2. Curriculum standards are the basic requirements, not the highest requirements, formulated by the state (some countries are local) for the unification of a certain period of study time.
3. Curriculum standards imply that teachers are not executors of teaching materials, but makers of teaching plans (courses), that is, teachers use teaching materials instead of teaching them.
4. The future trend of Chinese curriculum and teaching in China presents three prospects: (1) Multiple choices of Chinese curriculum forms will gradually become a reality; (2) Chinese textbooks will probably present a diversified pattern; (3) The professionalization of Chinese teachers will come first.
5. In a sense, the formation of language ability is semi-natural, whether based on logic or facts, or from the dynamic formation process, there are various ways to achieve the goals planned by the standard.
6. The content of Chinese curriculum can be roughly divided into two groups: the first group is the works that writers must learn in order to form a certain literary and cultural accomplishment, which are interpreted by academic authorities and we call them "finalized texts". The second group is ideas, principles, skills, strategies, attitudes and values. To achieve the goal of reading, writing and oral communication in the standard planning, we must teach and learn these knowledge. We use "China knowledge" as a general term.
7. Course content development. Curriculum theory is generally called "course content selection". Compared with other subjects in primary and secondary schools, "school Chinese knowledge" in Chinese has the characteristics of fluidity and productivity.
8. Mobility mainly depends on two factors: First, the objectives of Chinese courses often change. For example, the change from listening and speaking training to oral communication will inevitably lead to the elimination of old Chinese knowledge and the recruitment of new Chinese knowledge in schools. Second, the academic research of many disciplines related to Chinese courses has developed rapidly, which (different from the sophisticated development of natural science) should directly involve Chinese courses, such as discourse analysis, discourse feature analysis, discourse internal coherence research, and discourse comparative research.
9, productivity, here refers to such a situation: for example, for an article, Chinese textbook writers, Chinese teachers and even students may be able to come up with their own explanations; Authoritative explanations will vary from time to time and from person to person. Most of the "Chinese knowledge" about listening, speaking, reading and writing is difficult to define clearly. Everyone can put forward their own opinions on "China knowledge" and may produce some kind of "China knowledge". The established "knowledge of China" can also be described and explained in a situational way according to one's own personal experience.
10, the criticism of the Chinese syllabus mainly focuses on two aspects: one is the generality of the "Chinese syllabus". In other words, the syllabus has only a general framework for the course content that meets the teaching objectives and requirements, and there is no specific landing. For example, writing is "clear in the center and specific in content", and the syllabus does not explain what to teach, so from the perspective of determining the content of the course, it is equivalent to saying nothing. Secondly, the implementation of the specific content of the Chinese course, which is finalized and promulgated by only three or five people, carried by the Chinese textbook Teaching Reference, makes students generally fail to meet the teaching objectives and requirements put forward by the syllabus. In this unique and true form of Chinese curriculum, there are many inappropriate or even incorrect curriculum contents.
1 1. The diversification of Chinese textbooks can be roughly divided into two categories: one is diversification based on different curriculum forms. Second, the diversity of the same curriculum form, the use of different curriculum resources, the use of different teaching materials compilation strategies.
12, participation in curriculum development, teaching with textbooks and for the development of each student will become the three major standards of Chinese teachers' professional work. The professionalization of teachers in China will go ahead.
13, the time when students expect to meet a good teacher to learn Chinese well will gradually become a thing of the past; Chinese teachers who take participation in curriculum development, teaching with textbooks and the development of each student as the three major professional standards will grow into "good teachers" who are competent for the overall Chinese teaching.
14. Under the guidance of standards, the main direction of Chinese teaching reform is to highlight students' subjectivity and advocate "dialogue" between teachers and students; Advocate "sensitive reading" in reading teaching, which has always been the main project of Chinese teaching; Writing teaching encourages students to express freely and creatively. In terms of teaching methods, "oral communication" proposed in the 2000 syllabus has been further strengthened into "the cultivation of oral communication ability in daily life". While paying attention to "reading", it tends to rely heavily on "discussion".
