Chinese is the mother tongue, which determines that opportunities to learn and practice Chinese are everywhere, and you can learn Chinese everywhere in your life. There is a saying: "The extension of Chinese is as big as the extension of life." I have been deeply touched by this sentence since the experiment of curriculum reform. In my teaching career, I also benefited a lot from it. The following are my views on the development and utilization of curriculum resources. "Chinese Curriculum Standard for Primary Schools" clearly puts forward to attach importance to the development and utilization of curriculum resources, which embodies a new teaching concept. It will bring a broader development space for educational reform and provide a platform for comprehensively improving students' Chinese literacy. In Chinese teaching, we should always pay attention to exploring the available resources around us and combine them with teaching properly, which will make Chinese classroom lively and make students more creative. First, establish the awareness of curriculum resources, and make learning a life in Chinese teaching. Everything in the classroom, school, playground and campus has entered our classroom, but when it comes to the development and utilization of curriculum resources, some teachers say they have never tried it. In fact, ordinary flowers, classrooms and curriculum resources have been developed and utilized unconsciously, but we just don't know it, which shows that our awareness of curriculum resources is not enough. After the start of the new round of curriculum reform, the consciousness of curriculum resources development and utilization began to sprout in teachers' minds, and gradually strengthened, and students' learning fields were broadened. With a pair of discerning eyes, Chinese resources are everywhere. In a literacy class in grade one, I taught students to know "treasure". Cao Jiaming stood up and said, "I know, this is the nanny's treasure." "How do you know?" I asked, "I met him on the telephone pole in front of my house, and I can still write!" " "The children's words inspired me a lot: yes, there are words on the advertisements in the street, and there are words on the signboards and plaques in the shops. The living environment is a good place for children to learn! The children in Grade One of Senior High School have difficulty in reading, and their memory in class is not solid, so I took this opportunity to praise Cao Jiaming and let other students extend their literacy to extracurricular life. Comparing regularly, who knows more words. The children are full of interest, and their reading and writing ability has been greatly improved. A child happily said to me, "Teacher, learning Chinese is really interesting. You can learn while playing! " "Learning becomes common and life becomes interesting. Until now, the children in our class still insist on doing this. I often consciously guide students to read in the street, at the dinner table, on TV and so on, and have full communication with parents. With the support of parents, the effect of life literacy is very obvious, and students' ability to read independently has improved rapidly. As long as we are good at discovering, learning can become a child's life. Second, there is a heart in life, and there are languages everywhere in life. 1, care for nature and stimulate students' creativity with teachers' wisdom. Chinese comes from life, and you can learn Chinese anywhere. When the students I teach are in grade one, few people know what season they live in. I was angry at that time. But it's not surprising to think about the children's experiences. Nowadays, children live with their parents to the end, so there are few opportunities for practice, resulting in few life experiences. Since then, I have been paying attention to guiding students to practice. At the beginning of this year, there was a group of texts with the theme of spring. After learning the text, I assigned such an assignment according to the characteristics of children: go out to find spring. The next morning, some students brought young grass buds, and some students took out the pictures collected at night. Every child has something in his hand. When I saw Yang, he didn't take anything in his hand, but he excitedly said to me, "Teacher, I didn't find spring when I went out yesterday, and now I find that spring is at my classmate's feet!" " He pointed to the children's muddy feet and said, I took the lead in clapping ... Yes, there are people from China everywhere. In the next exercise, the children gain more. Some students have collected various spring poems, songs and pictures. Some even took photos. Taking this opportunity, I asked my classmates to make a handwritten newspaper with the theme of spring. The children waved their brushes, and their personalities flew in the handwritten newspaper. Once there was no class, everyone was chatting in the preparation room. Sister Wang told an example: instructing students to write "an interesting game". She took the students to the playground and had a tug-of-war with several other classes in the same grade. Several Chinese teachers joined forces to organize competitions and organize observation. This composition is the most vivid. It is the change of teaching venue that makes the originally boring classroom lively, gives the children with nothing to say something, and is also the creative space provided by teachers' wisdom for students. Whether it is a big tree or a small flower, the initial life is a humble little seed. Seeds lurk in the soil, full of vitality and can germinate and grow. If the brilliant cultural and scientific achievements of mankind are compared to towering trees and dazzling flowers, they are also germinated from a seed-a seed with unlimited creativity. Every child with normal brain development is pregnant with creativity, just like a seed sleeping in the soil, waiting for germination and eager to break through the ground. Teachers should cultivate soil for these precious seeds and provide opportunities for germination. 