The proportion of situations and activities in the new Chinese curriculum standard for 2022

In the 2022 version of the new Chinese curriculum standard, "situation" is also a word that appears very frequently. The proportion is relatively large, more than 50%.

In the course standards, words related to "situation" include: real situation, language situation, learning situation, language use situation, language practice activity situation, communication situation, social situation, reading situation, etc.

1. In the nature of the course, there is such a statement. Chinese courses should also "guide students to love the country's common language, accumulate language experience through active language practice in real language use situations, understand the characteristics and usage rules of language, and cultivate the ability to use language."

2. Among the core competencies and curriculum objectives, “The core competencies cultivated in compulsory education Chinese courses are accumulated and constructed by students in active Chinese practice activities and expressed in real language use situations. , is a comprehensive reflection of cultural confidence, language use, thinking ability, and aesthetic creation."

3. In the curriculum implementation suggestions, it is particularly proposed to enhance the "situational and practical nature", and teachers should create rich learning situations based on students' actual Chinese life.

4. The course content part is a newly added part of the 2022 version of the new curriculum standard, which proposes to organize and present course content in the form of Chinese learning task groups. The definition and characteristics of the Chinese learning task group are "The Chinese learning task group consists of a series of interrelated learning tasks, which all point to the development of students' core competencies and are situational, practical and comprehensive."

5. In the academic quality part, it is required that "based on the four stages of compulsory education, according to the three types of language use situations: daily life, literary experience, and interdisciplinary learning, integrate literacy and writing, reading and appreciation, expression and communication, sorting and Inquiry and other Chinese practice activities describe the key performance of students’ Chinese academic achievements and reflect the level of students’ core competencies that should be achieved at the end of the academic period.”

It can be seen from the above that the situational nature of Chinese teaching has become a new trend. The meaning of the question of curriculum reform and the needs of the times also mean that in the past period of time, under the influence of examination-oriented, Chinese has become mechanical, stiff, skillful, and the Chinese flavor has gradually become more and more in our classrooms. Far. Sometimes the Chinese class falls into a dead atmosphere, or students cannot fully accept the knowledge points. It is not because the students have poor foundation or do not want to learn, but because they feel that the knowledge learned in the Chinese class is out of touch with their real life. They think The knowledge learned is neither interesting nor useful, and the only connection is the examination. What we should be aware of is that the current students are in an information age, with diverse ways to understand the outside world, and the information they receive from the outside world is rapid, fragmented, and two-dimensional. Familiar characters from the previous generation, such as Cao Cao, are in the eyes of this generation a game character, rather than a generation of heroes with a strong sense of history. It must be difficult for students to read and appreciate "Guan Cang Hai" from the perspective of Cao Cao, a game character.

3. The coming and going of "situational" Chinese language

In fact, situational teaching is not a new term, but an old saying. Li Jilin, an advocate of situational teaching, believes that, "Qing" mainly refers to "emotion", sometimes also refers to "sentiment" or "interest"; "Jing" mainly refers to "artistic conception" or "realm", sometimes also refers to "scene" or "field". She integrates "emotion" and "situation" and understands "situation" as an educational field soaked in emotion, full of sentiment and interest. The ways to create situations are initially summarized into the following six types:

1. Life presentation situations: that is, bringing students into society and nature, and selecting a typical scene from life as an object for students to observe. , and it is clearly displayed in front of the students with the description of the teacher's language. This situation is very real, but it has requirements on time and place, and valuable situations cannot occur anytime and anywhere.

2. Physical object demonstration situation: that is, taking the physical object as the center and setting the necessary background to form a whole to demonstrate a specific situation.

3. Pictures reproduce situations: Pictures are the main means of displaying images. Using pictures to reproduce text situations is actually to visualize the text content.

Text illustrations, specially drawn wall charts, cliparts, simple drawings, etc. can all be used to reproduce the text situation.

4. Music to enhance the situation: Using music to enhance the situation is not limited to playing ready-made music and songs. The teacher's own playing, soft singing, and students' performance singing and humming are all effective methods. . The key is that the selected music should correspond and coordinate with the tone, artistic conception, and situation development of the teaching materials.

5. Perform and experience the situation: There are two types of performance in situational teaching, one is to enter the role, and the other is to play the role. "Entering the role" means "if I were XX in the text"; playing a role means taking on a certain role in the text and performing. Textbook drama activities are combined with Chinese situational teaching.

6. Language describes the situation: Situational teaching pays great attention to the combination of intuitive means and language description. When situations arise, teachers describe them in language, which plays a certain guiding role in students' cognitive activities. Due to the excitement of the senses, students' subjective feelings are strengthened, thereby arousing emotions and promoting themselves to enter specific situations.

4. The current appearance of "situation"

With the development of the times, the situational nature of Chinese teaching is no longer limited to the above methods, but is integrated into the unit Teaching, project-based learning and developmental learning task groups. Taking "Chinese teaching and research activities in Nanjing - project-based teaching of unit task groups based on new curriculum standards" as an example, "situation", "project" and "task" can be integrated in this way.