Learning experience about the new curriculum standard of Chinese in primary schools?

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

Experience of learning the new curriculum standard of primary school Chinese 1

Mr. Zhang Tianruo, a famous educator, said: "In reading teaching, the first is reading, the second is reading, and the third is reading." Jia Zhimin, a master of small languages, said: "Reading teaching needs seven points." Curriculum standards require "accurate reading, smooth reading and emotional reading". Therefore, Chinese teaching must work hard to guide students to read aloud.

First, read the key words.

Words cannot be separated from sentences, and sentences cannot be separated from words. In guiding reading, if teachers guide students to grasp key words and read aloud, they will often get twice the result with half the effort. Please watch the following teaching clips:

first part

Health: "The curtains were drawn together, and there was only a click, and the Guizibing fell to the ground. When the Japanese officer shouted "Wow", he ran back. Just then, Gazi saw that he was going to run away and quickly closed the door. Only when the devil officer jumped out of the middle of his body was he caught back, planted on the steps and came to bite the ground. " These two sentences show the devil's wit and courage.

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

Student: Practice reading freely.

Student: Read the name aloud with emotion. The boy deliberately read onomatopoeia carefully and stretched his voice. After reading, the students applauded in unison.

Teacher: Actually, there are two onomatopoeic words in this paragraph-"Kaka" and "Pa". In a paragraph, there are five consecutive onomatopoeia words, which are not found in the text we study. Reading these onomatopoeias well will make our reading very lively and interesting. Come on, students read this passage together, and then experience the wonderful use of onomatopoeia.

Student: Read it all at once.

the second part

Health: "At this time, two lines of muddy tears welled up in the eyes of the old antelope, and then it stood up slowly and walked back to the grass slope step by step." This sentence is very touching. I realized that the old antelope was very grateful to the driver and expedition members. "Surge" and "step by step" are used appropriately here. I know that BBK is actually an old Tibetan antelope leading the way for drivers and explorers.

Teacher: You read very carefully. What about "chung"

Health: I can't say it either. I just feel good anyway.

Teacher: Who will help her?

Student: This classmate has a positive thinking and a wonderful speech. My classmates and I often call him Little Teacher. "Yong" can see that its tears flow quickly and much, and it can also be seen that it was not only grateful, but also very moved. Other students applauded warmly.

Teacher: It's amazing that you understand the meaning behind the words. No wonder everyone calls you little teacher.

Teacher: Students, you study hard and the teacher is very happy. In fact, there is another word in this sentence that is also very appropriate. Find out which word it is.

Health: Slow down. Even found a few students to call it "slow"

Teacher: Do you know why? Under the teacher's instruction, as if he had discovered a new continent, he was very interested and spoke in succession.

Health: It was said earlier that the old antelope was injured. It is not realistic to use "soon".

Teacher: That makes sense.

Health: "Slowly" it can also be seen that the old antelope is very polite to drivers and explorers.

Teacher: Your thinking is unique.

Health: The "slow" here is in sharp contrast with the "flying" and "plop" in front, which is very touching to read.

Teacher: Yes.

Health: I think the slowness here also expresses the author's admiration for the old Tibetan antelope.

Teacher: Do you agree?

Health: I agree.

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

Health: ... name first, and then read together.

Teacher: The students read really well. Yes, the word "slowly" is too appropriate, it contains rich content. The students' speeches just now were all wonderful, but I prefer the last student's speech, because what he said is not a special case, but the difference between this article and other articles. There are several overlapping words like this in the article, so please find them as soon as possible.

Health: one after another, quietly, quietly, silently.

Teacher: In addition to these reduplications, there are reduplications in abcc and abb forms in this paper, to see who can find them quickly.

Health: Exhausted, cautious and wet.

Teacher: Yes, these words are used appropriately. Please read the sentences in which these words are located carefully and see where they are good.

the third part

Health: "As soon as we passed Huangmei, the turbot scrambled to fill the pond with water, and the water was packed." Teacher, this sentence means that the leaves of water chestnut grow quickly.

Teacher: Can you tell me exactly which word means that water chestnut leaves grow fast?

