How to realize the permeation of humanism in teaching in the new standard

How to realize the penetration of humanism in the teaching of the new standard

Throughout the new art textbook, the content and requirements of the curriculum reflect the developmental, comprehensive, scientific and humanistic nature. Humanity comes from humanism. Humanism is also known as humanism or humanitarianism. The so-called humanism includes the significance of human existence, human dignity, value, morality, cultural traditions, knowledge, emotion, intention and personality are all connotations of it.

With the increasing status of science and the deepening of practical utilitarianism, science education is increasingly emphasized in schools, and the value of traditional humanities is gradually ignored. The teaching of art education is also dominated by traditional science education teaching such as painting skills, which has led to the emergence of content specialization and methodological specialization of the discipline's nativism, inhibiting the development of humanities in the art discipline.

In fact, as the core of the humanities, the art discipline is characterized by a strong humanistic spirit. Human ideals, aspirations, emotions, will, values, morality, dignity, personality, upbringing, state of being, wisdom, beauty, love, freedom and other human characteristics are embedded in the art works created by artists of different histories and countries. Therefore, the basic nature of the art curriculum is humanistic in nature. Through art education, we can effectively form and develop students' humanistic consciousness.

First of all, strengthen learning and enrich their humanistic qualities.

As an art teacher to improve the professional level of business, but also to strive to learn through all aspects of the formation and development of their own humanistic consciousness, enrich their humanistic qualities. Teachers' words and deeds are the student's example, is the key to inspire, motivate, and guide students in humanistic education. Otherwise, it is impossible to penetrate the humanistic consciousness in art teaching.

Secondly, people-oriented, stimulate students' interest in learning.

To infiltrate the humanistic consciousness, we must be people-oriented, so that students in the scenario experience and hands-on creation, to stimulate the interest in learning, to the students around or personally experienced life as the center, so that the students independently and creatively carry out activities, naturally infiltrate the humanistic consciousness. Only in this way can happy teaching be carried out. At the same time, should respect the students' personality, respect the students' subjective creation, pay attention to individual differences, to meet different needs, create a teaching environment that can guide the students to participate actively, to stimulate the students' learning enthusiasm.

Third, change the concept, change the traditional teaching mode.

Our art teaching in a longer period of time, are centered on the painting method, to painting steps as the focus of the traditional teaching mode of skills for the difficulty. Such as junior high school curriculum settings generally for appreciation, painting, production, design and application of content, focusing on the knowledge of art, painting skills, production of operational, design and application, highlighting the basic knowledge and basic skills training. The teacher is to impart, demonstration, counseling for the conventional teaching method steps, teacher-led, students as the main body, the formation of the courtyard body type of teaching under the pattern of passive learning, greatly frustrated the enthusiasm of students, inhibited the penetration of humanities.

Therefore, we must change the concept, do not regard art education as pure technical training, do not strip the art from the rich humanities background. Instead, we should focus on students' emotional experience, choose topics of interest to students, use modern resources and teaching methods, infiltrate the spirit of humanity and innovation, guide students to participate in cultural inheritance and exchange, develop students' perceptual ability and image thinking ability, form students' sense of creativity and technical awareness, and promote the formation of students' personalities and all-round development.

Fourth, pay attention to appreciation, and strive to explore the humanistic connotation.

In the past, teachers guided students from the visual level of intuition to the level of rational analysis, to understand the development of Chinese and foreign art, analyze the content of the picture, the performance of the technique, the expression of emotion, the connotation of the work. The formation of teachers speak more, students say less, the teacher's *** analysis, students passive feelings, teachers dry mouth, students bored with the strange phenomenon of sleep. What's more, the teacher simply do not speak, let the students read books for self-appreciation, and then copy one of the works. Such teaching lack of induction, lack of humanistic excavation, lack of students' emotional experience, is not conducive to the improvement of students' ability to express and appreciate.

