Reflections on Chinese teaching under the new curriculum standards

As a newly arrived people’s teacher, one of our tasks is classroom teaching. The teaching experience can be summarized in teaching reflection. So have you ever understood teaching reflection? The following are the reflections on Chinese teaching under the new curriculum standards that I have compiled for everyone for your reference. I hope it can help friends in need. Reflection on Chinese teaching under the new curriculum standards 1

The teaching design under the new curriculum focuses on generation and construction, and downplays presets and teaching. Curriculum reform requires that classroom teaching should reflect learning and teaching, teach according to needs, and increase flexibility. The main task of teachers is to organize classroom teaching and give most of the time to students for independent learning.

“Leave the Chinese class to the students”, many teachers immediately accepted it after a short period of confusion and put it into practice: since they have to give the time in the classroom to the students, wouldn’t it just liberate themselves? As a result, a phenomenon that we don’t want to see appears: teachers give less lectures, discussions in the classroom seem lively but have no theme, and students talk nonsense and are praised for their innovation. In class, teachers play down their role and let students have the final say. For example, in the reading and understanding of texts, students are asked to "read whichever paragraph they want to read", "communicate with whomever they want", and "use their own favorite way to communicate and read" without fully guiding the fictitious situation. "Feelings", and the teacher cannot play a leading role in time. A class gives students a lot of time to read to themselves. The end result is: A is also correct, B is also good, C is very good, and D is awesome. Students ran wild throughout the class and said whatever they wanted. After a class, I still don’t understand what tasks the teacher wants to complete and what goals he wants to achieve in this class.

It is good for teachers to guide children to actively express their own ideas. However, what impact will the long-term "diversity", "ambiguity" and "uniqueness" of Chinese language teaching have on students? "Speaking without thinking", "speaking without basis", "speaking arbitrarily", "making things up" and "speaking irresponsibly" for a long time have caused students to have new misunderstandings about Chinese language learning, leaving many students at a loss. On the surface, they gain freedom, but in fact they are "sheep-herding". Therefore, in order to make the classroom efficient, the students' "autonomy" must be organically combined with the teacher's "dominance" in the classroom. The ability to "prepare lessons for the second time". Reflection on Chinese teaching under the new curriculum standards 2

In the context of the new curriculum standards, the traditional teaching-recipient teaching, especially its extreme phenomenon-"full class teaching", is no longer of much importance. The market has been replaced by a question-and-answer teaching method. Is this teaching method a real new curriculum reform? I have listened to many classes and always feel that there is something wrong with the class. The students seem to be learning with gusto, and it gives the impression that the bilateral activities have reached or even exceeded a certain level. Under the guidance of the teacher, the students have mastered the key points and difficulties of the text. However, there is always a feeling of being far-fetched and artificial, which makes people feel uncomfortable. .

There was such a case: when a teacher was teaching "Country Complex", he designed a question introduction in order to let the students talk about the topic, so he called a student and inspired: : "If a person goes to a distant place, and as time goes by, he begins to miss his relatives and the puppies and kittens at home, what is this called? The student replied: "Homesickness." "Maybe I didn't ask the question well, or maybe there is some deviation in your understanding. Okay, let me ask from another angle: This person has been in a foreign country for a long time. As long as he sees the moon during the long night, he will think of his hometown. What is this called? "The teacher asked again. "The moon is the brightness of my hometown. "The student replied simply. "You can't answer like that. "The teacher was a little anxious." He raised his head to look at the bright moon and lowered his head to miss his hometown. The student's answer was a little unconfident, and even caused laughter from other students. "I only ask you to answer in four words. In fact, it is a feeling of missing your hometown." "The teacher continued to inspire. "I miss my hometown. "The student murmured. Fortunately, at this time, there were smart students who knew what the teacher was going to say and responded to the "local complex", so the teacher was relieved.

Then the teacher asked the questions step by step according to the lesson plan and asked the students to answer them one by one until the end of the class. This kind of teaching has huge disadvantages.

First, is it necessary for teachers to inquire deeply like this? Do you have to answer the four words "countryside complex"? The teacher only asks questions and the students answer. The status is obviously unequal and the students are in a passive state.