Health: competing with each other.

Teacher: What is "scrambling"?

Health: Ye Ling strives to grow up, fearing that she will fall behind.

Teacher: "scrambling" only wrote that water chestnut leaves grow fast? wordless

Teacher: Who do you usually write with "scrambling"?

Health: write people. Teacher, this sentence uses anthropomorphic rhetoric method, which not only writes that water chestnut leaves grow fast, but also writes that water chestnut leaves are lovely, and also expresses the author's love for water chestnut leaves.

Teacher: You really know how to read and think.

Teacher: So when you read this sentence, you should stand out-strive for the upper reaches and speak faster. Who will read this sentence again? Reading rhombic leaves grow rapidly.

Health: Read this sentence with emotion.

Teacher: Some words in this sentence are used properly. Look for them.

Health: full, crowded and dense.

Teacher: Are these words also about water chestnut leaves growing fast?

Health: You not only wrote that water chestnut leaves grow fast, but also wrote that water chestnut leaves are dense.

Teacher: Yes. Therefore, when reading this sentence, we must pay attention to it-full, crowded and dense. Who will read this sentence again?

Health: read aloud with emotion all your life, and then read together.

When reading, most students tend to grasp face and talk in general terms. If teachers don't guide them in time, those appropriate and vivid words will often be ignored by students, and these words are just the finishing touch of the article and the best point to guide reading. Teachers will understand these words thoroughly when preparing lessons, and will be relaxed when guiding. Through these words, students can understand the meaning of sentences, understand the author's feelings, master the method of reading aloud, and read out their feelings, which will benefit a lot.

Second, be familiar with rhetoric

Primary school texts are beautiful in terms of writing people, things and scenery. These articles often use rhetorical devices such as metaphor, personification and parallelism to make them vivid, attractive and intriguing to read. In teaching, teachers should guide the reading of rhetoric, which will achieve good results.

first part

Health: I think the Tamuqin grassland is very big. I started with "How much it looks like the sea!" "I understand this sentence. Here, the author compares the Tamuqin grassland to the sea, which shows that it is very big.

Teacher: The very useful words in this class are-

Health: broad.

Teacher: Yes. In four words, you can say-

Health: endless, endless, endless.

Teacher: Who will read this sentence again? It makes people feel that the Tamuqin grassland is like the sea.

Student: A girl read it. She reads too lightly. After reading, the other students raised their hands.

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

Student: A boy reads it, highlighting it like the sea, and reading it with great emotion.

Teacher: You see, when reading this sentence, read "like the sea" well and read this sentence well.

the second part

Health: "In the calligrapher's pen, they can change endlessly, or be as tall and straight as a mountain peak, or as clear as a stream, or as vast as the sea, or as slippery as fat ..." This sentence highlights the infinite changes of Chinese characters in the calligrapher's pen with parallelism and metaphor, and it is catchy to read. I like this sentence very much.

Teacher: Can you read this change?

Health: ...

Teacher: It doesn't seem to have changed much. Who will come again?

Health: ...

Teacher: You are as tall and straight as a mountain peak, as clear as a stream, as vast as the sea, as slippery as grease, and you read the characteristics of mountains, streams and the sea, so it gives people the feeling of endless changes. You read so well, please read it again.

Student: Just now, all the students read aloud emotionally, and the effect was gratifying.

the third part

Teacher: "In the ancient long river of mankind, which nation has such rich calligraphy treasures as the Chinese nation?" What can I say without changing the meaning of this sentence?

Health: In the ancient long river of mankind, no nation has such rich calligraphy treasures as the Chinese nation.

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

Health: rhetorical questions express stronger feelings.

Teacher: Would you like to read this sentence?

Health: ...

Teacher: Very emotional. There is another sentence in the text. Please draw it.

Health: Looking at these words with colors, sounds and smells, how can you mobilize these languages without arousing your emotions?

