Chinese curriculum standards are divided into four parts. The first part is the preface; The second part is the curriculum objectives; The third part is the implementation of recommendations; The fourth part appendix. This standard is consistent for nine years, and the nine years from primary school to junior high school graduation are divided into four periods.
Before the first part.
In the preface, firstly, it discusses the requirements of modern society for citizens, which is the responsibility of Chinese teaching. Modern society requires citizens to have good humanities literacy, innovative spirit, cooperative consciousness and open horizons, basic abilities including reading comprehension, expression and communication, and the ability to collect and process information by using modern technology. Our Chinese teaching is to work hard in this direction.
The general part also discusses the principles of formulating curriculum standards. One of the most basic principles is Marxism and scientific educational theory.
The first part of the preface discusses the nature and status of Chinese curriculum.
Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum.
Here I want to emphasize a problem. Chinese is a communication tool, and the content of communication belongs to the cultural category. So Chinese is an important part of human culture. Chinese class should affect students' emotional attitude, improve their cultural taste and aesthetic taste, and improve their aesthetic ability. Among them, literature education should be emphasized, and the task of Chinese class can't be completely completed only by reading, writing and practical writing of Chinese. Literature education plays a unique role in influencing students' emotional attitude, improving their cultural taste and aesthetic taste, and improving their aesthetic ability.
Let's talk about the dispute between instrumentality and humanity. The basic connotation of instrumentality is similar to1scientism that appeared at the end of the 9th century and the beginning of the 20th century. This trend of thought is based on the utilitarian view of science. Regarding the nature of China's discipline, it was undoubtedly positive to put forward instrumentality. Today, it still has its practical significance, but it emphasizes instrumentality unilaterally.
It did have a considerable negative impact, so the Chinese community reflected on it and put forward the slogan of humanism. Looking around the world in the field of education, the debate between scientism and humanism has never stopped for more than half a century in the 20th century. The dispute between two major ideological trends abroad and the dispute between instrumentalism and humanism in Chinese education at home is an inevitable phenomenon when society and education develop to a certain period.
Instrumentality focuses on the practical function and characteristics of Chinese courses to cultivate students' Chinese application ability, while humanism focuses on the cultural function and humanistic characteristics of Chinese courses that affect students' thoughts and feelings. In fact, the characteristics of Chinese curriculum in these two aspects are unified, and the unity of science and humanities, instrumental and humanistic can become people's knowledge.
The second section of the general part discusses the basic concepts of the course. * * * Four aspects.
Comprehensively improve students' Chinese literacy.
Explain two concepts, one is comprehensive improvement, and the other is Chinese literacy.
All-round improvement means that the curriculum goal of curriculum standard design must face all students, and strive to make every student achieve this goal and acquire the basic Chinese literacy that modern citizens must have. In addition, in order to develop in an all-round way, we can't ignore knowledge and ability, process and method, emotional attitude and values.
Chinese literacy has been talking about Chinese ability for years. What is the purpose of raising Chinese literacy here? What's the difference between Chinese literacy and Chinese ability?
The word "ability" explained in Modern Chinese Dictionary is the subjective condition for being competent for a certain task. Some psychology books define psychological characteristics as enough to enable people to successfully complete certain activities.
In Modern Chinese Dictionary, the word "literacy" is interpreted as self-cultivation on weekdays, and "ci hai" is interpreted as frequent practice of self-cultivation, which means that literacy belongs to personal self-cultivation. As for self-cultivation, Modern Chinese Dictionary refers to a certain level of theory, knowledge, art and thought. The interpretation of Ci Hai refers to a certain level achieved through long-term study and practice in political thought, moral quality, knowledge and skills. For example, Marxist-Leninist literacy and literary literacy.
Judging from the explanation of ability and literacy in the above reference books
Ability refers to the conditions for people to be competent and complete a certain job, mainly functional.
Literacy refers to the height that people have reached in a certain aspect through long-term study and practice, including functionality and non-functionality.
For a long time, we used to say that language ability refers to the ability to read, write, listen and speak. Chinese literacy mentioned in the curriculum standards includes the accumulation of words and sentences, language sense, thinking quality, Chinese learning methods and habits, literacy, writing, reading, writing and oral communication skills, cultural taste, aesthetic taste, knowledge vision, emotional attitude, ideas and so on. Language ability is included in it.
Correctly grasp the characteristics of education in China.
Chinese education has the following three characteristics, which should attract our teachers' attention in teaching.
