Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition) is revised on the basis of ten years' practice in the new curriculum reform, absorbing practical experience from various places and aiming at some outstanding problems. From a fundamental point of view, the new curriculum standard has been greatly adjusted and changed, and all parts have been modified to varying degrees. Seriously studying and implementing the spirit of the new curriculum standard is of great significance for improving teaching and promoting curriculum reform. This paper only talks about some learning experiences about the changes in the "reading and writing" part of the curriculum standard.
Throughout the new curriculum standards, there are five major changes in reading and writing teaching:
Add two vocabularies about "literacy and writing" first. In the whole compulsory education stage, the requirements of "accumulating about 3,500 commonly used Chinese characters" and "writing about 2,500 characters" remain unchanged, but the number of words that can write has changed in different periods. Generally speaking, the number of words required to be "written" is reduced in the first and second periods, by 200 in the first period, by 400 in the second period and by 400 in the third period.
After this adjustment, the task of "knowing how to write" in each learning stage is more balanced, which better follows the gradual law of literacy and writing, and is conducive to better completing the task of literacy teaching. According to the provisions of Curriculum Standard (Experimental Draft), the tasks of literacy teaching in the first and second phases are biased, especially the task of "writing", which is more prominent for rural primary school students. Because, as far as the pronunciation, form and meaning of words are concerned, font teaching is the main contradiction. After the adjustment, the tasks of "knowing how to write" in the first and second phases are reduced, which can reduce students' burden of reciting, free up some time for more listening, speaking, reading and writing training, and help improve the quality of writing and complete the teaching tasks in rural areas. In the third stage, students have firmly mastered the basic literacy tools such as Chinese Pinyin, radicals, bookshelf structure and dictionary search, laying a solid foundation for autonomous literacy. Therefore, it is lighter for students to add some "writing" tasks at this time, which is more conducive to students' independent literacy and further cultivates students' independent literacy ability.
Second, adjusting the new curriculum standard of literacy has added two word lists. One is the basic vocabulary of literacy and writing teaching, and the other is the vocabulary commonly used in Chinese class of compulsory education. The curriculum standard suggests that in the lower grades, "first recognize and write 300 words in the basic vocabulary of literacy and writing teaching, and gradually develop literacy and writing ability." When evaluating students' writing learning, we should take the first vocabulary of the Glossary of Chinese Courses in Compulsory Education as the basis.
In order to cultivate students' autonomous literacy ability, compulsory education has different requirements in literacy, ability and writing, so it is very meaningful to arrange two word lists. It has certain reference function for teachers to master the progress of literacy teaching and evaluate literacy teaching. How to make good use of these two tables is also worth studying. As for the 300 basic words listed in the Basic Vocabulary of Literacy and Writing Teaching, it is understood that the determination of these 300 words was made from the perspective of children's language life by asking experts to do a special study on the word frequency of children's literacy and writing. The author thinks that 300-character fonts have simple structure and high reproduction rate, and most of them can become structural components of other characters. Therefore, first of all, we should attach importance to the teaching of these basic characters, so that students can firmly master 300 basic Chinese characters and lay the foundation for their independent literacy.
Third, the understanding of literacy teaching has changed.
On the basis of the curriculum standard (experimental draft) that "literacy and writing are the basis of reading and writing, which is the focus of the first phase of teaching", the statement that "it is also an important teaching content throughout the whole compulsory education stage" has been added.
This formulation means that the whole compulsory education stage should attach importance to literacy teaching. For a long time, people have a misunderstanding that "literacy is the teaching task of lower grades", and the second phase of reading teaching desperately relies on the third phase, which invisibly weakens literacy teaching. One result is a lot of typos. In the third period, most teachers do not attach importance to literacy teaching. Either pass by, or let students teach themselves blindly, lacking timely inspection and consolidation. This is very unfavorable for completing the literacy task in primary school and cultivating students' autonomous literacy ability. We should be soberly aware that "literacy" is an important teaching content throughout the whole compulsory education stage. The third phase not only has the task of literacy teaching, but also is heavier than in the past (it will write 400, reaching 900). We should consciously bring literacy teaching into the whole teaching category, especially pay attention to the teaching of these 900 words that need to be "written". Of course, the teaching methods should also be different from those in the lower grades: First, grasp difficult words (words that are difficult to write, read and understand) and make a breakthrough; Second, give full play to the subjectivity and initiative of students' self-literacy, and further cultivate students' self-literacy ability. Third, do a good job of consolidating the words you have learned before, and use new words to drive the review of the Chinese characters you have mastered, so as to deepen your impression in comparison; Fourth, strengthen the evaluation of literacy, pay special attention to checking students' literacy in written expression, and take various measures to reduce students' typos.
Fourth, attach great importance to writing teaching.
In the curriculum standard (experimental draft), only the first phase has the goal of "correct writing posture and good writing habits", and every phase in the new curriculum standard has this one. Students in grades three to nine are required to write calligraphy with a brush. It is stipulated that students in grades three to four should not only skillfully write block letters with a hard pen, but also copy them with a brush. Students in grades five to six can write regular script with a brush, and students in grades seven to nine can copy famous calligraphy and appreciate its aesthetic value. In the teaching suggestion part, the new curriculum standard adds a paragraph about writing teaching, saying: "Writing Chinese characters carefully according to the requirements of the specification is the basic requirement of teaching, and the process of practicing Chinese characters is also the process of developing students' temperament, attitude and aesthetic taste. "It is required to instruct students to write Chinese characters well in each learning cycle, and it is stipulated (in the learning cycle of 1-3) that" Chinese classes are scheduled for 10 minutes every day, and classroom exercises are conducted under the guidance of teachers, so as to practice every day. " It is emphasized that "it is necessary to enhance the awareness of practicing Chinese characters in daily writing and pay attention to the effect of practicing Chinese characters".
