I'm studying the curriculum standard (1)

I'm studying the curriculum standard (1)

The p>《222 edition of compulsory education curriculum standard has been promulgated, which makes me curious and anxious. Curiosity is inevitable, after all, people have been looking forward to it for a long time, and it took a long time to come out; There is also anxiety. In the information age, the relevant copywriting of curriculum standards can be overwhelming overnight. I am worried that I don't have a whole time study and I am worried that I can't interpret it professionally. However, Comrade Lei Feng taught us that time is like a sponge, and difficulties are like a spring. It is always better to learn than not to learn. Therefore, I use the simplest way: reading+annotation; Record+think and start learning independently.

first, the nature of the course

Chinese course is a comprehensive and practical course to learn the use of the national common language, and the unity of instrumentality and humanity is the basic feature of Chinese course.

There are many key words in this sentence. Compared with the 211 curriculum standard, I focus on the added word "national common". Yes, it is very important for the country to use four characters in common. The national common language refers to Putonghua and standardized Chinese characters.

As we all know, China is a multi-ethnic and multilingual country. The most basic and important thing to realize cultural identity is to promote the national common language. Taking the national common language as a link will greatly enhance the economic and cultural exchanges between different ethnic groups, deepen the emotional exchanges between brothers of all ethnic groups, and thus solidify the Chinese nation's consciousness of * * *. It can be seen that it is very important for the new curriculum standards to limit and highlight the nature of the curriculum with national generality. Learning the use of the national common language is an important part of the Chinese curriculum, and it is also a sacred mission given to every Chinese teacher by the Chinese curriculum.

Second, the curriculum concept

1. Based on students' core literacy, develop and give full play to the educational function of Chinese curriculum.

2. Build a Chinese learning task group and pay attention to the stage and development of the course.

3. Highlight the epochal and exemplary nature of the course content and strengthen the integration of the course content.

4. Enhance the situational and practical nature of curriculum implementation and promote the change of learning methods.

5. advocate the process and integrity of curriculum evaluation and attach importance to the guiding role of evaluation.

compared with the 211 edition of the curriculum standard, there is an increase of one item, but the other four items are not the same. Even if the fourth item also points to the change of learning methods, there are many specific changes:

1. The Chinese curriculum of compulsory education focuses on the fundamental task of cultivating people, giving full play to its unique educational function and laying the foundation for the development of students' core literacy.

This sentence clearly tells us that the Chinese curriculum must take moral education as the fundamental task of education in the new era, and Chinese teachers should fully tap and give full play to the unique advantages of mother tongue teaching and train socialist builders and successors with Chinese curriculum. Talent cultivation is a process of unifying educating people and educating them. Education-oriented, the implementation of Chinese curriculum must anchor the goal of educating people.

2. The Chinese curriculum structure of compulsory education follows the law of students' physical and mental development and the internal logic of the formation of core literacy. It is based on life, takes Chinese practice as the main line, takes learning themes as the guide, takes learning tasks as the carrier, integrates learning contents, situations, methods and resources, and designs Chinese learning task groups.

Here we need to pay attention to the "four aims" and learning task groups. This expression not only reveals the structure of Chinese curriculum, but also reveals the content of Chinese curriculum. That is to say, under the guidance of the new curriculum standards, what to teach and learn in Chinese curriculum will become more and more clear, which has not appeared in the 211 edition of curriculum standards.

So, what are the textbooks that can highlight the task group of Chinese learning? Let's wait and see.

also pay attention to "integration". what should be integrated? Integrating specific learning content, creating different learning situations, using appropriate learning methods and relying on rich learning resources to design Chinese learning task groups should become a weather vane of the overall teaching design of the unit under the guidance of the new curriculum standards.

3. Article 3 refers to strengthening the integration of curriculum content, which needs to pay attention to the "three innovations" in the expression:

fully absorb the new achievements in language and literature research,

pay attention to the new development of language life in the digital age, and

reflect the new changes in learning resources.

There are also "two stresses":

Pay attention to the connection between course content and life, and other disciplines, pay attention to the integration of listening, speaking, reading and writing, and promote the overall development of knowledge and ability, process and method, emotional attitude and values.

I think that paying attention to these expressions will help us to do a good job in teaching material analysis, do a good job in the overall design of large units or interdisciplinary theme design, and also help us to choose the right teaching content, so as to better achieve the purpose of teaching with textbooks.

4. The implementation of Chinese curriculum in compulsory education starts from the reality of students' Chinese life, creating rich and diverse learning situations, designing challenging learning tasks, stimulating students' curiosity, imagination and thirst for knowledge, and promoting students' autonomy, cooperation and inquiry learning.

This part suggests that we should use a brand-new curriculum concept: situation+task = problem solving to implement Chinese curriculum well. Chinese is life, learning Chinese should be combined with life practice, accepting and completing learning tasks in specific and different situations, and experiencing the learning process with the help of situation+task; While enjoying the learning results, we can develop Chinese ability, which reflects the comprehensiveness and practicality of curriculum implementation, and these are also important signs of the change of learning methods.

5. The course evaluation should accurately reflect the students' level of learning Chinese and literature, pay attention to the examination of students' language ability, thinking process, aesthetic taste and value standpoint, and pay attention to students' learning process and progress. According to the learning characteristics of students of different ages and the learning objectives of different classes, we should choose appropriate evaluation methods, grasp the key points, highlight the key points, and strengthen the integrity and comprehensiveness of Chinese curriculum evaluation.

This statement points out the guiding role of evaluation in the era of core literacy, puts forward the specific requirements of evaluation methods and evaluation contents, and also strengthens our confidence and practice in choosing a paper-based test based on the learning characteristics and learning objectives of the students in the first period, and the proper meaning of conducting a paper-based test based on the nature and concept of the course, especially the learning objectives of each period. Paying attention to the learning process is not only reflected in the classroom teaching, but also in the evaluation and examination, not only the conclusion, but also paying more attention to the students' thinking process from the process of drawing conclusions.