High School New Curriculum Chinese Excellent Teaching Design and Cases

Author: Guangdong Provincial Education Department Research Office
Publisher:
Publish Date: 2005-03-01
Features: To promote the implementation of the new curriculum in ordinary high schools in our province and guide subject teaching in secondary schools towards the direction of comprehensively advancing quality education, we have organized the compilation of the "Guangdong Province Ordinary High School New Curriculum Experiment Training Manual." This series of books is arranged according to the structure of the new curriculum and consists of 15 volumes, with this volume being the Chinese edition. Since Guangdong Province began preparing to become one of the provincial experimental areas for the new high school curriculum in December 2002, it has been more than two years. Since the new high school Chinese curriculum was officially implemented in September 2004, it has also been a semester. It can be said that the philosophy of the new curriculum standards has gradually become the teaching behavior of a large number of high school Chinese teachers in our province. Teachers have strived to explore, dared to practice, and innovated in teaching, developing and accumulating rich and diverse, lively, and practical teaching designs and teaching cases. In these teaching designs and teaching cases, we see the ideal Chinese teaching we envisioned. Teachers and students continuously form understanding through interactive cooperation, make new discoveries through the sharing and continuous construction of knowledge, and truly cultivate abilities such as autonomy, cooperation, inquiry, and communication. Teachers creatively use textbooks based on their own strengths and students' actual conditions. For example, many teachers highlight the new Guangdong Education Press textbook's use of "reading" as a lever, allowing students to understand, gain insights, and develop emotions through various forms of "reading." Through independent reading, mutual reading, group reading, and post-reading discussions, students' divergent thinking is developed, the gates to their wisdom are opened, and teaching gains vitality. In teaching, a harmonious teacher-student relationship is formed, learning becomes rich and varied, and students' sense of subjectivity and individuality are appropriately expressed. We believe that if we can well summarize the existing excellent teaching achievements in our province, the next phase of high school Chinese curriculum reform in the province can proceed more smoothly and achieve greater success.