpen students' temperament.

There is a "Happy Reading Bar" in elementary school, which recommends students one by one, and it is also a whole book reading. The practice of reading the whole book at the primary school level can be carried out according to the methods of current textbooks. Students should be taught certain basic reading methods to inspire them to fall in love with reading. However, they should not be completely fixed in the textbooks. They should have a relatively free book list and encourage students to read freely on their own. The more specific it is and if there are too many prescribed actions, the less interested students will be in reading. Although reading the whole book is part of the curriculum, do not expand the reading of the whole book too much or engage in too many activities. You must find ways to stimulate students' interest in reading. You must have a certain degree of freedom and find ways to keep students interested. , don't be too demanding.

These important concepts respect the rules of teaching, the personality of teaching, and the teacher’s initiative. I think that only by thoroughly understanding these important concepts can we truly understand the new course. Only by meeting the standards can we truly achieve integrity and innovation.