With the implementation of unified teaching materials, new curriculum standards will also follow. If you want to take a good Chinese class, you must correctly interpret the curriculum standards. In the 2018 National Training Class, I gained a correct interpretation of the curriculum standards by studying Teacher Xu Peng's course "Internalization of the Accurate Curriculum: Interpretation from a Teaching Perspective."
In junior high school classrooms, the curriculum requirements for writing are: correct writing posture and the cultivation of good writing habits. In the classroom, you can always see students with their books tilted and writing crookedly. The teacher must promptly correct the students' wrong postures in class. Literacy homework should be assigned during preview, and word preview should be checked before class. If this link is not checked, students will not preview. People are lazy. Even so, there is no guarantee that all the students in the class will preview the words. But if you ask, students will do it, which is more effective than not asking. If the effect is not good, you can use some strategies and formulate rewards to encourage students to complete the learning tasks of literacy and writing.
The new curriculum standards require students to be able to read non-continuous texts and extract valuable information from combined materials such as pictures and texts. Teacher Xu said that after learning Chinese, few of our students will become writers, and more will engage in other non-literary jobs. Therefore, our Chinese teaching must be practical, so that students can learn things in Chinese classes that can be used in real life. At work, we often look at icons, charts, and numerical comparisons, which requires students to be able to read non-continuous text. Therefore, now there are questions on non-continuous texts in the high school and college entrance examinations, so in reading teaching, we need to guide students on how to read non-continuous texts. Let students learn to extract useful information. In non-text reading classes, students' analytical and generalizing abilities are trained.
Learn basic vocabulary and grammar knowledge along with the text. ? Use them to understand language difficulties in reading, understand common rhetorical techniques, and experience the effect of expression in the text. In the design of reading classes, some rhetorical and grammar knowledge that is not tested in the high school entrance examination must also be incorporated. Such as synesthesia, metaphor, and intertext in rhetoric, attributive postposition, object preposition, etc. in literary and grammatical knowledge. In this way, when students are in high school, they will learn with less effort and be closely connected with high school knowledge. Otherwise, high schools think that some knowledge should be taught in junior high schools, but we do not take it in the high school entrance examination, so the connection between junior and senior high schools is not good.
Students should be guided to delve into the text, deepen their understanding and experience, gain insights and reflections, be influenced by emotions, gain ideological enlightenment, and enjoy aesthetic pleasure through proactive thinking and emotional activities. Teachers not only impart knowledge in the classroom, but also guide and inspire students. Students' reading should be personalized reading, rather than the teacher's explanation replacing the students' reading. Teachers must respect students’ unique reading understanding and experience. Therefore, in the design of reading instruction, it is important that the questions are inspiring. Questions in the classroom should have the effect of stirring up waves with one stone.
On the basis of understanding the text, we advocate multi-angle and creative reading, and use reading anticipation, reading reflection and criticism to expand thinking space and improve reading quality. But beware of over-in-depth analysis word for word and overplaying far from the text.
Reading classes should pay attention to students' reading aloud and silent reading. In reading aloud, students can deepen their understanding of the text. Students can read a text well and read out emotions. In fact, students have completed most of the interpretation of the text.
The curriculum standards are the vane for our text interpretation.