2. Pay attention to traditional culture and make use of the resources around you. The last unit of last semester was "Chinese New Year". When it comes to Chinese New Year, children are particularly happy: lucky money, setting off firecrackers and watching TV ... With the continuous improvement of people's living standards and the change of ideas, some traditional Chinese New Year customs have long been ignored. Therefore, children only pay attention to the excitement of the New Year. As for what the Chinese New Year looks like and what customs they have, they don't understand or care at all. Northeast China is the birthplace of shaman culture, and it should be said that traditional culture is also the most distinctive, which deserves our understanding and inheritance. Therefore, I decided to change the learning content and methods of this unit, and use a longer front to let students know about the traditional culture and customs of China. While studying the text, I arranged for my classmates to find older people and listen to the old people telling stories about the New Year. In this way, the story of the old man becomes a colorful teaching content, and the old man becomes a living teaching material, which is understood by students together with the text. This way makes students happy to accept it, and also makes them understand the customs about the Spring Festival that modern people have long forgotten. After writing this set of texts, it will be winter vacation, and the traditional Spring Festival is coming soon. I arranged homework to let the children pay attention to their own way of celebrating the New Year and compare the differences between what they heard and what they experienced personally. As a result, all the students gained a lot when the school started. Traditional culture has left a deep imprint on children's hearts. Mr. Ye Shengtao once said: "Teaching materials are nothing more than an example", and this example played a great role in the combination of local available resources-living teaching materials during the New Year. Chinese textbooks always lag behind the pace of social progress, and the articles in Chinese textbooks can't exhaust all of human civilization. Reading only Chinese textbooks is obviously not enough to water students' tree of life. In other words, the examples of Chinese textbooks extend to breaking through the narrowness of textbooks, stepping out of closed classrooms, introducing the "living water" of the times, absorbing the nutrition of excellent cultural heritage, maximizing the space for Chinese learning, and striving to improve students' Chinese literacy. 3. Combine family life and create practical opportunities. When teaching the article "Motherly Love", I let students feel maternal love in life. After two weeks of practice and experience, children feel the real maternal love that exists every day. Parents all said: "The child suddenly understands! "In order to let the children experience their own success and harvest, I specially set up a class on harvest. In the class, the students are all small hands, just like a little poet. Jiang Hao stood up and said, "I adapted a proverb: an inch of time and an inch of heart, an inch of gold can't buy an inch of maternal love!" " Suddenly, applause rang and some children began to cry. Practice has stimulated children's creativity. We should seize all practical opportunities to stimulate children's imagination. Students' creativity is a kind of potential, waiting for us to awaken and develop. It is the teacher's carefulness and wit that activates the child's creativity. 4. Develop local resources in combination with regional characteristics. China is a vast country with great regional and cultural differences. Although it belongs to the experimental area, the development and utilization of curriculum resources should have regional characteristics. While enjoying the beautiful scenery in the south, our students in the north can also discover the characteristics of this area. While teaching a series of texts on "Our Hometown", Mr. Li Haiyan of our school carried out a comprehensive practical activity-approaching Pu Yin Brewery, aiming at the characteristics of this region. Pu Yin Beer, located in Shuangyang District, is the largest beer production base and leading enterprise in the province. Students and teachers learned about the production, processing and sales of beer through several months of visits and interviews. This comprehensive practical activity, according to the regional characteristics, allowed children to appreciate the development of the local beer industry, subtly cultivated students' awareness of going to society and paying attention to society, and also inspired students' love for their hometown. Teachers should flexibly develop and use the favorable resources around them according to the teaching content, be good at understanding and discovering the situation of students and educational environment, and integrate with the teaching content in time to form characteristic teaching suitable for their own students' classes. It doesn't have to be written specially. As long as we pay attention to it, it is easy to develop and utilize curriculum resources, and a gesture from a teacher may change a child's life. Third, correctly grasp the characteristics of disciplines and give full play to the advantages of resources. Since the implementation of curriculum reform, great changes have taken place in the educational concept of the majority of curriculum reform teachers, and the awareness of curriculum resources has gradually improved. However, if the teaching content and curriculum standards are not properly grasped, there will be improper development and utilization or extreme phenomena. In the course of many lectures, it is not difficult to find such an example: I remember that in the spring of 2006, I went to Changchun to attend a class, and a teacher talked about "birthday". The teacher carefully designed the teaching content and dug deep into the calligraphy of the word "shou", which reflected the teacher's resource consciousness. However, for junior two students, it seems necessary to know the calligraphy of the word "shou". It accounts for half of the whole class, which shows that the teacher is not sure about the teaching materials and curriculum standards, but that he is not rigidly bound to the teaching materials and has no clear teaching objectives, which leads to extremes. In primary school Chinese, there are many texts including knowledge of nature, such as Echo, Thunderstorm and I Will Change. When teaching these texts, we should grasp the characteristics of Chinese subject, and should not extend the after-school knowledge too much, because it is easy to take natural lessons if overused. If the extension of the class can't satisfy students' thirst for knowledge, we can guide children to develop and use extracurricular resources such as the internet and libraries. The use of curriculum resources is not limited to in-class, but can be extended to extracurricular and after-school time. Of course, the introduction of curriculum resources should not be afraid of usurping the role of the host, so that the development of resources becomes a mere formality, and real knowledge can only be obtained through practice. Curriculum standards cannot give fixed value to the development and utilization of curriculum resources. The experimenter can only explore and sum up experience step by step from practice, so as to achieve the overall optimization effect of resources and teaching materials. Curriculum resources are everywhere and practical opportunities are everywhere. As long as we are willing to use our brains, be good at discovering, fully develop and make rational use of the curriculum resources around us, we will certainly let our wisdom activate the modern Chinese classroom, activate children's thinking and make contributions to the formation and development of students' Chinese literacy.