15. Because the relationship between "examination" and "teaching evaluation" in the Standard is not clear, the shadow of exam-oriented education still makes it possible for the examination to deviate from the curriculum objectives.
16. To solve the serious problems of education in China, people are used to the operation at the level of "concept", and it seems that the essence of the problem has not been touched. Ideas are supported by knowledge, and the call to change ideas means that one language knowledge is required to be replaced by another school knowledge. Chinese curriculum reform is essentially "school knowledge". If new "concepts" are not filled with corresponding new knowledge at the same time, or try to cover a new concept without touching the original "school knowledge", there will be no new concepts, at least there will be no curriculum practice that reflects them.
17 we believe that the most urgent task at present may be to shift the breakthrough from relying on resource textbooks and teaching methods to focusing on the development of Chinese courses and teaching contents.
18. On the whole, Chinese courses and teaching objectives belong to "ability objectives" or "literacy objectives", which are quite different from the "content objectives" of geography, history, physical chemistry and other courses. Generally speaking, "content objectives" often cover and even stipulate curriculum and teaching content more specifically and directly. However, the "ability goal" or "literacy goal" often does not directly and specifically constrain the curriculum and teaching content, and there are various complicated relationships between the description of what students expect to achieve (that is, what the goal is) and the curriculum and teaching content they choose without achieving the goal (that is, what to teach).
19. Confuse the goal and content, blur the ability goal and content goal, and the result is often to let students try spontaneously for simplicity. "Learn to swim in swimming" is of course correct. Without swimming practice, it is certainly impossible to learn to swim. But I'm afraid I can't understand it this way. Throwing students into the water to make them flutter is the form of our Chinese course, even the only form.
20. (Compared with the "fixed model essay") Other selected model essays are mainly used as examples or samples for learning knowledge, skills, methods, strategies and attitudes in listening, speaking, reading and writing; There are also some selected compositions, which are actually not for students to learn composition, but are used as things involved in the text to guide students to engage in related listening, speaking, reading and writing practice activities. Examples (examples, samples, examples) that mainly play the latter three functions are not Chinese courses and teaching contents, but just a kind of teaching support, which we call "textbook contents". For example, if the selected article is Mount Tai in the Rain, the foot is the travel writing style (article knowledge) of "organizing according to the clues of travel notes", or the reading strategy (reading knowledge) of "grasping travel notes while reading", then in this example, Mount Tai in the Rain is only the content of teaching materials, and it is an example of the established curriculum and teaching content-article knowledge or reading strategy.
2 1. For Chinese classes, as the product of choosing what to call, classic works exist as a way of curriculum and teaching content. Of course, they need to immerse themselves in the "feeling" and of course experience the dialogue with the text. But no one will say that we have nothing to teach except students' feelings. We ask students to pay attention to these aspects of the work and ignore those. We guide students to understand from this angle and cover up other angles. In this sense, the content of curriculum and teaching is not so much the selection of texts as the interpretation of selected texts, including the way and attitude of interpretation.
22. Lectures and selected readings have vaguely replaced Chinese courses and teaching contents, but actually left them blank. On the bright side, it provides the widest space for excellent Chinese teachers to creatively develop suitable teaching content; But in general, it often leads to teachers' random and chaotic choice of the content of "teaching", which is wrong and even absurd. Anyone who has listened to Chinese class will come to a conclusion that the biggest common problem in Chinese teaching is the teaching content that teachers think hard about in the face of an anthology. Anyone who has heard several or dozens of Chinese teachers speak the same Chinese text is shocked: in fact, these lessons are taught by individual teachers regardless of their personal knowledge of Chinese (Aristotle became a "guess"), and students learn completely different things randomly selected or made by different Chinese teachers, and some things can't even be named.
23. The goal of Chinese curriculum is the concept of Chinese curriculum standard, which mainly faces the question of "what". In order to adapt to the development of modern society and individual students, what kind of Chinese literacy does the state expect students to have? The goal of Chinese curriculum includes humanistic quality and Chinese ability.
