first of all, we are faced with the change of curriculum structure.
In the past, Chinese teaching in senior high schools was a stable structure with relatively fixed courses and little changes. The new curriculum reform highlights the concept of developing individuality and people-oriented, and accordingly puts forward higher requirements for the new curriculum structure, such as laying stress on foundation, diversification, hierarchy and comprehensiveness. Specifically, when the compulsory courses are compressed, elective courses are added to provide more sufficient personalized space. In the past three years, the Chinese content in senior high school was compressed into five compulsory modules in the new curriculum standard, which was completed in two and a half semesters of Grade One and Grade Two. Another three and a half semesters are available for students to choose. Elective courses are now designed into five series, namely, poetry and prose, novel and drama, news and biography, application of language and writing, and study of cultural works. Each series can be designed with several modules. Each module of the compulsory course counts 2 credits, and students can reach the basic level after completing 1 credits. Elective students choose four modules according to their personal interests, and after completing eight credits, they will be counted as 18 credits with compulsory courses, so that they can be counted as qualified Chinese subjects.
The curriculum reform has greatly reduced the class hours of compulsory courses. Our weekly class hours have been reduced to four, and the class hours have been reduced, but the teaching content has increased instead of decreasing. Each compulsory module of the new textbook includes four units of reading appreciation, one unit of expression and communication, one unit of combing and exploring, and one famous book guide, which is equivalent to a book of the old textbook, while the new curriculum requires two modules to be completed in one semester, that is, the contents of the old textbook should be completed in one semester. Therefore, before the mid-term exam, our senior one teachers and students are racing against time, struggling with limited energy, running all the way, and finally reaching an end point. Before we can catch our breath, we have to run to the next end point. Curriculum reform has become a trickle of sweat, condensed into a big word "tired", and we have no time to appreciate the benefits brought by curriculum reform by this big word "tired". Our confusion is, if the new textbook is to be at the expense of teachers and students, how valuable is it? Don't say that for the sake of students' "lifelong development", it is difficult for students to stretch their bodies and minds. How to finish so much content in a limited time is indeed the most difficult problem we encounter in the implementation of the new curriculum. But in the next compulsory course 2, this problem is alleviated a lot. Because after teaching Compulsory 1, our whole group of teachers made a serious summary and reflection together, boldly chose and dealt with the textbooks, and reduced some contents. For example, in the speech unit in the second module, the focus of this unit is to expand the application, so we only used two classes to take the first speech of this unit, Mr. Cai Yuanpei's Speech as President of Peking University, and the second speech of Martin Luther King, the famous American black civil rights movement leader, as examples, so that students can master the characteristics of general speeches and put oral speech training in oral training before class or even in normal class speeches. At the same time, we increase the classroom density and strive for effective teaching time. Basically, we spend every night class on lectures and rarely take exams. Sure enough, there was enough time, and at the end of the term, we realized our expectation of setting aside a week and a half for general review. But at the same time, another problem has emerged. The purpose of offering compulsory courses is to build a Chinese foundation, but anyone with a little teaching experience knows that you can't drive fast if you lay the foundation. The cultivation of Chinese abilities can not be completed in an instant. The formation of Chinese literacy depends on accumulation, perception and application, and analysis and training are indispensable.
the lack of analysis and training, even if it can be formed, is ultimately weak and difficult to improve. Although the topic of training is avoided in the new curriculum, referring to the statement that "in reading teaching, in order to help students understand the text, students can be guided to learn the necessary grammar and rhetoric knowledge along with the text, but there is no need to carry out systematic and centralized grammar and rhetoric knowledge teaching", we can also understand that it implies the necessity of using knowledge and ability to analyze the text and train the ability in teaching. But the reality is that there are so few classes, and almost every class has to talk about a new text, which is somewhat contradictory to the original intention of consolidating the foundation. For example, the fourth unit of Compulsory 1 is the news unit, which directly corresponds to the news compression of the language application test center of the college entrance examination. We carefully selected some examples and exercises in this area, but we just didn't have time to do the exercises that should have been completed before the mid-term exam, and it was not arranged until the final review, which is a long time since the news unit was studied. The most prominent is the teaching of classical Chinese, which is always an important part of both old and new textbooks. In the past, classical Chinese teaching paid great attention to the study of basic knowledge of classical Chinese, while the new curriculum seems to weaken the instrumentality of Chinese and pay more attention to the cultivation of practical ability of Chinese. Then, how to teach classical Chinese in limited class hours under the form of curriculum reform? At the same time, there is a fact that we have to admit that many good and even necessary Chinese learning habits (in the past, students' good Chinese scores benefited from this to a great extent) have not been formed because they are just tired of coping with new content every day because they are rushing for time and have no time to review and organize. I think it may be that the arrangement of the new curriculum standard is somewhat idealistic, or that we still have problems in thinking and methods. I think this is a difficult problem that we should focus on breaking through next semester.
Let's talk about elective courses. This semester, the school opened school-based elective courses in the first year of senior high school. Students' freedom of learning is greater, and teachers' flexibility in lectures is greater, which greatly arouses the interest of both sides of teaching. Based on the teaching materials and college entrance examination, our preparation group opened an elective course "Introduction to Contemporary Masters in China" in combination with students' reality. The result was well received by students, and the number of elective courses in this course reached.
The curriculum reform gives us the feeling that we are "tired", but "tired and happy".
reading the joy of teaching materials.
