Puzzlement and Thinking of Current Chinese Curriculum Reform in Primary Schools

On the Puzzlement and Thinking of the Current Chinese Curriculum Reform in Primary Schools Abstract: At present, the education reform is in full swing, and people have been exploring and trying from all aspects, and have made great progress, but there are still many problems and puzzles that need us to explore and think from all aspects. This paper analyzes in detail the problems existing in the current Chinese curriculum reform in primary schools from many aspects, and puts forward its own unique views.

Keywords:: Puzzled thinking about Chinese curriculum reform in primary schools

"Like the strong wind in spring, it blows at night and blows open the petals of ten thousand pear trees." The new curriculum is like the fresh spring breeze blowing all over the country, and the brand-new concept of the new curriculum is like the rain melted by the spring breeze, nourishing the hearts of teachers. This curriculum reform is a comprehensive and fundamental reform with rich connotation, full of the flavor of the times and innovative spirit. It marks that the reform and construction of Chinese curriculum in China has entered a new period.

Teachers are both implementers and participants of curriculum reform. So, for a Chinese teacher, how should we face this curriculum reform?

Nowadays, with the promotion of quality education, how to comprehensively improve students' quality, tap their potential and stimulate their interest in learning has become the main content of current education reform. At present, the education reform is in full swing, people have been exploring and trying from all aspects, and have made great progress, but there are still many problems and puzzles that need us to explore and think from all aspects. What are the problems in the current Chinese classroom reform, especially in primary schools? According to my teaching experience of more than ten years, I have summarized and thought about the problems existing in the current Chinese classroom reform in primary schools from many aspects:

First, the current primary school Chinese curriculum reform confusion

1. Renewal of ideas. Some local leaders have insufficient understanding and attention to the significance of the new curriculum. Among a considerable number of teachers and researchers, curriculum reform is still equivalent to the use of new textbooks, and the phenomenon of "wearing new shoes and taking the old road" is more common in teaching and evaluation. These all need to be carefully studied and solved, and must not be treated negatively. Lack of understanding of the new curriculum reform is one of the reasons for the unbalanced development of the new curriculum reform.

2. Teachers themselves. "For the development of every student" can be said to be the banner slogan of this curriculum reform, and paying attention to the development of students is an important concept of the new curriculum. Relatively speaking, the new curriculum reform pays far less attention to teachers. In many areas, teachers' training methods are outdated, and they are superficial and formal training, which has no fundamental effect on teachers and cannot meet their needs.

In some areas, the training actually goes like this: every teacher who takes part in the training gets a study manual about the new curriculum reform, and then they are asked to make a test paper. The teacher's task is to find ready-made answers from the study manual. At the same time, the new curriculum reform gives teachers the right to participate in curriculum development. For example, the comprehensive practical activity course is a brand-new challenge for many teachers. There are no ready-made textbooks available, and teachers need to develop their own courses according to the specific situation of the school and the actual situation and interests of students. This is undoubtedly "worse" for primary and secondary school teachers who have no experience in curriculum development, lack guidance in curriculum development and are already very busy. New textbooks are often in various forms, and the diversification of teaching forms increases teachers' preparation time before class and even challenges teachers' physical strength.

3. The reality gap. The new curriculum reform attaches great importance to students' individualized development, which requires teachers to give them full attention and enough room for development. For various reasons, there is a huge contrast between reality and ideal objectively. Although we are actively studying and practicing, we always feel that there are few experiences and practices for reference. In this case, small class teaching is a suitable teaching organization form. However, the reality is that many schools are basically overcrowded, with nearly 50 students in each class and even more than 60 students in some classes. Some teachers said, "I make up the difference most of the time every day, so I have no time to pay attention to cultivating students' personality." "The pace of curriculum reform is too fast, many corresponding supporting measures can't keep up, and the information of curriculum reform is blocked, which leads to the disparity in the implementation effect of different schools. 4. Be eager for quick success in education and scientific research. The new curriculum reform requires teachers not only to impart knowledge, but also to become researchers in educational activities to promote students' growth. For educational research, school leaders are more concerned with creating school characteristics and pursuing "publicity effect" through scientific research, while many teachers participate in scientific research in order to gain capital for their professional title evaluation. Moreover, when comparing schools, the number of teachers' papers is also a very important goal. Especially, there are many complicated "procedures" from the writing of the project report to the opening argument, from the formulation of the project plan to the real development of the project research. For most teachers, they are "crossing the river by feeling the stones" and have no experience at all, and there are phenomena of "researching without teaching" and "teaching without researching". In this case, the quality of education and scientific research can be imagined.

Second, the current primary school Chinese curriculum reform confusion.

1. It is imperative to reform the school management system. The implementation of curriculum reform must "take curriculum as the carrier, activities as the link, scientific research as the means and standardized work rules as the guarantee", change the traditional backward management mode and unreasonable rules and regulations, establish school-based teaching and research system, democratic and scientific teaching management mechanism, evaluation system to promote teachers' professional growth as soon as possible, promote the establishment of curriculum reform mechanism, and pay special attention to the support of rural curriculum reform schools.

2. Strengthen teacher training. One reason why the new curriculum reform encounters difficulties in the implementation process lies in the disconnection between theory and practice. It requires course experts to go out of the ivory tower, go deep into teaching practice, and continue to strengthen multi-form and multi-level training for experimental teachers, including general subject training and thematic training, so as to realize close cooperation between experts and frontline workers, which is an important guarantee for implementing the good wishes and advanced concepts of the new curriculum. Teachers should care about human life and have a sense of social responsibility.

3. Advocate developmental evaluation. It is necessary to highlight the function of evaluation to promote development and change the function of evaluation that emphasizes screening and selection too much. The purpose of evaluation is to promote the development of students and the improvement of teachers, improve teaching, add a measuring ruler, and establish the quality education concept of "how good students are". ;