The content of Chinese curriculum is the concept of the specific form of Chinese curriculum, which mainly faces the problem of "what to teach"-in order to effectively realize the Chinese literacy goal set by Chinese curriculum standards, Chinese curriculum developers suggest "what should be taught in general". Broadly speaking, the content of Chinese curriculum mainly includes two points: first, it constitutes the literary and cultural classics referred to by humanistic literacy (final version) and its interpretation; But China's knowledge includes facts, concepts, principles, skills, strategies and attitudes.
The content of Chinese textbooks is the concept of specific forms of Chinese textbooks, which mainly faces the problem of what to teach. -In order to enable students to better grasp the established curriculum content, the writers of Chinese textbooks have provided suggestions on what to teach in peacetime. Ideally, the content of Chinese textbooks should be "textbook-oriented" and "teaching-oriented": on the one hand, through the use of various resources, the course content should be concrete; On the other hand, the teaching materials should form an operable teaching design, so that students can enter the classic world in the interaction between teachers and students, thus building Chinese ability.
Chinese teaching content is a concept at the level of Chinese teaching. It faces two problems at the same time. The first question is "What do you really need to teach", so that students can achieve the established curriculum goals more effectively. The second question is, in order to make this kind of students, even this group and this student in a specific situation, better grasp the established course content, "what is actually the best name?" The content of Chinese teaching includes not only the use of ready-made teaching materials by teachers in teaching, but also the reconstruction of teaching materials by teachers-processing, processing, adaptation and even addition, deletion and replacement; It includes not only the implementation of curriculum content, but also the creation of curriculum content by teachers in the course implementation.
24. "Fixed text" is one of the content elements stipulated in the Chinese curriculum, which refers to the content stipulated in the Chinese syllabus or curriculum standards.
25. In modern times, the practice of Chinese textbook construction mostly followed the convention or the educational policy at that time, and some "selected texts" were actually regarded as "finalized texts". However, we have been lack of theoretical research on the "fixed chapter", and the nature, position, function and mode of the "fixed chapter" in the teaching materials have been vague in China education circles.
26. However, at that time, the formulation and proposal of "basic articles" were mainly from the perspective of suitability for teaching, and from the perspective of subjective will and disposal intention of teaching materials, they were not really regarded as "fixed articles". On the other hand, based on the provisions of the syllabus and the actual situation of compiling textbooks, under the control of the concept of "teaching textbooks", Chinese teaching practice regards these relatively large and uneven "basic articles" as "fixed articles", thus turning "teaching Chinese" into "teaching texts"-although restricted by the intention of compiling those textbooks, Chinese teaching practice is rarely really implemented as "teaching texts".
27. Zhu Ziqing: An educated China person must undergo at least classic training before he can become an educated China person.
28. Here it is. "Fixed composition" does not undertake any additional tasks, such as teaching and writing training. Similarly, "fixed articles" are not obedient to any students, regardless of their living conditions and reading interests. If the final composition is really final, then every student should study and master it according to the same requirements. It is in this sense that we agree with Mr. Shi Zhecun's opinion (at the same time, we think that Mr. Shi's opinion is only applicable to the part of Chinese textbooks that belongs to fixed articles): "Chinese courses should have a basic textbook, which should be compiled by the most authoritative scholars in the country. The selected articles must be well-known articles suitable for middle school students, and then they will be fixed for ten or eight years, so that no matter where you study, whenever you mention those articles, everyone will
29. Reading some short poems of Li Bai and Du Fu in different periods is probably different from truly feeling the charm of Tang poetry and truly understanding Li Bai and Du Fu's artistic achievements and great spirit.
30. A literary work, even a short poem, almost has infinite implications. Obviously, it is unnecessary and impossible to develop all the connotations of all caring angles into the content of Chinese curriculum. What can become real content can only be taken care of from some angles. In this sense, the content of the course can't be simply equated with the poem itself, but should be finally realized as an authoritative interpretation of the poem by the ideal readers —— in China's Chinese textbooks, it is expressed as notes, reading-assisting (reading guidance means prompting, marking or commenting) words, especially the explanation of exercises after class.