Therefore, under the new standard, we attach importance to appreciation, and first of all, we should try to discover the humanistic connotation. In fact, excellent art works, in addition to reflecting the information of the times, involving color, shape, image, technique, style, characteristics, etc., but also involves history, customs, culture, religion, politics, economics, aesthetics, architecture, dance and other humanistic ideologies, involves the feeling of beauty, the expression of the language, involves the view of history, the view of ideas, the awareness of environmental protection, emotional experience, and so on, and is therefore extremely humanistic. We should strive to explore its humanistic connotations from multiple perspectives and levels, and through students' writing, speaking, performing, associating and other forms of emotional experience, to form a healthy aesthetic interest and develop students' aesthetic ability.

If the scientific nature of art is the human body, then the humanistic nature of art is the human soul, let's change the stereotype that art education is only the learning and training of skills and techniques, and help the students to better learn the rich humanistic spirit contained in the art works of different eras through art learning, and help the students to express their own understanding of the humanistic spirit through the use of art methods and media. The students will be helped to express their understanding of the humanistic spirit through the methods and media used in art. Thus, under the new standard, we can actively and creatively carry out art education and teaching activities, improve the comprehensive quality of our nationals, and cultivate scientific, humanistic and creative talents for the construction of the motherland.

How to implement the new standards in English teaching "humanism"

The newly revised "Compulsory Education English Curriculum Standards (2011 Edition)" in the original concept of the spirit of the reform on the basis of the basic direction of the nature of the curriculum, the first "instrumental" section For the first time, it puts forward the dual nature of "instrumental" and "humanistic", and describes "humanistic" as follows: "The English language program undertakes the task of improving students' comprehensive humanistic qualities. The English curriculum bears the task of improving students' comprehensive humanistic qualities, i.e., students can broaden their horizons, enrich their life experiences, form cross-cultural awareness, enhance the spirit of patriotism, develop creative abilities, and form good character and correct outlook on life and values through the English curriculum." Therefore, in English classroom teaching, improving students' comprehensive humanistic literacy is also an important task of English teaching. However, where is the fulcrum for improving students' humanistic literacy? This brings troubles to many English teachers. This paper combines teaching practice with the majority of peer friends to exchange some shallow understanding and thinking. First, focus on language difficulties, in the language practice to enhance humanistic literacy in the English classroom teaching, the improvement of students' humanistic literacy must be based on the relevant language learning activities, but also higher than the language learning activities. Therefore, through the English classroom teaching to enhance students' humanistic qualities, it is necessary to closely integrate the enhancement of students' humanistic qualities with the development of English language proficiency, so that the process of the continuous development of students' English language proficiency becomes the process of the continuous enhancement of students' humanistic qualities.

Create a context for interactive teaching, learning in play in learning to play, exercise children in all aspects of the ability. Thank you, I hope you can adopt

How to reflect the new standard of elementary English in teaching humanities and work

Analysis of the current situation of elementary school English new things are always many deficiencies, elementary school English is no exception, in the process of teaching in the school it is not difficult to find that the English classroom exists in a number of problems

Problems. Students only take English as a skill, lack of interest in learning, and do not take it seriously. This means that the efficiency of English classroom teaching in elementary school is not high, and there is limited communication between teachers and students to create a harmonious and

interactive English classroom.

Thesis: how humanism is embodied in language teaching

First, the use of courseware demonstration, reflecting humanism?

In the elementary school language teaching materials, some texts, although said to be popular, far-reaching masterpieces, but for the world of primary school students, it is still difficult to realize the ideological connotation of the article. The extensive use of multimedia teaching tools has opened the door for teachers to conduct humanistic teaching. For example, the Su-Teaching Version of the second book of the first grade of elementary school, "two ancient poems" in the "Hoeing", describes the farmers planting food hard, revealing the hard work of food, everyone should cherish food, but this is rarely in contact with the cultivation of elementary school students, it is difficult to taste. After modeling reading aloud to students and students' familiar reading, teachers can say to students: "Do you know why the poem says? The grain is bitter? Why is it so hard? Now let's see how the farmer's uncle labors." Then show the students a paragraph of multimedia courseware, under the scorching sun, the farmers in the crops sweating weed, crops from sowing to harvesting every step of the way are condensed with the sweat of the farmers uncle hard work, through the demonstration of the courseware, so that students understand the hard-won food, as the ancients said: "a porridge and a meal when thinking about hard-won."? White rice on the table is really "all grain hard work", so that the students have risen to a kind of respect for the farmers uncle's feelings, and enhance the awareness of the value of food.