Second, why must we follow the procedure step by step? The questions are set by the teacher, and the answers are preset, unique and stereotyped.

Thirdly, the questions were only targeted at a small number of students, and only a small number of students participated.

Fourth, the so-called evaluation system is just an empty talk. How to evaluate and how to evaluate have not been reflected at all in such a class.

In view of the above problems, how can this kind of question-and-answer Chinese teaching be further improved? Mr. Ni Wenjin clearly pointed out the transformation of the Chinese teaching paradigm from "teaching and receiving" to "dialogue" in the "New High School Chinese Curriculum Teaching Method". In other words, this kind of question-and-answer teaching between teachers and students must be upgraded to conversational teaching.

What is language? The curriculum standards make a clear discussion: "Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese courses." "Mother-tongue education courses, learning resources and practices Opportunities are everywhere and all the time. Therefore, students should be allowed to have more direct contact with Chinese materials and master the rules of using Chinese in a large number of Chinese practices." It vividly tells us: Chinese learning cannot be limited to reading. Learn Chinese in a large number of "live" situations and learn "live" Chinese. This requires us to emancipate our minds, let go of our hands and feet, and put Chinese learning in the larger context of life. Only by establishing the idea of ????big Chinese language can our students have spiritual dialogue and spiritual communication with ancient people, modern people, nature, society and themselves. In the process of dialogue, excellent language works can be transformed into intrinsic Chinese literacy, and finally Form a conscious concern for the unknown world, life, human nature, human feelings, humanity, ideals, dreams, fantasies, and thoughts. Chinese teaching is based on listening, speaking, reading and writing to achieve true dialogue. Therefore, it must be improved according to the following levels.

The first is the change in the outlook of teachers and students. In dialogic teaching, teaching is not about passing on existing knowledge and information, nor is teaching about instructing students to do this or that. Teaching is about subject-based inquiry and problem-solving learning in which teachers and students cooperate together. Teachers and students form a "learning community" in teaching and form a learning organization. In one sentence, teachers and students are equal members of the teaching organization. The two are essentially two sides of the same coin, they are just different members of the teaching organization. The teacher is an experienced partner and the student is a growing novice. This stipulates that both teachers and students must achieve heart-to-heart communication on the premise of democracy, equality, and sincerity in the true sense. In the dialogue between teachers and students, teachers and texts, and students and texts, teachers and students face learning problems together and improve themselves through problem solving. Specifically, in the learning process, teachers and students output, absorb, affirm, deny, reproduce, think, criticize, and summarize... Therefore, higher requirements are put forward for teacher quality, requiring teachers to both Able to accept and understand students' opinions equally, and guide students to advance their learning process from a high position. In the dialogue, students can more fully and freely exert their subjective initiative and express their own opinions; they can overturn or strengthen, integrate or enrich, form or reconstruct their own opinions in criticizing, drawing on, and absorbing the opinions of teachers and classmates. The same applies to teachers. The relationship between interconnected identities and mutual causation, as well as the reciprocal relationship of teaching and learning, are vividly reflected in the dialogue.

The second is the change in the question and answer format and the improvement of the questioning behavior. Classroom teaching dialogue is a multiple interactive activity between teachers and students or students around the theme of classroom teaching. It can be divided into five categories:

1. Teacher-individual interaction, that is, the interaction between teachers and individual students.

2. Teacher-group interaction, that is, the interaction between individual teachers and student groups.

3. Individual interaction is the interaction between individual students.

4. Group interaction is the interaction between individual students and student groups.

5. Group interaction is the interaction between student groups. The format of these questions and answers changes from the single-item output mode of teachers asking students to answer to multilateral mutual questions and answers between teachers, students and classmates, transforming students from passive respondents to active questioners, making them the true masters of learning and independent An active expression of intention and self-discovery. This requires teachers to provide students with time and conditions for asking questions, and guide students to learn to discover, capture, refine and express questions in reading, dialogue, and thinking, gradually improve the quality and level of asking questions, and encourage students to be good at doubting and questioning, and to have the courage to ask questions. Come with a different view than the teacher or the textbook. Teachers should be open-minded and open-minded about students' doubts and questions, allow debates, not judge right from wrong arbitrarily, and not easily deny students. At the same time, in the process of teaching design, it is required to learn before teaching, think before asking, and ask before talking. Give students the initiative in learning and ensure the adequacy, integrity and continuity of the learning process. The broader and freer the thinking space brought to students, the more fruitful their thinking results will be.

