Educating people with Chinese, keeping pace with the times —— Thoughts on Reading Chinese Curriculum Standards (222 Edition) 222-7

The new Chinese curriculum standard has been deeply interpreted by many experts and famous teachers one after another. Compared with the 211 curriculum standard, the new curriculum standard has changed a lot, giving specific guidance to teachers on why to teach, what to teach, how to teach and how to teach, which reflects the importance attached to the practice of teachers' teaching theory and the improvement of teaching ability, and also shows the importance attached to the educational function of Chinese subjects. Curriculum standards are constantly updated with the development of the times, and teachers should keep pace with the times and improve themselves.

First of all, in theory, the curriculum standard defines the concept of Chinese curriculum, that is, a comprehensive and practical course to learn the common language and characters of the country. The concept of curriculum includes the development of core literacy, the construction of learning task group, the integration of curriculum content, the change of learning methods and the importance of evaluation orientation. Therefore, teachers should enable students to learn Chinese courses, form cultural self-confidence, use language and create aesthetics, and have thinking ability.

? Secondly, in practice, the curriculum standard puts forward that the curriculum content is mainly organized and presented by learning task groups. What is a "learning task group"? It is to design Chinese learning tasks, and to determine Chinese practice activities with internal logical connection around specific learning themes. Teachers should comprehensively consider the content of teaching materials and students' situation, design different types of learning tasks, integrate learning situations, learning contents and learning resources based on learning tasks, and arrange coherent Chinese practice activities. This is similar to the popular big unit teaching before. They all analyze, integrate, reorganize and develop the learning content with a big theme or a big task as the center, and form a structured teaching form with clear themes, objectives, tasks, situations, activities, evaluation and other elements. How many types of "learning task groups" are there? There are three main types: basic type, development type and expansion type. Specifically, there are: language accumulation and combing, practical reading and communication, literary reading and creative expression, speculative reading and expression, whole book reading and interdisciplinary learning.

here, we can clearly feel the difference between the old and new curriculum standards. It also requires literacy, writing, reading, appreciation, expression, communication, combing and exploration. The new curriculum standard designs learning task groups at different levels according to the different levels of content integration, clarifies the requirements of each learning task group, and makes more detailed and clear requirements for teachers' teaching.

Finally, for teachers, many new changes brought by the new curriculum standards undoubtedly mean new impacts and challenges. Whether to stand still and turn a blind eye, or to actively explore and keep pace with the times, this is a problem that every teacher needs to face, an attitude problem and an ability problem.

The new curriculum standard describes the academic quality in detail, and there are as many as two pages in the junior middle school. I think these descriptions of academic quality are not only requirements for students' ability, but also tests for teachers' teaching ability. Teachers must persist in lifelong learning and improve their professional quality; Based on teaching practice, improve the level of teaching and research; Adapt to the requirements of the times and improve information literacy; Focus on key issues and learn typical experiences; According to the concept of curriculum reform, design teaching content.

Only with real talent and practical learning can we stand on the world, and the new curriculum standard emphasizes the role of Chinese edification and infection, which is not a requirement for teachers. I believe that through the continuous study of curriculum standards, teachers can break the shackles of ideas, stimulate the enthusiasm of teaching, keep pace with the times, make their teaching open and bright, and the Chinese subject will certainly give full play to its educational function and cultivate new people of the times.