1, Chinese curriculum has rich humanistic connotation.
Comparing Chinese courses with natural science courses, we can see that the content of Chinese courses has many concrete images, often with strong personal feelings and subjective colors. People's understanding of Chinese materials should be consistent, otherwise interpersonal communication will be impossible. But many times, due to the differences in knowledge background, life experience and understanding angle, people will have different understandings or feelings when facing the same works, especially literary works. This is completely normal. As people often say, there is 1000 Hamlet for every 1000 readers. Therefore, Chinese teaching advocates equal dialogue between teachers and students, and pays special attention to respecting students' unique emotional experience and original understanding.
At the same time, we should pay attention to the fact that opening books can be beneficial or harmful. Even useful works have differences in gold content. Therefore, in order to make students benefit more from Chinese learning and improve efficiency, we must pay attention to the careful selection of Chinese teaching content.
2. Education in China is very practical.
The goal of Chinese course mainly points to students' Chinese practical ability, that is, the ability to read, write, listen and speak. It is not to help students master a theoretical system composed of several concepts, laws and principles, nor to systematically impart knowledge about language, writing, articles, literature and culture. Of course, Chinese education is supported by theory, and Chinese course is very practical, which requires not only practical operation, but also knowledge of pronunciation, writing, vocabulary, grammar, rhetoric, logic, literature, etc., and may also be exposed to knowledge and ideas about life, society and nature. However, Chinese courses should not deliberately pursue the systematicness and integrity of Chinese knowledge. You can't illustrate the principle with examples.
3. Students' mother tongue learning focuses on perceptual mastery.
Students learn their mother tongue in Chinese courses, not foreign languages. Learning a mother tongue and learning a foreign language should be different in methods.
In the primary stage of learning a foreign language, students lack the language sense foundation of this language, and have fewer learning resources and practical opportunities. Therefore, it is necessary to learn the knowledge of pronunciation and grammar, cultural background, rational analysis and explanation of sentence structure and language materials, and a lot of practice around these knowledge and laws.
When students learn their mother tongue at school, they already have mother tongue awareness before they go to school. The main task of learning mother tongue is to change from spoken language to written language and cultivate a sense of written language. But also rich learning resources and practical opportunities to learn mother tongue. Therefore, learning the mother tongue does not need to start with the knowledge of pronunciation and grammar, practice around this knowledge repeatedly, and use a lot of mechanical exercises to strengthen the memory of knowledge.
Actively advocate independent, cooperative and inquiry learning methods.
To advocate autonomous learning, we should help students improve their learning awareness, gradually master learning methods and develop good study habits. Stimulate students' interest in learning, curiosity, curiosity and enterprising spirit.
Cooperative learning refers to mutual learning in which students have a clear division of responsibilities in order to accomplish the same tasks in study groups.
To carry out cooperative learning, students should be given the same task, so that each student can actively take personal responsibility in this task. Students can support and cooperate with each other in their study, solve problems through consultation, solve conflicts in the group through communication, handle tasks shared by everyone in the group, evaluate the effect of activities, improve learning efficiency and enhance the spirit of cooperation through cooperation.
Inquiry learning refers to the learning mode in which students independently discover problems and obtain independent development. In inquiry learning, students discover problems by themselves, explore ways to solve problems, and gain the development of knowledge and ability, emotion and attitude through various learning channels, especially the development of exploration spirit and innovation ability. The main characteristics of inquiry learning are questioning, practicality, participation and openness.
Strive to create an open and energetic Chinese course.
Curriculum reform should change the situation of over-emphasis on discipline standard and separation of various parts within the curriculum. Chinese curriculum should be comprehensive, communicate with other disciplines and communicate with life. Learning other knowledge and methods in Chinese course; You can also learn Chinese in other courses and other occasions to broaden the world of learning and using Chinese.
To carry out curriculum reform, we should strengthen the awareness of curriculum resources. Chinese curriculum is rich in resources. Different schools may have different teaching facilities, but the curriculum resources may be rich, but the characteristics are different. The development and utilization of Chinese curriculum resources requires the courage, wisdom and efforts of teachers and students, as well as the support of school leaders and all walks of life.
Chinese curriculum reform should strengthen modern consciousness and introduce modern educational technology. New technologies and methods may be naive at the initial stage, but if they are not naive at the initial stage, there will be no future maturity.
The second part of the curriculum standard is the curriculum goal.