3 1, (fixed) For students, the content of study is decided by others in advance. The main task of students is to immerse themselves in these poems and internalize (understand and appreciate) those poems that have been explained according to the authoritative instructions. This is the "imitation structure" defined by A.C. Purves-mastering the deep structure of excellent cultural and literary works according to the established excellent standards of history and culture.
32. As an anthology of definite articles, the content of the course is neither students' perception of this definite article nor teachers' understanding of it, nor is it the textbook editor's "personal grasp of these works", but the authoritative interpretation of the works by specialized researchers such as culture and literature. The analysis of specific texts, especially literary works, and the "only the author's personal views" provided by textbooks or teaching reference books-the common practice of compiling Chinese textbooks in China are quite problematic for the "final text".
On the other hand, as the last article, the analysis and evaluation should have a "standard answer"; Although there is often no unique answer. The "standard" of this answer is the academic opinion of what Mr. Shi Zhecun called "the most authoritative scholar in China".
In other words, which articles to choose and how to analyze and evaluate (including in what way and by what method) should be left to the academic community to study and decide. The opinions of the most authoritative scholars in China should also be the most important basis for evaluating the writing level of a textbook-the writing of Chinese textbooks should have been a great undertaking of cooperation in many aspects.
34. (China knowledge) wide body. Chinese knowledge refers to the facts, concepts, principles, skills, strategies and attitudes about listening, speaking, reading and writing of language and speech, articles and literature that should or have been included in Chinese curriculum and teaching. It has two states: language sense and language sense.
Narrow style. Chinese knowledge should or has been incorporated into Chinese curriculum and teaching. The facts, concepts, principles, skills, strategies and attitudes about listening, speaking, reading and writing of language and speech, articles and literature only include language knowledge corresponding to language sense at the curriculum level, although students can master language knowledge in a state of language knowledge or language sense.
35. Language sense is the result of understanding and speaking language sense, but this kind of understanding is bound to be messy, superficial and common sense if it is not controlled by certain theories and methods. Therefore, systematic language knowledge cannot be spontaneously generated in native speakers: either it is the result of ready-made analysis by others or it is obtained by self-analysis with the help of certain theories and methods.
36. Language knowledge is of great significance to the further improvement of language ability, but it has little influence on the general use of language in daily life.
37. A sense of language is far richer than language knowledge. Language use is an extremely complex phenomenon, which can form rational components that can be analyzed in language, but it often forms various complex and subtle components that can only be experienced as a whole. Only a sense of language can be grasped, and language knowledge can do nothing about it. This leads to the so-called "mental state that you can understand without words", but there is usually no "no words", right? Tip? Rdquo field.
Therefore, in the process of improving students' language level, it must be a complete process from language sense to ability. Language knowledge and ability are relatively independent, and it needs some training from knowledge to ability, otherwise language knowledge is just a lot of useless knowledge for students.
39. Even in general language activities, a sense of language can help us analyze, evaluate and adjust our own or others' languages, but language activities themselves can be carried out smoothly by a sense of language. Only when the sense of language is integrated with the sense of language, or more precisely, transformed into a sense of language, can it play a role in excellent but not bad language activities that are proficient rather than unfamiliar. Not all language senses can be transformed from language senses, because some language senses can never be expressed.
40. Chinese practice should also be an important part of Chinese curriculum. However, Chinese practice in Chinese curriculum is a purposeful and instructive practical activity, which is different from daily Chinese activities. As we all know, mother tongue language learning can be carried out in two States, one is the natural state and the other is the classroom state. The so-called natural learning refers to the process in which learners engage in language activities under the pressure of solving practical problems, thus undoubtedly successfully acquiring language knowledge and language skills. In this state, learners actually play the role of actors rather than learners. Chinese curriculum and teaching should make full use of natural learning to develop students' sense of language, but after all, his main part is in the classroom, so we can't simply replace classroom teaching with natural learning.
4 1, or put it this way: the purpose of curriculum and teaching can point to students' sense of language, but the teaching process of curriculum and teaching cannot always be in a state of confusion and unspeakable feeling.