Chinese teachers are difficult. No subject will make teachers think about "What to teach?" And Chinese class is like this, the restriction contains freedom, and the limitation contains infinity. Chinese is a perceptual subject with the strongest humanity and artistry, which stresses individuality in the teaching of all subjects and best reflects teachers' personal temperament and intelligence. The new curriculum standard advocates teachers' personalized interpretation of the text, that is to say, under the background of the new curriculum standard and Outline, Chinese teachers' handling and application of teaching materials can be rich and varied with their own characteristics. It can be said that the educational reform has given us a lot of space. When we build a platform for text interpretation with our own cultural background, knowledge and value orientation in the classroom, and guide students to have a "spiritual" dialogue with the style with cognitive value, aesthetic value and development value, that kind of happiness is beyond words. For example, if we study The Hongmen Banquet and The Story of Xiang Yu in Historical Records, we will find that Tai Shigong highly appreciates Xiang Yu's personality charm as a tragic hero. To promote Xiang Yu means to degrade Liu Bang to some extent, and Liu Bang was the founding emperor of the Han Dynasty. If we continue to think about it, we will find the deep intention that Tai Shigong, as a courtier of the Han Dynasty, despised the supreme power and had to express it implicitly. Perhaps this interpretation may not conform to the orthodoxy of historians, but no one can deny that this kind of Chinese learning may be a dialogue between Tai Shigong and our descendants that spans thousands of years, even though this dialogue may have many misunderstandings. When we deal with the teaching materials, we set up some relevant scenes and introduce some background knowledge, and the students themselves push their thinking to this level.
This semester, we read ancient poems, from The Book of Songs and Li Sao to the poems of Han, Wei and Jin Dynasties. From these elegant poems with historical traditions, we think about the rise and fall of that era and personal joys and sorrows. When we read Fu on the Red Wall, Prison Green and Jing Ke Stabbed the King of Qin, we deeply feel that there are so many life struggles and life choices that are so strong, wide and different in shape. Studying "Retrospect and Prospect of Modern Science Entering China" and "Flight to Space" is sincerely proud of the spirit of human beings' tireless exploration of scientific truth; In the reading guide of famous books, we travel through time tunnel, have a dialogue with Confucius, Ba Jin, Hugo and Dickens, and use their wisdom to illuminate our life journey.
Of course, the new curriculum reform also puts forward higher requirements for preparing lessons: the setting of teaching objectives has changed from a single unified goal to a multi-level goal, so that students can improve their knowledge, ability, emotion, attitude and values; When preparing lessons, the knowledge should be more fully prepared, and more importantly, the possibility of students should be prepared. As much as possible, the problems that students may encounter in the learning process should be taken into account, and the starting point and questioning methods should be selected, and the students' classroom learning activities should be regarded as the starting point and belonging point of our lesson preparation.
the change of classroom teaching mode and the improvement of teaching methods.
The teaching method of the new curriculum reform is characterized by students' self-construction. Curriculum Standard suggests that students are the masters of learning Chinese. Chinese learning should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences, and encourage students to choose their own learning methods. In the transformation of teaching methods, the new curriculum especially advocates "autonomy, cooperation and inquiry".
Because the curriculum reform has just begun, our understanding of the curriculum can't be put in place quickly at the beginning. Even if the understanding is in place, the practice can't follow up quickly, and there have been misunderstandings. For example, one-sidedly think that "the new curriculum is to be new", so there are many tricks in the class, and sometimes the so-called "autonomy" is emphasized in the class, while the students actually carry out activities under the organization of teachers. They are very "busy", communicating, reporting and performing with interest ... and students have no time to think. When it comes to "cooperation", it means "group discussion". Any class is a group discussion, and everything should be "solved" through group discussion, with little consideration given to the value of discussion. Sometimes, cooperation is cooperation, but it doesn't provide enough time. The process of cooperation is short, and the discussion and research are in a hurry. Therefore, students often feel very confused without any results or conclusions.
Through the on-campus follow-up listening and evaluation class and the demonstration class of the Institute of Education, we reflect on it in time, and think that fundamentally, this misunderstanding is related to our inadequate understanding of the spirit of the new curriculum standards, thus showing a certain degree of superficiality and impetuousness, and even some quick success. Our conclusion is that "choose your own learning style and experience in many ways", which should be conditional. It depends on the correct value orientation, and all experiences that are divorced from the learning content, violate the characteristics of Chinese, are unrealistic and complicate matters should be cautious. Autonomous learning should mean that students have enough time to study, enough space to think and more opportunities to practice. Under this premise, in the face of the same learning content, students can choose their own learning methods and partners, and carry out their learning activities with full emotions, so as to implement autonomous learning and avoid the appearance of false autonomy in the classroom. Cooperative learning should be based on autonomous learning, and cooperative learning can only be effective after independent thinking. Real cooperative learning must be used on the cutting edge and on breaking through the difficulties of learning. Not cooperation for cooperation's sake. Cooperative learning is to solve problems with certain difficulty and depth through the sparks of wisdom in the discussion of many people's minds, rather than ordinary problems. Therefore, the organization of cooperative learning must also give enough time for every student to actively participate and speak, so as to develop. At the same time, don't organize students to explore whenever there is a problem. If there is nothing to explore, it is better to combine traditional teaching with "reality" and "activity" and "presupposition" and "generation".
in the practice of curriculum reform for half a year, we have encountered many problems (perhaps our understanding of the concept of curriculum reform is not deep and thorough enough), but we believe that although there are thorns on the road of curriculum reform, the scenery along the way is infinite. Despite such thoughts, as teachers, we are still full of love, do our best and give full play to our talents in the classroom, and strive to meet the requirements and goals of the new curriculum. We believe that in any case, the curriculum reform will be beneficial to the growth and development of children and will promote the continuous learning and improvement of teachers!