This adjustment will make the task of "knowing how to write" in each period more balanced, better follow the law of gradual literacy and writing, and help to better complete the task of literacy teaching. According to the provisions of Curriculum Standard (Experimental Draft), the tasks of literacy teaching in the first and second phases are biased, especially the task of "being able to write", which is more prominent for rural primary school students. Because, as far as the pronunciation, form and meaning of words are concerned, in the first and second phases, the task of "writing" is reduced, which can reduce the memory burden of students, free up some time for more listening, speaking, reading and writing training, improve the writing quality and help rural areas complete teaching tasks. In the third stage, students have firmly mastered basic literacy tools such as Chinese Pinyin, radicals, bookshelf structure and dictionary lookup, laying a solid foundation for autonomous literacy.
Second, adjust the cultural level.
Two word lists are added to the new curriculum standard. One is the basic vocabulary of literacy and writing teaching, and the other is the vocabulary commonly used in Chinese courses in compulsory education. The curriculum standard suggests that in the lower grades, "first recognize and write 300 words in the basic vocabulary of literacy and writing teaching, and gradually develop literacy and writing ability." When evaluating students' writing learning, "when using the common vocabulary of Chinese courses in compulsory education stage"
In order to cultivate students' autonomous literacy ability, there are different requirements for literacy, ability and writing in compulsory education. It is very meaningful to arrange two vocabularies, which is of certain reference for teachers to master the progress and evaluation of literacy teaching. How to make good use of these two tables is also worth studying. As for the 300 basic words listed in the Basic Word List of Literacy and Writing Teaching, it is understood that the determination of these 300 words was put forward from the perspective of children's language life by inviting experts to do a special study on the word frequency of children's literacy and writing. The author thinks that the font structure of 300 characters is simple and the repetition rate is high, and most of them can become the structural components of other characters. Therefore, we should first pay attention to the teaching of these basic characters, so that students can firmly master 300 basic Chinese characters, which can lay the foundation for students to read independently.
Third, the understanding of literacy teaching has changed.
On the basis of the curriculum standard (experimental draft), "Literacy and writing are the basis of reading and writing, which is the focus of the first phase of teaching", the expression of "which is also an important teaching content throughout the whole compulsory education stage" is added.
This formulation means that the whole compulsory education stage should attach importance to literacy teaching. For a long time, people have a misunderstanding that "literacy is the teaching task of lower grades", and the second phase of reading teaching desperately relies on the third phase, which invisibly weakens literacy teaching. One result is a lot of typos. In the third period, most teachers do not attach importance to literacy teaching. Either they pass by. More lack of timely inspection and consolidation. This is very unfavorable for completing the literacy task in primary school and cultivating students' autonomous literacy ability. We should be soberly aware that "literacy" is an important teaching content throughout the whole compulsory education stage. The third phase not only has the task of literacy teaching, but also is heavier than in the past (it will write 400, reaching 900). We should consciously bring literacy teaching into the whole teaching category. Special attention should be paid to the teaching of these 900 words that need to be written. Of course, the teaching methods should also be different from those in the lower grades: First, grasp difficult words (words that are difficult to write, read and understand) and make a breakthrough; Second, give full play to the subjectivity and initiative of students' self-literacy, and further cultivate students' self-literacy ability. Third, do a good job in consolidating the words you have learned before, and use new words to drive the review of the Chinese characters you have mastered, so as to deepen your impression in comparison; Fourth, strengthen the evaluation of literacy, pay special attention to checking the literacy status of students' written expressions, and take various measures to reduce students' typos.
Fourth, attach great importance to writing teaching.
In the curriculum standard (experimental draft), only the first phase has the goal of "correct writing posture and good writing habits", but every phase in the new curriculum standard has this goal. Students in grades three to nine are required to write with a brush. It is stipulated that students in grades three to four should not only skillfully write block letters with a hard pen, but also copy them with a brush. Students in grades five to six can write ordinary letters with a brush. Appreciate the aesthetic value of calligraphy. In the teaching suggestion part, the new curriculum standard adds a paragraph about writing teaching, pointing out: "Writing Chinese characters carefully according to the requirements of the specification is the basic requirement of teaching, and the process of practicing Chinese characters is also the process of cultivating students' temperament, attitude and aesthetic interest. "It is required that students should be instructed to write Chinese characters well in each study period, and it is stipulated that (in 1-3 study period) should be arranged in daily Chinese classes.