42. Liu Dawei correctly pointed out: "In the process of Chinese learning, students really don't need to master a lot of systematic knowledge as in other subjects, and the development of language ability is mainly achieved through language sense. However, students can be in a state of language sense. Teachers must be in a state of knowledge, because the language sense method in classroom teaching is not laissez-faire in language practice, it must be controlled by certain teaching objectives and has certain foresight. This requires teachers to have a certain theoretical understanding of the methods used and control them in a certain form of knowledge expression.
43. The above words describing activities such as "role description game", "touch game" and "perception" are all what we call "teaching material content". Obviously, games and activities are not the "course content" of Chinese here. The reason why these textbooks are included is to let students feel the described learning elements (course content) through such games and activities. In other words, students may devote themselves to lively and interesting games and activities (under the guidance of textbooks). Because there is no direct requirement of "description of learning" or even a positive concept of "description", students may play the game only as a game (under the guidance of textbooks), but the editors of textbooks and teachers who use textbooks know in their hearts that these activities reflect and embody this knowledge and description.
44. The main content of Chinese class is language knowledge.
Wang Peiguang put forward the design of "grammar teaching continuum": the learning of language rules can be carried out through "implicit grammar teaching" just like children mastering their mother tongue; Grammar learning is carried out through "explicit grammar teaching", including the deductive method of speaking grammar articles first and then giving examples, and the inductive method of showing a large number of examples first and then revealing language rules by students or teachers.
46. For slightly complicated and difficult language tasks, we need to put every important link of expression under the clear control of consciousness, so as to conceive, monitor, analyze and evaluate these links at any time while the discourse is unfolding, and use them as feedback information to design, adjust and make decisions on the next discourse measures. In the process of listening or reading, there are a series of cognitive links with the same reflective ability, such as analysis, comparison, selection and elimination of mistakes. This kind of reflective ability is at a higher psychological level, because it must play a role in synchronization with language sense ability, which is followed by the demand for language knowledge with the development of reflective ability.
47. In China, the development of specific forms of Chinese courses has been blank, and Chinese textbooks have been replacing Chinese courses in fact. The auxiliary reading materials for Chinese teaching are only textbooks, and their purpose is often for exams. Therefore, the Chinese knowledge conveyed by Chinese textbooks actually constitutes the content of Chinese curriculum, and under the system of "teaching materials", the content of Chinese curriculum naturally becomes the content of Chinese teaching.
48. People who study literature criticize that the "concept" of literature in China's education circle is "at least 20 to 50 years behind", and the so-called reading teaching is actually dismembering works into corpses.
People who are engaged in psychological research criticize that the writing teaching of Chinese course is based on the traditional writing theory with the style as the center and the so-called "eight pieces" of knowledge such as theme, material, structure, expression, language, subject matter, style of writing, drafting and revision as the main analysis content. This theory ignores the attention to the decisive factor of writing subject and the research on the writing process, which has obvious defects.
49. Chinese curriculum and teaching have not acquired "Chinese knowledge" that keeps pace with the times from contemporary academic circles. On the one hand, "school Chinese knowledge" is closed and rigid. On the other hand, the research of related disciplines is not satisfactory.
In the Chinese curriculum and teaching in primary and secondary schools, there is not much knowledge to teach novels except the three concepts of distorted plot environment of characters; Poetry, apart from emotional recitation, has only a handful of superficial knowledge such as genre (such as four quatrains, eight rhymes and several epigrams) and rhyme feet. Prose has only a few expressions like knowledge and rhetoric, such as using scenery and lyric scenes to blend and express one's will, so it should be constant and changeable. Drama, except the routine introduction of climax ending, has no decent knowledge. There are many reasons for this situation, but it has a lot to do with the failure of literary theorists to effectively provide literary knowledge that has achieved the goals of Chinese curriculum and teaching.
50. As long as you encounter a novel that continues to be slow and steady, you must distinguish between portrait, expression, action and psychology-although it is sometimes difficult and unnecessary to distinguish between portrait description and expression description, students are required to do so. When it comes to a text, it is more important to ask this question: what is described here and where? It seems that if these are clearly distinguished, the ideological content will be understood, and it seems that the ideological content and Chinese knowledge will be organically combined.