Finally, there are changes to the evaluation system. In lecture-based and question-and-answer classroom teaching, emphasis is placed on the amount of knowledge students gain from the classroom and whether the conclusions are correct or not. There are many methods of evaluation in the new curriculum reform. Each method has its advantages and limitations, and has applicable conditions and scope. Students' development has different characteristics and forms of expression, and they also have different requirements for evaluation. This is not a blind pursuit of innovation, or blindly catering to students' preferences, but to effectively test students' realization of the new curriculum requirements, so as to give full play to the diagnosis, motivation and development functions of evaluation, and to mobilize students' enthusiasm for learning. , find a suitable balance between reducing the burden on students and ensuring the reliability and validity of the evaluation, and the learning process, emotional attitude, and values ??should be regarded as the basic aspects of evaluating students' Chinese literacy, and the integrity and comprehensiveness should be regarded as the cultivation of students' Chinese literacy important method.

It should be said that dialogue teaching is not a complete negation of question-and-answer teaching, but a further exploration of the modernization and rationalization of teaching on the basis of question-and-answer teaching. But can it solve all the problems in Chinese teaching? Not really. Only by comprehensively applying multiple teaching paradigms can the new curriculum reform be truly carried out to the end. Reflection on Chinese Teaching under the New Curriculum Standards 3

After a new round of curriculum reform, under the new curriculum concept, our Chinese classroom teaching is now full of vitality, and the teaching atmosphere and students' rigid learning methods are now showing great vitality. It has also been changed, activating the thinking of teachers and students, and promoting the harmony of the relationship between teachers and students. But looking at our current Chinese teaching, there are also some misunderstandings while trying new curriculum reforms.

1. Emphasis on humanities and light on tools.

Chinese language is the unity of humanism and instrumentality. However, our teachers pay more attention to the cultivation of humanistic spirit, but weaken the instrumentality. Some teachers do not pay enough attention to the interpretation of texts and the understanding and mastering of basic knowledge in teaching. They do not pay attention to the cultivation of basic Chinese abilities. They rush through the content of the text without fully understanding the difficult words and make many extensions across the text. and play, focusing on the aura of "emotional attitudes and values".

2. Use "asking" instead of "guiding" and lead the students by the nose.

In the new curriculum reform experiment, the original teacher-centered "full class teaching" classroom teaching phenomenon has gradually disappeared, but a corresponding typical "full class asking questions" teaching method has emerged. . Teachers ask questions continuously in class, whether they are true or false, fill in the blanks, or ask and answer questions by themselves, and sometimes even follow one question after another. Students habitually raise their hands, answer questions hastily, or ignore them and remain silent. The essence of the "Full Room Questioning" teaching is that it is teacher-centered. The teacher presets a conclusion, and then uses every possible means to guide the students to guess, and takes the pre-designed answers as the ultimate goal, thus locking the students' thinking.

This kind of "asking questions all over the room" teaching method is actually still a method of forced indoctrination on one side and passive acceptance on the other side. It runs counter to the concept of reading dialogue in the new curriculum.

The ultimate purpose of classroom questioning is to stimulate students' enthusiasm for thinking, so that students can develop good habits of thinking, thereby improving students' thinking quality. But our questions should not be too fragmented or complex. For this reason, teachers must find the right entry point when designing questions. For the text, this entry point covers the entire text and has the effect of "moving the entire text." For students, this point can open up students' minds, activate students' thinking, and trigger students to engage in deep multi-directional thinking. Thoughts and analysis.

3. The lively hollowness of the classroom.

The new curriculum standards have brought fresh vitality to Chinese teaching. In the classroom, teachers do not have to stick to the standard answers on the "teaching reference", nor are they bound by the content of the exam. Once they let go, they will naturally have a sense of freedom, and the classroom format will also become diverse - speeches, sketch performances, etc. Debates... endless teaching methods make the Chinese language full of vitality. However, does a lively classroom equal a fruitful harvest? When we participate in Chinese teaching exchange activities, we often see teachers spending a lot of energy designing activities. There is a lively atmosphere between teachers and students in the classroom, but the text is put aside. After a class, only the excitement of the activities is seen, but the text is not visible. Effectively analyze, discover and comment. Moreover, the teacher's random guidance in the classroom is lacking and cannot effectively guide students' thinking. As a result, such a classroom just feels "lively and empty."