Teacher: It's really easy to read. Let's read these two sentences together, and once again realize the author's love for Chinese characters in China.

part four

Health: "Look, the sun is overhead, the sun shows eyebrows and smiles, the sun, jump up, jump up!" " Flowers and trees suddenly opened their eyes, sang happily and shook their arms; Birds tell in all directions: the sun has risen! Get up, get up and welcome the new dawn! "I like this passage very much. This passage treats the sun, birds, flowers and trees as human beings, which is friendly, lively and vivid to read.

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

Health: ...

Teacher: Much better than before, but still a little mature. Who will read it again? This time I want to find a very lively student to read.

Student: This female classmate usually loves to coquetry in front of me, reading with relish and winning thunderous applause.

Teacher: Applause is everyone's best affirmation of her. Can you read like her?

Health: ... Qi reads with emotion.

Teacher: It would be better if you added expressions and actions. Who will have a try first?

Health: ...

Teacher: The sun is smiling brightly, the flowers and trees are waving their arms lovingly, and the attitude of the birds announcing the news is vivid. You're amazing! Let's read it with expressions and actions, shall we?

Life ... read vividly and do lovely and interesting actions.

Third, expand imagination in reading aloud.

When reading aloud, cultivate reasonable imagination and talk with the text and the author, which will make you read more deeply and emotionally.

first part

Student: "What a beautiful Christmas tree! This is the biggest and most beautiful Christmas tree she has ever seen. There are many colorful Christmas cards hanging on the Christmas tree, and all kinds of beautiful pictures are hung on them. There are thousands of candles on the tree, winking at her like stars. " I think these words are beautifully written, and I seem to see the little girl very happy.

Teacher: You understand it very accurately. If you imagine a beautiful picture when reading, I believe you will read better. Try again, will you?

Health: ...

Teacher: There is progress. The teacher wants to read these sentences, too, doesn't she?

Teacher: ... Applause.

Teacher: Tell me why you applaud the teacher.

Health: After listening to the teacher's reading aloud, I seem to really see the beautiful Christmas tree.

Teacher: I read aloud and imagined the little girl's mood and the beautiful scenery she saw, so I studied better. If you do the same, you will read well. Practice freely.

Health: ... reading has made great progress.

the second part

Health: The word "day" makes me feel warm, while "month" shines with beautiful brilliance. The word "light" gives people an erratic feeling, while the word "heavy" makes people sink at a glance. The word "laugh" makes people happy, and the word "cry" looks like tears. Frost seems to give off a chill. When the word "seclusion" appears, you seem to have entered a forest or a quiet courtyard. I think these words vividly describe the unique character of Chinese characters.

Teacher: But after listening to your reading aloud, I feel that "day" is not "day", "month" is not "month", "crying" is not "crying" and "laughing" is not "laughing", which is totally different. The students laughed. Who can read better than her?

Health: ...

Teacher: I read better than my classmates just now. If you imagine how each word feels when reading, you will read better.

Health: ... free reading. Many students concentrate on reading.

Health: ... specified reading. This classmate is usually full of emotions and reads every sentence vividly. He was quick or slow, light or heavy, or deliberately stretched his tone, which won unanimous applause from everyone!

Teacher: Reading is imagination. Only when you read aloud in the scene can you understand the meaning and emotion expressed by the author.

In short, there are many ways to guide students to read aloud. As long as we make more efforts in teaching and work hard in teaching, we will find many effective and good methods to guide reading.

The second experience of learning the new curriculum standard of Chinese in primary schools

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, to cultivate and form a learning style of "independence, cooperation and inquiry", it is necessary to change both teaching methods and learning methods. 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 relations among teaching materials, curriculum standards and teaching materials, and find out the intentions and key points of various editing designs of teaching materials, so as to accurately set the important and difficult points of teaching in lesson preparation and teaching activities and find the correct methods to meet the requirements put forward by 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 thinking of compiling textbooks, I creatively and flexibly select and use various designed textbooks according to the age characteristics of students and different teaching contents, and adopt appropriate teaching strategies to implement reading, writing, listening and 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, accept edification, 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 each student know the theme, and the discussion must revolve around the theme 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.

5. Teachers are not omnipotent. 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.

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 things outside the window and read useful books wholeheartedly", enrich themselves by absorbing information from life, inspire students' 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 careful observation and appreciation, 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.