Author: Zhou Huibing's seamless connection between curriculum standards (hereinafter referred to as "curriculum standards") and classroom teaching is not only the ultimate pursuit of "teaching according to standards", but also the highest realm of "teaching with textbooks" advocated by the new curriculum. How to realize the seamless connection between curriculum standards and classroom teaching? In 2119, a high-quality class from a teacher in Zhoushan gave us some inspiration in the evaluation of history and society in Zhejiang Province. Individualized interpretation of curriculum standards stipulates the basic requirements that students should meet in different stages of knowledge and skills, processes and methods, emotional attitudes and values, etc. It is the guide for compiling textbooks and the basis for teaching evaluation, and it is also an important starting point for "teaching with textbooks". However, different students in different regions and schools have different academic feelings, so teachers should carefully analyze the curriculum standard and students, correctly understand the connotation of the curriculum standard, find the connection point between them, and realize personalized interpretation according to the curriculum standard. So, how to realize personalized interpretation of curriculum standards? Break down the curriculum standard. Taking the course standard of the above-mentioned evaluation course as an example, teachers should choose appropriate social investigation methods to obtain social information according to specific conditions and needs, and analyze the key points of teaching, namely, the entrance ("selecting appropriate social investigation methods"), the preconditions ("according to specific conditions and needs") and the performance of the final students after learning ("obtaining social information"). The whole process of decomposition is like a clever doctor performing surgery, so be careful. Choose the course standard. Curriculum standards involve a wide range of contents, and it is impossible to achieve them all in one class. Therefore, teachers need to choose the curriculum standards and determine the specific content requirements of classroom learning. The choice of curriculum standards should proceed from the reality of students and determine the learning objectives according to their cognitive level, psychological characteristics and learning rules. How to know the specific conditions, how to choose the survey methods suitable for your own needs, etc., are all curriculum resources that can be tapped. Only by making bold choices can we simplify the complex. Creative use of teaching materials "Creative use of teaching materials" involves three basic problems: what to teach, what to teach and what to teach best. Because the general textbooks are scientific, logical, basic and systematic, they have become the most important teaching resources and an important basis for teaching and learning. Textbooks are universal, but they may encounter some specific difficulties in the implementation process, making it difficult to achieve learning goals. On the basis of accurate understanding of teaching materials, we should "creatively use teaching materials" through "activation", "reorganization" or "new compilation". "Activation" teaching materials. Activating teaching materials means replacing materials that are not suitable for students' classroom learning and teachers' own characteristics with suitable materials, and replacing unreasonable materials with other materials. Of course, teachers can also use "transformation" and "expansion" to activate teaching materials. "Transformation" means that static teaching materials are transformed into dynamic information and resources in various ways, and flat teaching materials are transformed into three-dimensional teaching materials and new multimedia materials. "Expansion" means adding or extending the teaching content. "Reorganization" teaching materials. This is a kind of "teaching with teaching materials" when a certain piece of content in the teaching materials cannot independently meet the requirements of the curriculum content standard. Teachers can readjust the teaching content according to the logical order of knowledge in the unit, so as to better reflect the systematicness and integrity of knowledge. "Newly edited" textbooks. This is a kind of "teaching with textbooks" when a certain piece of content in the textbook can't meet the requirements of curriculum content standards or teachers have teaching materials that are more in line with students' reality. It has higher requirements for the quality of teachers and students. Teachers should select and accumulate some materials according to the concept of curriculum standards and content standards. These materials can be obtained from books, multimedia, internet and other channels, and can also be obtained through social practice such as teachers' own investigation and research, and even provided by students. With the materials, teachers should also process and create the materials according to the concept of curriculum standards and content standards, so that the teaching materials are more conducive to the development of teaching activities. Comprehensive demonstration of the ultimate goal of "teaching according to the standard" in the classroom. Classroom teaching should break through the traditional and narrow teaching view, understand the teaching materials with a connected, comprehensive and open view, and highlight the four-dimensional integration of knowledge and knowledge, reality, methods and emotions, so that the classroom presents more bright spots. Knowledge and comprehensive generalization of knowledge, its requirement is to realize the synthesis of theory and form a comprehensive knowledge system. In teaching, teachers should comprehensively summarize the relevant knowledge of the respondents, and at the same time introduce the design of questionnaires, the writing of investigation reports and other related knowledge. In addition to the comprehensive generalization of knowledge within disciplines, we should also establish a comprehensive connection between disciplines, mix the contents of different categories such as geography and humanities, liberate classroom teaching from over-emphasis on discipline-based, and establish a wide and substantial horizontal connection of knowledge between disciplines. The comprehensive connection between knowledge and reality requires the integration of theory and reality and the construction of a new life-oriented classroom teaching model. Teachers should guide students to take their own affairs as the theme, and choose appropriate social investigation methods to obtain all kinds of information in the classroom, thus reflecting the comprehensive connection between knowledge and reality. This requires teaching to "come from life", let students "learn from life" and "go to life", guide students to take the initiative to understand and explore cooperatively through life-oriented situations, and finally solve problems in life. In this way, the classroom has been extended and expanded, and students' practical ability has also been cultivated, killing two birds with one stone. The comprehensive infiltration of knowledge and methods requires the integration of theory and process methods and the creation of a new system of comprehensive methods in the classroom. Teachers can not only guide students to obtain relevant information through various investigation methods on the basis of their own demonstration, but also guide students to contact reading, take the initiative to ask questions, discuss independently, and judge each other by self-evaluation, so as to achieve the goal of "achieving learning goals efficiently". The comprehensive integration of knowledge and emotion requires the realization of the integration of knowledge and passion, and the new system of classroom integration. In the classroom, teachers should actively use emotional rendering to make the classroom exude unique charm, stimulate students' thinking, achieve emotional sublimation, and reflect the comprehensive integration of knowledge and emotion. In the usual teaching, teachers should also choose the appropriate fulcrum to inspire feelings, learn from feelings, and adopt various teaching methods to arouse passion. Individualized interpretation of curriculum standards, creative use of teaching materials, and comprehensive presentation of the classroom will make teachers' presuppositions wonderful, and students' generation real and energetic, which will help to realize "creating unlimited classrooms and unlimited classroom benefits in limited classrooms and limited classroom management".