The design idea of curriculum goal is nine-year consistency and overall design, which reflects the integrity and stage of Chinese curriculum as much as possible, so the whole goal system is divided into two parts: general goal and stage goal. As far as the structural framework of goal design is concerned, the vertical direction is three dimensions: emotional attitude and values, process and method, knowledge and ability, but this is a hidden clue; Horizontal is the five aspects of reading and writing, reading, writing, oral communication and comprehensive learning, which is an explicit presentation. Among them, comprehensive learning is a way of learning, which is not at the same level as the first four aspects, and needs special attention at this stage, so it is listed and emphasized.
Let's learn about each goal by category.
Literacy and writing
Pay attention to three points.
1, pay attention to the consistency of stage objectives.
The three goals of junior high school are realized step by step on the basis of primary school. Can skillfully use dictionaries and dictionaries to read independently, and can use a variety of word retrieval methods. I have accumulated 3500 commonly used Chinese characters, of which about 3000 can write. In primary school, students are required to know 3,000 commonly used Chinese characters, of which about 2,500 can write. Students are required to search the dictionary according to word order and radicals, and have strong independent literacy ability. On the basis of skilled use of hard pen to write block letters, learn to write standard and popular block letters to improve writing speed. Writing regular script in primary school requires only hard pen, neat lines and a certain speed. Copy the famous calligraphy and experience the aesthetic value of calligraphy. Primary school requires students to write regular script with a brush and experience the beauty of Chinese characters in writing. The consistency of stage objectives is very prominent.
2. Pay attention to the comprehensive embodiment of emotional attitude and values, process and method, knowledge and ability in the field of reading and writing teaching.
For example, in grade 0/2 of primary school/KLOC-I proposed that I like learning Chinese characters, have the desire to read actively, and initially feel the physical beauty of Chinese characters, which is the goal of paying attention to emotional attitude. Knowing Chinese Pinyin, having the corresponding literacy ability and mastering the basic strokes and radicals of Chinese characters are the goals of knowledge and ability. Mastering multiple word retrieval methods is the goal of the process and method. These goals can be put forward in different learning stages, but they must run through the whole compulsory education stage.
In the teaching of literacy and writing, we should pay special attention to students' emotional attitude.
Students learn reading and writing in order to master a communication tool. Are there any requirements for emotional attitude? We believe that tools are mastered by people, and people who use tools have an emotional attitude problem, while language itself is a culture, especially our Chinese characters, which contain rich cultural information. Therefore, in terms of literacy and writing, we should also reflect the unity of instrumentality and humanity of Chinese. In view of the fact that the requirements of emotional attitude are first strengthened in this language standard, this is first manifested in attaching importance to the cultivation of reading and writing interest and good habits. In the first stage, I like learning Chinese characters, have the desire to read actively, and develop correct writing posture and good writing habits. In the second stage, I have a strong interest in learning Chinese characters and develop the habit of active literacy. On this premise, I emphasize the gradual cultivation of independent literacy ability. By the fourth stage, I can skillfully use dictionaries and dictionaries for independent reading, and I will use a variety of word retrieval methods.
In order to meet the requirements of aesthetic education and pay attention to improving students' aesthetic taste through literacy and writing, in the first learning period, we put forward a preliminary feeling of the physical beauty of Chinese characters, but only Alan Yu felt it. In the second learning period, it is required to copy block letters with a brush. Through calligraphy practice, it is required to experience the beauty of Chinese characters and the aesthetic price of calligraphy in writing.
3. Pay attention to the separation of reading and writing requirements, and put forward two goals of understanding and learning.
Throughout the nine-year compulsory education, it is required to know 3,500 commonly used Chinese characters, of which about 3,000 can write. In doing so, the purpose is to recognize more and write less, expand the reading volume and reduce the academic burden of primary and secondary school students.
read
The key to achieve the goal of reading teaching is to establish a modern reading concept.
Reading is an extremely important learning content in Chinese curriculum, and the goal of reading in curriculum standards has changed greatly in concept. Modern reading view holds that reading in a general sense is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience, and the reading of Chinese courses should be understood in this way. Reading teaching is a dialogue process among students, teachers and texts.
This reading concept is based on modern dialogue theory. According to the dialogue theory, the relationship between the author and the reader essentially reflects the spiritual connection between people, and reading behavior means that people have established a relationship of dialogue and communication. This kind of dialogue and communication is two-way, interactive and interdependent. Reading becomes a dynamic process of thinking collision and spiritual communication, and it is the relationship between subjects. The process of readers' reading, especially reading literary works, is a process of * * * participation and even * * * creation. Therefore, readers are definitely not passive, and readers are also the main body of literary activities.
