Experiences on interpreting the new Chinese curriculum standards 2022 (5 practical articles)

From the fall semester of 2022-2023, the 2022 version of the compulsory Chinese curriculum standards for compulsory education will be implemented. Let’s share our experiences on interpreting the new Chinese curriculum standards! The following is the “Interpreting the New Chinese Curriculum Standards 2022” compiled by me. Experience (5 practical articles)" is for reference only. Everyone is welcome to read this article. Article 1: Interpretation of the new Chinese language curriculum standards for 2022

After careful study of the new Chinese language curriculum standards for junior high schools in 2022, I have the following insights:

1. Strengthen literacy orientation.

This new curriculum standard not only emphasizes "core literacy", but also realizes the unity of three-dimensional goals and human development, and further proposes "literacy-based curriculum goals", which are practical and situational. , integration, reflection and other characteristics need to be achieved by students in practice.

2. Focus on learning tasks.

The new curriculum standard constructs a three-level learning task group system based on the degree of content integration, from basic to development to expansion. Each of the six major learning task groups runs through the four stages of compulsory education. This makes the learning task group form an organic whole.

3. Pay attention to academic quality.

This new curriculum standard adds relevant content about “academic quality”. The academic quality standard for Chinese courses is an overall depiction of the specific performance characteristics of students' Chinese academic achievements, taking core competencies as the main dimension, combined with course content. The academic quality standards of Chinese courses in the four academic stages are interconnected, reflecting the advancement of students' core literacy development and providing a basis for core literacy evaluation. Chapter 2: Interpretation of the new Chinese curriculum standards 2022

Compared with the 2011 version of the curriculum standards, the "new curriculum standards" have added content related to "academic quality". In the past, the main tests and segmentation of Chinese were relatively vague. Now, the academic quality standards of Chinese courses take core competencies as the main dimension, combined with the course content, to comprehensively portray the specific performance characteristics of students' Chinese academic achievements.

Designing homework based on academic quality standards can completely and fully reflect the core literacy requirements, write homework content more accurately and advancedly, and write homework in a more diverse and creative way. content.

The homework ideas in the new era are consistent with the teaching concept of large units, which requires the formation of large advanced task groups under the guidance of big concepts and big goals. From the perspective of expressing the connotation of academic quality, the design of large-unit assignments takes core competencies as the main dimension. In the learning situation formed by the big goal, using assignments as a scaffold, Chinese practice activities are carried out to comprehensively describe the key performance and performance of students' Chinese learning. level of development. Chapter 3: Insights on Interpreting the New Chinese Curriculum Standards 2022

I was very fortunate to listen to Professor xx from xx University's lecture on the interpretation of the "Chinese Curriculum Standards". This training by Professor xx mainly explains the changes in the new curriculum standards from these five aspects one by one. Comparing the old and new course standards, what impressed me most is that the course content has changed a lot. The course content is mainly organized and presented in learning task groups. Next, let me talk about my understanding of the learning task group.

The learning task group is divided into three stages. The first is the basic learning task group, the second is the developmental learning task group, and the third is the expanded learning task group. According to these three levels, 6 learning tasks are presented. Regarding task groups, Professor xx said that there is an inherent relationship between these six learning task groups, not a parallel relationship, but an overall corresponding relationship. Each learning task group has a focus, and each learning task group points to the core competencies. Overall improvement. In fact, in a sense, learning task groups are unit-integrated teaching, or an advanced version of unit teaching. It is not a simple linear arrangement and connection. This design changes the previous scattered and fragmented teaching thinking. . This learning method can give students more initiative and give them more time and opportunities to learn.

From the perspective of the implementation process of the "Chinese Learning Task Group", I think it is very necessary for teachers to prepare an "Academic Record Case", which can provide students with a learning scaffold, including charts, examples, resources, Suggestions etc. In the last report class "Yang's Son", I also initially explored the consistency of "teaching-learning-evaluation", but the "evaluation" link was not well implemented. We need to pay more attention to academic performance and students' thinking development. This is the direction I will study hard in the future.

Through this lecture, I felt responsibility and responsibility. In the new era, new curriculum standards, and new challenges, as teachers, we should shoulder our social responsibilities and train students to be socialist successors with ideals, skills, and responsibility. Part 4: Interpretation of the new Chinese curriculum standards for 2022

The Chinese language team summarized several major changes in the new Chinese curriculum standards for 2022: new core competencies (cultural confidence, language use, thinking ability, aesthetic creation); The ideological nature of the Chinese course has been enhanced; six new Chinese learning task groups have been added, and the six task groups are divided into three groups. The first is the basic learning task group (accumulation and sorting of language and characters), and the second is the developmental learning task group ( Practical reading and communication, literary reading and creative expression, speculative reading and expression), and the third is the extended learning task group.

