1. Lack of basic understanding of the nature of Chinese subject. We can't deal with the relationship among the three dimensions in the three-dimensional goal of teaching, oppose humanism and instrumentality, and separate knowledge and ability. One-sided view that emphasizing basic knowledge and skills means taking the old road; The new curriculum pays attention to the cultivation of humanistic spirit. For example, if you don't take the exam, you won't learn, and if you don't take the exam, you won't talk about it. Teaching only pays attention to the transmission, expansion and imitation of some new teaching forms, and the exploration of text interpretation, language taste and writing methods is only superficial.
2. The flexibility of new textbooks gives teachers a lot of space to use them creatively, but some teachers do not show flexibility and creativity when using textbooks. Some flexible teaching contents, such as students' unique feelings about textbooks, are to increase the feelings of several famous teachers; The solution to the problem of reading expansion is to understand the text and add a few fixed phrases; Writing a topic composition is to make up a story related to the topic, and so on. This has become a new rigid form and dogma that students need to master. These are contrary to the concept of the new curriculum and the three-dimensional goal of teaching.
3. In some places, the teaching methods are still relatively old, and there is a tendency to "wear new shoes and take the old road" in teaching. Because Chinese learning is mother tongue learning, mother tongue learning mainly depends on acquisition, and because Chinese curriculum is a course with rich humanistic connotation, Chinese curriculum standards emphasize the perception and experience of language materials, while some teachers violate the law of mother tongue learning, downplaying the very important experience and inquiry process in students' learning, omitting the process that students should experience and explore independently, and directly transforming the results of teachers' own perception and experience into conceptual knowledge, which can only lead to
4. There are some vague understandings in reading teaching, and teachers' own text interpretation ability needs to be improved. Some teachers don't study the text deeply enough, or generalize: they only pay attention to the overall perception and overhead analysis; Or the reading goal of the text is vague and the perception of the text is not enough; Or stick to the teacher's books, lack of personalized understanding; Or the explanation is inaccurate, the main points can't be grasped, and the explanation is not in place; Or not paying enough attention to text reading and middle school students' inquiry process.
5. Some problems in composition teaching. (1) arbitrariness is reflected in the arbitrariness of composition proposition, guidance and evaluation; (2) Lack of awareness of life accumulation, only observing life by photography, without paying attention to guiding students' perception and aesthetic observation of life, thus cutting off the connection between Chinese and life; (3) Ignoring students' basic thinking training, lacking imagination and thinking acuity; (4) The correction method is simple and the benefit is low; (5) Some teachers have poor writing literacy.
6. The understanding of comprehensive learning is not in place, and it is considered dispensable. The comprehensive study of Chinese subject is equivalent to the past activity class.
7. Teachers' own literacy and ability can not meet the requirements of curriculum reform. Some teachers do not have enough Chinese literacy, so it is difficult to accept new teaching methods and learning methods; Some teachers only look at the curriculum reform from the perspective of Chinese subject and test scores, and lack the overall thinking on the formation of students' basic literacy and the cultivation of lifelong learning ability in teaching.
Countermeasures:
First of all, Chinese teachers in middle schools must change their teaching concepts. The change of teaching concept is not achieved overnight, and it needs a long process. Therefore, we should continue to study the Outline of Basic Education Curriculum Reform (Trial) promulgated by the Ministry of Education, make it clear that curriculum reform is the need of implementing quality education, change educational concepts, and establish and practice new educational concepts.
To change the teaching concept, we must first establish the curriculum consciousness, which is of great significance to Chinese teaching in the new curriculum reform. To establish curriculum consciousness means to dominate our teaching activities with new curriculum ideas and to explain and guide our teaching behavior with the language of curriculum theory (the so-called language of curriculum theory mainly refers to curriculum outline, curriculum standards, curriculum objectives, curriculum structure, curriculum evaluation, curriculum implementation and curriculum resources, etc.). ), let us have a brand-new vision and break through the original teaching system.
It is not enough to change the teaching concept. Teachers should also change the teaching methods around cultivating students' innovative spirit and practical ability. One of the goals of this curriculum reform is to change the teaching methods of teachers and the learning methods of students. Chinese curriculum standards require teachers to adopt appropriate teaching strategies according to the characteristics of students in different classes and different teaching contents. Curriculum standards also advocate discussion and heuristic teaching; It is required to attach importance to the role of osmosis and osmosis in Chinese teaching. Our Chinese teachers must change their teaching methods according to the requirements of curriculum standards. It is necessary to implement the new learning mode of "autonomy, cooperation and inquiry" proposed in the new curriculum, so that students' learning can become an active and personalized process under the guidance of teachers.
Chinese teachers should strengthen the consciousness of curriculum standards. The Chinese Curriculum Standard of Full-time Compulsory Education embodies the basic norms and requirements of the state for Chinese curriculum of full-time compulsory education, and is the basis for compiling Chinese textbooks, Chinese teaching, evaluation and examination, and the basis for the state to manage and evaluate Chinese curriculum. We must seriously study Chinese curriculum standards, accurately understand its spiritual essence, and guide our teaching with curriculum standards. In teaching, we must have a strong sense of curriculum standards and change the situation of teaching with one textbook in the past.