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1、ThetheoryandpracticeofthecurriculumstandardOne,whydoyouwanttorefinetheinterpretationofcurriculumstandards?Alongwiththecontinuousdeepeningofthenewcurriculumreform,teachers*teachingconceptandteachingbehaviorsoccurredsignificantchange,autonomouslearning,
2、inquiryandcooperation,andpracticaloperationofmodernlearningisastepbystephasbeenapplied,themainroleofthestudentshasbeenmoreandmorereflected.Buttherearealsoalotofproblems:theclassroomteachingisarbitrary,resultinginlowefficiencyoftheclassroom・Thereason:t
3、eachersunderstandthestandardofcurriculumthrough,withoutastrongsenseofpurpose,thegoalofteachingasakindofdecoration,saidinwords,writinginthelessonplans,butnotimplementedtothebehavior;someteachersneverevenseencurriculumstandards,someteachersinclassandeve
4、ndorfthaveacleargoal,footwatermelon,slidingwhereoperatorwhere.Atthesametime,curriculumstandardsofgenerality,strongtheory,greaterflexibilityandisnotspecific,notstrongoperational,mostteacherstheitontheshelf,indifferent…Tothiskindofphenomenon,ZhengzhouCi
5、tyBoardofeducationin2008proposedtoprepareasolidrefinedcurriculum,fullyimproveteachersability・"Willrefinetheinterpretationofcurriculumstandards,settheteachinggoalofscienee,asabasicworkoftheconstruct!onofsubjectcurriculumtograsp.Inaccordaneewiththerequi
6、rementsoftheCityBoardofeducation,ourschoolteachersgrindseriouslyreadingsubjectof"coursestandard11,payattentiontograsptheteachinggoalofstagesandlevelsintheprocessofrefinement・Thecurriculumstandardsintheteachingobjectives,thefirstrefinementforthestudyse
7、ctionofthetarget,andthenrefinethegradegoal,thetargetofthesemester,theunitgoal,andfinallyrefinedintoclassgoals.Forexample:A:''Curriculum'1canusethecorrectfluentMandarinhavefeelingstoread.Concept,namely,Hitcanbetobreakdownthecurriculum:1,the”rightHtorea
8、d,canbedecomposedtoreadtheaccuratepronunciation,pronunciationpause,readaccent,pronunciationandintonation;2,"fluent"readingcanbedecomposedintoreadingthecoherence,thatisnottoread,notwords,readoutspeednotsingread,donotdragtone;3/1feelingsHtoread,