This requirement is put forward in view of the neglect of writing teaching in the previous stage and the rapid decline of students' writing quality. As a mother tongue education, one of the most prominent features is the memorization and writing of Chinese characters. In recent years, mother tongue teaching has been impacted in many ways, and writing teaching bears the brunt. In practice, writing teaching has become a vassal of reading teaching, with sloppy guidance, insufficient time and evaluation. I often see it in class, and it only takes three or five minutes to finish it in a hurry. The emergence of computerization has also caused the whole society's attention to writing to plummet. Some experts believe that modern people's difficulty in writing Chinese characters has become a modern disease, and this trend is increasingly prominent among teenagers. Two years ago, a survey on the writing of Chinese characters in Shanghai showed that 70% to 80% of teenagers could not write standard pen characters. "Writing is becoming more and more difficult, and there are more and more cases of forgetting words and writing typos"-this is the result of a survey of netizens' "writing with pens" on Sohu.com at the end of March 2007. No wonder someone asked in the newspaper: Is the word "as it is" going to disappear from the dictionary?
We should understand the importance of writing teaching from the perspective of carrying forward Chinese excellent culture and protecting and developing our mother tongue. Wen Rumin once pointed out: "For example, primary school students' literacy and writing is not only a kind of ability training, but also a kind of cultural edification, a kind of habit and accomplishment, especially cultivating the feelings of loving the language and writing of the motherland. "It can be said that strengthening writing teaching has many meanings. First, it can consolidate fonts and enhance the memory effect of Chinese characters. Second, it helps to cultivate students' will, character and aesthetic taste; Third, it is conducive to cultivating students' feelings of loving Chinese excellent traditional culture.
In strengthening writing teaching, first of all, teachers should consciously set an example for students and pay attention to writing well in writing on the blackboard and correcting homework. Secondly, we should ensure the time of writing teaching. At present, there is a tendency to arrange writing teaching at the end of class, and the time is not guaranteed, which is extremely unfavorable to writing teaching. We should correctly handle the relationship between literacy and reading, and the relationship between "knowing" and "writing". The author believes that in the lower grades, all new words that require "writing" should be arranged in class and carefully directed. Even in senior three, some words that are difficult to write and easy to make mistakes will spend some time guiding writing in class. Third, we should seriously study how to implement "daily 10 minute in-class practice" in classroom teaching. For example: which words should I choose? How to practice step by step? What kind of classroom teaching methods should be adopted, such as "instruction class, visit class, competition class, evaluation class, appreciation class, performance class, review class" and so on. In addition to the teacher's demonstration in the water, we can also adopt teaching methods such as teaching aid demonstration, observation, comparison, image analogy, breaking through difficulties and teaching students in accordance with their aptitude, and pay attention to the organic combination with reading teaching to realize daily practice and gradually improve the effect of students' writing. Fourth, pay attention to teaching students basic writing skills and promote the formation of students' "good writing habits". Mr. Guo Moruo once pointed out: "To train primary and secondary school students to write well, not everyone will become a calligrapher, but they must always write in line with the norms, which is more correct, clean and easy to identify. It is good to form a habit in this way, which can make people careful, easy to concentrate and considerate. It is easy to get things done hastily, carelessly and arbitrarily, and practicing calligraphy can gradually get rid of these problems. " We should pay attention to correcting students' incorrect "writing posture", gradually let students write correctly and develop good writing habits.
Five, put forward more specific requirements in the evaluation.
Compared with the curriculum standard (experimental draft), the new curriculum standard puts forward more specific and detailed requirements in the evaluation of literacy and writing teaching, especially different opinions for different classes. For example, "the first and second phases should pay more attention to students' interest in active literacy, and the third and fourth phases should pay attention to examining students' independent literacy ability." In order to investigate the mastery of the characters that require "writing", a new requirement is put forward: on the basis of paying attention to the correctness, correctness and neatness of writing, "writing fluency is gradually required". And put forward that "in the first stage, students should pay attention to writing basic strokes, basic structures and basic characters; in the second and third stages, students should also pay attention to writing brush; in the fourth stage, students should also pay attention to writing basic running script and copying works of famous calligraphers. It is emphasized that "the writing evaluation in all stages of compulsory education should pay attention to students' writing posture and habits, and guide students to improve their writing quality."
Curriculum standards point out: "The fundamental purpose of Chinese curriculum evaluation is to promote students' learning and improve teachers' teaching." According to the spirit of curriculum standards, we should comprehensively strengthen the evaluation of reading and writing ability, especially play the role of formative evaluation, and adopt various methods to evaluate, especially organically combine teacher evaluation with students' mutual evaluation and self-evaluation, and make full use of the incentive mechanism to let students see their progress, from passive "asking me to write" to active "I want to write", thus stimulating students' active interest in reading and writing and promoting the formation of students' independent reading and writing ability. We should not only pay attention to the evaluation of students' homework in writing class, but also strengthen the evaluation of students' usual homework, exercises and even blackboard writing, so as to guide students to improve their writing quality.