This requirement is put forward in view of the neglect of writing teaching in the previous stage and the rapid decline of students' writing quality. As a mother tongue education, one of the most prominent features is the memorization and writing of Chinese characters. In recent years, mother tongue teaching has been impacted in many ways, and writing teaching bears the brunt. In practice, writing teaching has become a vassal of reading teaching, with sloppy guidance, insufficient time and evaluation. It often takes only three or five minutes to finish writing in class. The emergence of computerization has also caused the whole society's attention to writing to plummet. Some experts believe that modern Chinese writing difficulties have become a modern disease, and this trend is increasingly prominent among young people. A survey of Chinese character writing in Shanghai in recent two years shows that 70% to 80% of teenagers' pen writing is irregular and unqualified. "Writing has become an increasingly difficult thing." There are more and more cases of forgetting words and writing typos "-this is the result of a survey on netizens writing with pens in Sohu at the end of March 2007. No wonder someone in the newspaper asked: Is the word "as it is" going to disappear from the dictionary?
Wen Rumin once pointed out: "For example, primary school students' literacy and writing is not only a kind of ability training, but also a kind of cultural edification, and it is also a habit and accomplishment, especially to cultivate the feelings of loving the language and characters of the motherland. "It can be said that strengthening writing teaching has a lot of significance. First, it can consolidate the font and enhance the memory effect of Chinese characters. Second, it helps to cultivate students' will, character and aesthetic taste; Third, it is conducive to cultivating students' feelings of loving Chinese excellent traditional culture.
In strengthening writing teaching, first of all, teachers should consciously set an example for students and pay attention to writing well in writing on the blackboard and correcting homework. Secondly, we should ensure the time of writing teaching. At present, there is a tendency to arrange writing teaching at the end of class, and the time is not guaranteed, which is extremely unfavorable to writing teaching. To correctly handle the relationship between literacy and reading, and correctly handle "knowledge" and "writing" all new words that require "writing ability", we should arrange time in class and carefully guide their writing. Even in senior grades, some words that are difficult to write and easy to make mistakes will spend some time in class to guide their writing. Thirdly, we should seriously study how to implement "daily 10 minute in-class exercise" in classroom teaching. For example, what words should I choose? How to practice step by step? What kind of classroom teaching methods should be adopted, such as "instruction class, visit class, competition class, evaluation class, appreciation class, performance class, review class" and so on. In addition to the teacher's "getting into the water" method, we can also adopt teaching methods such as teaching aid demonstration, observation, comparison, image analogy, breaking through difficulties, teaching students in accordance with their aptitude, and pay attention to the organic combination with reading teaching to realize daily practice. We should pay attention to teaching students the basic skills of writing and promote the formation of students' "good writing habits". Mr. Guo Moruo once pointed out: "To train primary and secondary school students to write well, not everyone has to be a calligrapher, but they must always write well, and write correctly, cleanly and easily." Is conducive to the formation of a habit, can make people careful, easy to concentrate, considerate. It is sloppy, careless and arbitrary.
Five, put forward more specific requirements in the evaluation.
Compared with the curriculum standard (experimental draft), the new curriculum standard puts forward more specific and detailed requirements in the evaluation of literacy and writing teaching, especially for different students' different opinions. For example, "the first and second phases should pay more attention to students' interest in active literacy, and the third and fourth phases should pay attention to examining students' independent literacy ability." For the mastery of the words that require "writing", new requirements are put forward: on the basis of paying attention to the correctness, correctness and neatness of writing, it is required to write fluently step by step. It also puts forward that students should pay attention to writing basic strokes, basic structures and basic characters in the first period, writing brush in the second and third periods, and writing basic running script and copying the works of famous calligraphers in the fourth period. It is emphasized that "the writing evaluation of compulsory education at all learning stages should pay attention to students' writing." "
Curriculum standards point out: "The fundamental purpose of Chinese curriculum evaluation is to promote students' learning and improve teachers' teaching." According to the spirit of curriculum standards, we should comprehensively strengthen the evaluation of reading and writing ability, especially play the role of formative evaluation, and adopt various methods to evaluate, especially organically combine teacher evaluation with students' mutual evaluation and self-evaluation, and make full use of incentive mechanism to let students see their progress and change passive "asking me to write" into active "asking me to write", thus stimulating students' interest in active reading and writing and promoting the formation of students' independent reading and writing ability. We should not only pay attention to the evaluation of students' homework in writing class, but also strengthen the evaluation of students' usual homework, homework and even blackboard writing, so as to guide students to improve their writing quality.