Second, pay attention to the emotional factors, penetrate the human nature?

In the reading teaching of the text, pay attention to the students' reading and emotional experience combined, penetration of humanistic education, so that the reading practice activities touch the hearts of students, the formation of a unique sense of understanding. For example, "all the way to the fragrance of the flowers" this text, through a cracked water tank from the water leakage, watering the beautiful flowers of this fable, revealing that each thing, each person has a unique value of their own, to fully utilize their own value, to play their role. In order for students to experience the first emotion of the broken water jar, in reading teaching, first of all, let the students themselves to read the text, through reading to find out the words of the broken water jar emotion change, let the students through the "ashamed" "very ashamed" ""Did his best?"" But did not get the due reward" and other statements of the description, to realize the broken water jar of shame and inferiority; then, let the students in the text to find out the broken water jar and the water picker's two dialogues, let the students through the tone of voice, speed of speech to show the character's psychological and emotional activities, so that the students from the language of the text feeling to enhance the perception of emotion. Because each student is a unique individual, the knowledge of things is also very different. Students through the reading of the text to form their own unique insights, teachers should also pay attention to this, and thus guide students to realize the profound truth of the text.

Third, through the reading and teaching, so that students accept the traditional culture of mankind and the noble spirit of fertilization?

Good books and beautiful literature can enlighten wisdom, but also nourish the spirit, excellent literature is the mirror of society and the conscience of the times, students read more of these works, not only an artistic enjoyment, but also a kind of beauty, but also a kind of examination of the society, so it is necessary to use fine reading materials of cultural taste to broaden the horizons of the students, to enrich the cultural activities of the campus, and to create a rich atmosphere of humanistic education, so that the Modern language reading and teaching has become the spiritual home of the students' interest.

Fourth, through the composition of education, to cultivate students' humanistic spirit and healthy personality quality?

In language teaching, we should try to guide students in the writing process to establish a sense of subjectivity, exercise independent personality, cultivate good temperament. In the teaching of composition, to cultivate students' humanistic spirit, we should make students open-minded, learn to care, and find the inner strength of writing. First of all, teachers create a real and living environment for students, so that they can speak truthfully and mentally, and have something to say and want to say. Secondly, teachers in the arrangement of the content of the writing and the design of the form should also make some efforts, whether it is the proposition essay, material composition or topic composition, pay attention to close to life, to have a strong timeliness and realistic relevance, we can only let the students to actively participate in life, feel the life, in order to enable them to glowing inner and outer *** and vitality of life, in order to let them learn to write at the same time. The first time I saw the movie, I saw the movie, I saw the movie, I saw the movie, I saw the movie, and I saw the movie.

How to infiltrate the concept of the standard in teaching

Talk about the new curriculum reform of secondary school mathematics teaching "Compulsory Education Curriculum Standards Experimental Secondary School Textbook (Mathematics)", the function of which is to try to reflect the function of the mathematical curriculum, reflecting the "Mathematics Curriculum Standards" of the new concepts, new goals, new requirements. It points out that users of the experimental secondary school textbooks, only to clarify the secondary school textbooks and the Mathematics Curriculum Standards

How to better achieve the reading teaching objectives in the new standards in the teaching

To teach in the teaching of the "Compulsory Education Language Curriculum Standards (2011 version)" in the fourth stage (grades 7-9) learning objectives and content of the fourth point and the seventh point, we should pay attention to put the teacher's dominance and students' subjectivity together and make good use of the assessment of the language curriculum. To bring into play the subjectivity of students, we must advocate students' personalized reading, and actively advocate independent, cooperative, malefactor learning mode, to achieve a truly "efficient classroom".

How to reflect and implement the new standards in teaching

Teaching the text is clearly limited to a particular article, focusing on an article, may ignore the education itself.

Teaching languages The scope of thinking is much larger and broader. The selected articles themselves are some excellent articles, and from point to point, from the teaching of an article triggered the students to think about such articles, and then to reflect on, and gradually develop their own ability to deal with the article, which is the original purpose of language teaching.