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Anonymous users2024-02-06Comparing the curriculum reform and curriculum standards in 2001 and 2017, this paper attempts to describe the changes in curriculum objectives in China.
Hello! Both the curriculum reforms and curriculum standards of 2001 and 2017 have played an important role in our country's education system. The following is a general description of the changes in China's curriculum objectives compared with these two reforms:
2001 Curriculum Reform: 1Diversified Development:
The curriculum reform in 2001 emphasized the all-round development of students, focusing on the cultivation of knowledge, skills, emotions, attitudes and other dimensions. 2.Knowledge-led:
Pay attention to the imparting of knowledge, pay attention to the breadth and depth of subject knowledge, and cultivate students' basic knowledge and subject literacy. 3.Emphasis on test-taking ability:
Due to the existence of the college entrance examination system, the curriculum reform in 2001 still focused to a certain extent on the examination and test scores. 2017 Curriculum Reform:1
Quality education: The curriculum reform in 2017 emphasizes the cultivation of students' comprehensive qualities, including innovative thinking, practical ability, teamwork ability, and sense of social responsibility. 2.
Emphasis on competence training: Focus on cultivating students' interdisciplinary abilities such as innovation ability, critical thinking, problem-solving ability, and information literacy. 3.
Individualized development: Schools and teachers are encouraged to provide more personalized curriculum and teaching methods based on students' interests, strengths and needs. Overall, the changes in curriculum objectives in our country over time reflect the evolving perception of education and the needs of society.
From 2001 to 2017, the focus of education gradually changed from knowledge transfer to ability training and quality education, focusing on cultivating students' comprehensive quality and ability, and advocating personalized development to adapt to the needs and changes of modern society.
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Anonymous users2024-02-05Summary. Hello! Dear, this year's course standard has further consolidated the status of the king of Chinese subjects, accounting for 20 22% of the total class time, ranking first, compared with 2011, the proportion has not changed, and the language is still C!
In terms of the proportion of class time, Chinese must be the main subject for future exams, and students must pay attention to it. Literacy and writing: about 3500 words, writing standard, no change; 2.
Reading & Appreciation:· Mandarin, reading speed 500 words minutes, no change; 80 poems and texts are recited, and the total number of texts read is not less than 2.6 million words, no change. Read two or three famous works every school year, construct the experience of reading the whole book, and add works mainly of excellent traditional Chinese culture, revolutionary culture, and advanced socialist culture, accounting for 60 70%! Therefore, in the daily learning process, we must pay attention to the accumulation <> of reading and writing materials on these three topics
Compared with the 2011 version of the Curriculum Standards, the 2022 version of the New Curriculum Standards has undergone great changes in terms of curriculum objectives, course content and course evaluation.
Hello! Dear, this year's course standard has further consolidated the king status of the language subject, accounting for 20 22% of the total class time, ranking first, compared with 2011, the proportion has not changed, and the language is still C! In terms of the proportion of class time, Chinese must be the main subject of the future examination, and students must pay attention to it.
Mandarin, reading speed 500 words min, no change; Recite 80 poems, the total number of texts read is not less than 2.6 million words, no change • Read two or three famous works every school year, construct the experience of reading the whole book, and the new increase is mainly the works of excellent traditional Chinese culture, revolutionary culture, and advanced socialist culture, accounting for 60 70%! Therefore, in the daily learning process, we must pay attention to the accumulation <> of reading and writing materials on these three topics
Hopefully, these have been helpful to you in the preface to the math curriculum standards for the year, in a separate section of the book, followed by the table of contents. The preface to the 2011 Mathematics Curriculum Standards is contained in the first part of the table of contents, and the first two parts of the 2011 Mathematics Curriculum Standards are the same. 3. The chapter on the course objectives.
The 2022 "Mathematics Curriculum Standards" has more core literacy connotations than the 2011 "Mathematics Curriculum Standards", and the curriculum content of this part of the "Mathematics Curriculum Elimination Program Standards" is this year. It is divided into an elementary school part and a junior high school part. Specifically, it is divided into four sections.
The first period is the grade level, and the second period is the grade level. Stage 3 Grades, Stage 4 7 and 9 Grades. The curriculum content of the 2011 Mathematics Curriculum Standards is divided into three sections.
Grades 1 and 3 in the lower term, 4 and 6 in the second period, and 7 and 9 in the third stage. The 2011 Mathematics Curriculum Standards have additional chapters on academic quality. Take the withered <>
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Anonymous users2024-02-04The steps to develop a teaching strategy based on the new curriculum standards and teaching materials are as follows:
Read and comprehend the new curriculum standards and textbooks, and understand the teaching objectives and content.
According to the characteristics of students and the actual situation, design teaching strategies that are suitable for them. Taking into account students' different learning styles, habits, hobbies and other factors, a variety of teaching methods, such as narration, discussion, experiments, case analysis, etc., can be used to improve students' understanding and application of knowledge.
Develop inspiring and challenging learning tasks that enable collaborative learning in teams, which enhances student engagement and initiative.
Regularly evaluate and reflect on the effectiveness of teaching, adjust teaching strategies and methods in a timely manner according to students' learning situation, and continuously improve teaching and improve the quality of education.
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