Modern dialogue theory has been recognized by educators in many countries and absorbed into the documents on mother tongue education formulated by the government. For example, the Pennsylvania Reading Ability Assessment Advisory Committee defines reading as a dynamic process in which readers interact with the text and construct meaning. The essence of meaning construction is the reader's ability to activate original knowledge and adapt to reading conditions by using reading strategies.
The English syllabus in Britain stipulates that students should be encouraged to be enthusiastic, independent and reflective readers, and should be guided to think deeply about the quality and depth of reading materials, and encourage students to use their imagination to respond to the plot, characters, thoughts, vocabulary and structure of the works. Canadian Chinese Curriculum Standards holds that reading activities should not only emphasize the acquisition of information and knowledge, but also arrange well-planned reading courses, which will provide students with many reading courses for pleasure and self-discovery.
Therefore, the initiative of students' reading attitude, the diversity of reading needs and the uniqueness of reading psychology are fully considered when formulating the reading objectives of Chinese standards.
Under the guidance of this reading concept, our reading teaching should pay attention to
First of all, we should attach importance to students' dominant position in the reading process. In reading teaching, there are multiple dialogues, such as the dialogues between students and authors, teachers and students, students and students, teachers and authors, students and teachers and textbook editors. These dialogues provide a good environment and conditions for students' personalized reading, but the center of the dialogue is each student. We must emphasize the autonomy and independence of students' reading. The meaning of the text is discovered and constructed by students themselves during reading. Students should be allowed to read and learn to read by themselves. In this sense, our Chinese textbooks are not textbooks at first, but readers.
Second, we should attach importance to students' unique experiences and feelings. Because each student's life experience and personality temperament are different, students should be encouraged to make personalized responses to the reading content, such as responding to the parts they like in the text, confirming the issues they think are particularly important, making imaginative responses or even having a whim, comparing their reading feelings with the author's intentions, and designing other contents and expressions of the text. In the reading teaching of literary works, we should not deliberately pursue standard answers. Sartre said that reading is a guided creation. In reading, students do not passively accept and ask for meaning, but actively discover, construct and even create meaning.
Thirdly, teachers are the organizers of classroom reading activities, the promoters of students' reading and one of the interlocutors in reading. Generally speaking, teachers, as the intermediary between texts and students, have higher ideological depth, cultural level, life experience and aesthetic level than students. He can play a guiding role, but he can never replace students' dominant position in reading. A popular conversation teaching method used to be that teachers preset conclusions and then try their best to guide students to guess. In fact, this is still a way that one party forcibly instills and the other party passively accepts, which runs counter to the essence of reading as a dialogue. In addition, classroom reading teaching is implemented in the collective, which is different from completely personalized reading. There is also the dialogue between students, so it is very important to create a good classroom atmosphere.
Fourth, to achieve the teaching goal of reading, we should also pay attention to cultivating language sense and accumulation.
In order to realize this guiding ideology, we should first start with reading quantity, which includes two requirements. First, expand the scope of reading, form the habit of reading books and newspapers, collect and exchange books and materials with classmates, expand the scope of reading, broaden our horizons and read all kinds of books widely. Second, we should stipulate the number of extracurricular readings. The total amount of extracurricular reading in the first study period should be no less than 50 thousand words.
After that, it will increase year by year, with no less than 400,000 words in the second phase and no less than 6,543.8+0,000 words in the third phase. In the fourth period, the reading volume increased significantly and the reading range expanded. For example, the reading volume of general modern literature has increased from not less than 300 words per minute in grade 6 to not less than 500 words per minute, and the number of reciting excellent poems has increased from 60 in grade 56 to 80.
The total reading volume has increased from 6,543,800+words in Grade 56 to no less than 2,600,000 words, and it is clearly stipulated that two or three famous books should be read every year, that is to say, the total number of famous books to be read in Grade 79 should be no less than 69, and the total number should reach more than 4 million in nine years. This figure was determined after some investigation and research, and most teachers reported that it was achievable. The Chinese standard also advocates reading whole books, and puts forward extracurricular activities in the appendix.
Secondly, it puts forward the requirements of accumulating various language materials and strengthening recitation. It is required to accumulate words, favorite idioms and aphorisms, beautiful words and wonderful sentences in the text, and language materials obtained in extracurricular reading and life.