5 1, Professor Liu Dawei proposed that three systems should be established for language knowledge needed in Chinese teaching:
(1) student system. This system contains the minimum amount of knowledge necessary to develop students' language ability. These instructions should become an indispensable part of students' language ability. Therefore, efforts should be made to study whether the mastery of knowledge can promote the development of students' ability and literacy more efficiently, what appearance should it appear in teaching and how to play its role, so that the systematization of this knowledge can be based on the operability of stars and the expression of this knowledge can adapt to the thinking characteristics and language level of middle school students. This expression should be different from the existing pure language expression such as scientific prediction. Since mastering these knowledge is not the ultimate goal of Chinese teaching, we should also study the internal relationship between mastering these knowledge and students' hunch and ability development, and study relevant teaching strategies.
(2) Teacher system. This system deserves the linguistic knowledge that a qualified teacher needs to master and apply to teaching. Emphasizing the subject existence and operation mode of students' language ability with premonition does not mean that teachers can be in the same language sense as students. Teachers should have a clear and rational understanding of how to cultivate students' sense of language and by what means, which requires the formation of a language knowledge system suitable for students' minimum language knowledge and language ability development goals, thus changing the situation that students need to master what knowledge and teachers also master what knowledge in traditional teaching.
(3) Teaching tool system. In order for students to better summarize their feelings and understanding in the dialogue between teachers and students, teachers can guide students' thoughts more deeply, and a knowledge system as a teaching tool is needed in the classroom to trigger teacher-student interaction. Only students in the student system should generally have the qualification of teaching tools, but students also have special requirements for knowledge in the teaching process, which should be reflected in the teaching tool system. For students, to understand the knowledge in the system, they only need to be able to use it as a tool in the classroom, and they are not required to infiltrate the language ability; For a teacher, the knowledge of teaching tool system should be a part of his basic literacy. If he can't use them skillfully and effectively, his qualification is questionable.
52. In 2004, Wang Rongsheng edited two series: 2 1 Century Special Course Chinese Series and New Curriculum Teaching Examples and Teaching Plan Research Chinese Series, which contributed to the reconstruction of school Chinese knowledge in the new century. The previous series includes ten kinds of books, including new perspectives of junior high school Chinese knowledge, junior high school writing, junior high school modern literature reading, junior high school ancient poetry reading, senior high school oral communication, senior high school writing, senior high school modern literature reading and senior high school ancient poetry reading.
53. Judging from the concreteness of reading ability, there are at least two problems in our past research on reading ability.
First, the concept of abstract ability. This is reflected in the logical structure of reading ability. For example, reading ability is regarded as four levels: reading ability, understanding ability, appreciation ability and evaluation ability. The logical construction of "reading ability" may have its independent academic value, and the different construction methods of various schools may also have their inherent rationality. Of course you can and should continue to study it if you like. However, from the perspective of reading teaching, such research (replacing experimental methods with logical methods) has limited significance. Because there is no specific style, there is no reading activity, so there is no reading ability.
Wang Yunfeng systematically combed the theoretical research on the structure of reading ability in the past twenty years in the article "Research on reading ability and the development of reading teaching mode in the past twenty years", and pointed out: "Although these studies have promoted people's understanding of reading ability, they have not completely and clearly revealed the composition of reading ability, and their conclusions are mainly based on speculation, which lacks maneuverability and is not of great direct help to the development of teaching practice.
Second, there is no reflection by default.
This is reflected in theory, especially in reading teaching. We have been cultivating students' so-called reading ability in primary and secondary schools. In fact, there are two kinds of reading: one is "appreciation" reading, and the other is "Chinese teacher preparing lessons" reading.
Appreciator-oriented reading is a way to treat the text with appreciation and even reverence.
54. The so-called "Chinese teacher prepares lessons" reading, which is the reading mode commonly used in reading teaching, that is, the ability to analyze texts around "thinking and practicing".
"The so-called reading" is actually tailoring the style and reading method when preparing lessons. The so-called cultivation of students' reading ability is actually to hope that students can reach their own level of preparing lessons.