Everyone also talked about their own experiences. The teachers agreed that: these formulations of the new curriculum standards were not found in the previous curriculum standards. Such major changes mean that our future teaching materials and teaching will also be There will be major changes to make our Chinese language courses more adaptable to the changes of the times. We must also prepare for a rainy day, strengthen learning, constantly reflect, and strive to improve our teaching standards. Part 5: Interpretation of the new Chinese curriculum standards 2022

On April 21, 2022, the compulsory education Chinese curriculum standards (2022 version) were officially released. This fall, this curriculum standard will be officially implemented. The textbooks have been revised according to the curriculum standards. The 2022 version of the new textbooks will be used in the fall of 2022. When I saw the new curriculum standards, I read them carefully and drew pictures while thinking about the similarities and differences with the previous curriculum standards.

The new curriculum standards place an unprecedented emphasis on reading the whole book, which is a great thing. Each volume of the unified textbook includes "Happy Reading". Even before we have actually implemented it, this new curriculum standard has told us very clearly that the teaching of reading the entire book must be paid attention to. How to read the whole book, how to teach? Which books should be read, to what extent, and how to evaluate the reading of the whole book in a semester, a school year, and a school period? To solve these problems, we must first look at the new curriculum standards. Written. Reading over and over again the more than 4,000 words about "whole book reading and teaching" in the curriculum standard made me clear that there is still a lot to do in the following classroom teaching. Next, I will talk about some of my own experiences:

Reading the entire book and implementing it in teaching, that is, the specific implementation, are the most difficult. Reading the whole book already exists and is very important, especially affecting the improvement of a person's Chinese literacy. However, in the traditional Chinese language experience, the organization of this reading is difficult and the effect is not good. The main problem we face now is how to improve the actual teaching effect.

Realistic problems are mainly reflected in: First of all, large-scale reading is time-consuming. Where does the time come from? Realistic teaching undoubtedly emphasizes efficiency. Secondly, the choice of which book to read can easily be questioned and must be rational. In addition, whole-book reading subverts the teaching model based on class hours, and it is also necessary to study how to carry out coherent reading teaching. At present, the reading of the whole book mainly manifests itself in the integration with Chinese teaching, language practice, and Chinese inquiry activities. In other words, reading one article can drive the reading of the whole book, or using Chinese practice activities to share reading experience, and using Chinese exploration to promote reading. This is a more energy-saving teaching method. Nowadays, reading the whole book, how to deal with the connection between time inside and outside class, and how to integrate students' Chinese learning with the long-term reading of the whole book, is a new topic that deserves our front-line teachers to seriously think about and practice hard.

Although reading often exists as a personal activity, the external environment has an important impact on reading. In the whole book reading teaching, teachers should create a harmonious and relaxed reading atmosphere, so that students can actively participate in reading activities under the influence of the general environment. Teachers should lead by example and extensively explore books in literature, history, art, and various fields to improve their own cultural literacy. They should recommend suitable books to students, help students draw up reading lists, carry out reading activities for teachers and students, and lead students Read together to stimulate students' interest in reading. At the same time, it is necessary to build a class book corner and carry out various reading activities on a class-by-class basis to encourage students to participate in reading.

In addition, teachers should also pay attention to the impact of the family environment on students, strengthen communication and exchanges with students' parents, and use parent-teacher meetings and expert lectures to let parents understand the importance of whole book reading, so that parents can create a good home reading environment for their children. . At the same time, we can also pay attention to reading evaluation and improve students' ideological understanding. Evaluation is an important way of teaching development and feedback. In Chinese whole-book reading teaching, teachers must not only build a platform for students to communicate and display, but also improve the teaching evaluation system, clarify the whole-book reading evaluation standards, and evaluate students’ learning attitudes, achievements, and goal achievement. Comprehensive evaluation. At the same time, student self-evaluation, student peer evaluation, and teacher evaluation should be unified in the evaluation to ensure that the teaching evaluation can comprehensively and objectively reflect students' reading of the entire book and improve students' ideological understanding.

To sum up, whole book reading is a reading method that is completely different from shallow reading and fragmented reading. Reading the whole book can effectively cultivate students' reading habits and improve students' reading literacy. In Chinese teaching, teachers must implement the requirements of the new curriculum standards, put whole-book reading teaching on the agenda, and formulate and implement effective reading teaching strategies according to students’ characteristics to improve teaching efficiency and quality, and improve students’ comprehensive Chinese language skills. literacy and promote the healthy development of students’ personality and personality.