It is difficult for us to have a general standard to measure how an article should be published, what method is best, and what form is effective. However, as far as Chinese teaching is concerned, being based on text is a prerequisite that cannot be ignored. As far as the relationship between text and activities is concerned, text is the backbone, activities are branches and leaves, and activities serve the text. If you only focus on activities during lesson preparation and class, blindly spend effort to innovate in activities, detach, deviate, and ignore the text, it is tantamount to putting the cart before the horse.

4. The phenomenon of “retreat” appears in classroom teaching.

In order to activate students’ excitement for learning, many teachers have adopted novel and flexible teaching methods and achieved certain results. But there are also certain problems. For example, group discussions in class. Needless to say, the superiority of this teaching method, but there are also formal tendencies in teaching practice. The most obvious manifestation is: the teacher asks a question and then gives the order: "Discuss!" The students form a group and gather in a group. The students' discussions are loud and the classroom atmosphere is very lively. A few minutes later, the teacher gave an order: "Stop the discussion!" Then the students' discussion stopped abruptly. As a result, it is often a few top students who present the results of the discussion, and most of them are just "spectators" there. It doesn't really serve as a discussion.

Is the discussion an educational resource? I thought so. Whose resources are they? It is a resource for both students and teachers. For students, with the help of their peers, they can arouse their interest in learning, receive different inspirations and education, and fully understand the teacher's teaching of the course from different perspectives. For teachers, they can discover new problems from students’ discussions and improve their guidance to students. Obviously this is a generative resource, a non-renewable one-time generated resource. Therefore, teachers must step down from the podium to participate in students' discussions and listen to students' speeches.

So the real discussion should be that after the teacher raises the question, the students should be given sufficient time to think and participate in it.

Secondly, classroom retreats include:

(1) Failure to implement goals. We mentioned earlier that "language" is neglected in Chinese classes, which means that we have neglected the teaching of basic Chinese knowledge, such as literacy teaching, accumulation of words and sentences, and their application, etc., which are difficult to implement.

(2) Uncertainty of evaluation. Teachers’ evaluation and feedback on student participation have no substantive evaluation. Most of them are just general praise, which does not help students understand themselves and build confidence.

5. The use of multimedia is not perfect enough.

The use of multimedia teaching is by no means comparable to traditional teaching methods in terms of intuitiveness and visualization. The comprehensive atmosphere composed of images, colors, sound animations, etc. created by it makes students "immersive", thus greatly stimulating students' interest in learning. Therefore, many teachers like to use multimedia to teach. However, a large number of teaching practices have shown that when audio-visual means are used in Chinese classes, they will become interference factors if not properly controlled. For example, when teaching texts about famous mountains, rivers, flowers, trees, birds and animals, teachers would not hesitate to spend a lot of time and energy to produce and show relevant multimedia courseware. Although these courseware are refreshing, giving students a strong audio-visual impact and causing multi-sensory excitement, they take up far more classroom time than students can use to interpret the text or move their pens.

Why do students watch with gusto, listen with ecstasy, and even beam with joy, but then they are like a passing cloud and have only a half-understanding of the content of the text? The main reason is that multimedia fascinates students' reading eyes. Chinese classes are Chinese practice classes. This essential characteristic requires that all teaching methods must take Chinese activities as the main body and language media as the center. Students can only understand, realize, and imagine through language and literature. Therefore, any intuitive and visual teaching method must be implemented into the language and text of the text.

Therefore, teachers must promptly rely on the content of the picture to guide students to "play back" and "restore" the comparative language and text - return to the text and explore what language materials and artistic techniques the author used to create the Characters or scenes.

Chinese curriculum reform cannot seek novelty and difference for the sake of "establishment". It cannot avoid tradition and reality in the name of reform, or even avoid rules. Of course, it cannot go too far. Solving many problems in the curriculum reform will be conducive to the healthy progress of the new curriculum.