Giving full play to students' subjectivity is the core concept of Chinese curriculum standards. In traditional Chinese teaching, teachers give lectures, students attend lectures, and the evaluation of a class is often based on how teachers teach and speak, with little consideration given to how students learn. This lecture-centered teaching puts students in a passive position. The new curriculum requires students' learning as the main body, so that students can become the masters of the classroom. In other words, the premise of evaluating Chinese excellent courses under the new curriculum standard is whether Chinese teaching is for the development of students. The development of students is the fundamental basis for determining the evaluation. To evaluate whether a class is a quality class, first of all, it depends on whether teachers can stimulate the enthusiasm and creativity hidden in students, and whether students can give full play to their main role, so that students can become the masters of the classroom, active participants in Chinese classroom teaching, discoverers of problems and solvers of cooperative inquiry. Of course, giving full play to students' subjective initiative does not mean denying teachers' leading role. If teachers only let students discuss aimlessly and praise wrong understanding blindly in Chinese class, it is not a manifestation of students' subjectivity, but a teacher-led inaction, that is, herding teaching. A truly high-quality Chinese class should not only fully reflect students' dominant position, but also give full play to teachers' leading role. We should be good at guiding students to explore independently and cooperatively according to the three-dimensional teaching objectives, integrating the dynamically generated objectives, guiding, guiding, correcting and upgrading students' answers, so as to make the Chinese classroom truly interactive and move towards the track of comprehensively improving students' Chinese literacy.
Second, high-quality Chinese classes should give students time and space to feel and think.
In many open classes or high-quality class competitions, many teachers have just asked a question, and students can't wait to force the answer on their students before they seriously think or think clearly, or try their best to pull the students' thinking to their own preset answers. Some students in China began to discuss the text without even reading it carefully. Such a Chinese class does not give students enough time to feel and think. It seems that our Chinese class is to complete some tasks rather than develop students' thinking. It seems that our Chinese class is to clarify an answer and impart some knowledge, rather than let students learn to explore, think and discover. In fact, a class that lacks students' perception and thinking is not profound and is by no means a good class. Students study not only to acquire knowledge, but also to learn to think independently and become thoughtful people. Einstein once said: to cultivate the ability of independent thinking and independent judgment, we should always put it in the first place. Don't think that a lively class on the surface is a good class. The truly high-quality Chinese class is not superficial, but depends on the mental work of students. In this sense, a class that can guide students to think positively is a good class. As Suhomlinski said, the real classroom should be the kingdom of positive thinking. If a Chinese teacher can't activate students' thinking and cultivate students' thinking ability, it is definitely not a quality class. A really good Chinese class must cultivate students' thinking quality, stimulate students' interest in thinking, cultivate students' habit of thinking, and create a space for students to feel and think.
Third, high-quality Chinese classes should be solid and efficient.
Solidity means two things. First, teachers should have a solid teaching foundation, concise and vivid teaching language, clear teaching ideas and exquisite teaching design, be able to master students' thinking, fully mobilize students' enthusiasm for learning, and achieve higher teaching results. Second, after a class, students learn very solidly. Some flashy classes like to make a show and mislead teachers in class. A truly high-quality Chinese class should be the natural presentation of conventional Chinese classroom teaching. Some open classes look lively, but in fact they are superficial, students earn less and their studies are not solid. For example, classical Chinese does not guide students to read the text repeatedly and dredge their meaning independently. In the last class, students were asked to discuss patriotism, taste language and character psychology before reading the text repeatedly, and even spent most of their time debating. This class, which is not based on text interpretation and language taste, is not a Chinese class, but a thinking class, not to mention high quality. A truly high-quality Chinese class should be accurate, so that students can learn it solidly and have a strong Chinese flavor, which requires teachers to dig deep into teaching materials. Have a clear understanding of the teaching content and carefully choose the best breakthrough. It is necessary to choose the knowledge points that students are most interested in, which are the most difficult or long-term puzzles in Chinese learning, guide students to stick to the text, think deeply about the connotation of the text, deeply understand the exquisiteness of the language, and cultivate students' thinking ability and expression ability. Let students really implement the teaching objectives, and students learn solidly. Those courses that are unrealistic, engage in teaching mode and play with ostentation are not excellent courses.