Enlightenment: Professor Wen Rumin interprets 28 key points of the "new curriculum standards"

1. You must not only do well in the Chinese exam, but also learn well.

2. The new curriculum standards absorb the experience of past curriculum reforms and are not subversive. They must be upright and innovative.

3. When we study the new curriculum standards, it is not a revolution. We should not make one size fits all. It is a reform and improvement.

4. Follow the academic situation and make improvements based on the actual academic situation. Follow the spirit of the curriculum standards, respect teaching practices, and make good use of unified teaching materials.

5. The basic standards have not changed, the standards for reading and literacy, the standards for reading, and the requirements for writing have not changed. Commonly used words and ancient poems have not changed. The old and new course marks are related.

6. Pay attention to the basic content standards, not just the concepts.

7. Cultivate people with a higher vision and a higher position, and learn practical courses in the national common language. Common spoken and written language is the accumulation of national culture. We must educate people.

8. As a cultured person, we should moisturize things without adding anything, and be suitable for children’s cognitive characteristics.

9. The core competencies of Chinese are proposed, the concept is clearer, the positioning is clearer, and the question of what Chinese is, instrumentality and humanism is put to an end.

10. Core competencies include three levels: cultural confidence, language, thinking development and aesthetic creation. What is unique to Chinese language is pragmatics (the use of language and characters), which is the foundation, with one belt and three.

11. Acquire the development of thinking, logical thinking, image thinking and intuitive thinking in the process of using language. Flexibility and originality in the quality of thinking.

12. The quality and ability of thinking are a highlight of the new curriculum standards and a weakness of previous Chinese teaching. Exam-oriented education is not conducive to the development of thinking. Including imagination, the pursuit of innovation, and intuitive thinking.

13. The introduction of thinking ability is a major breakthrough and direction.

14. Aesthetic creation, evaluation, creation, taste and ability.

15. Cultural confidence requires not only exploring traditional culture, but also respecting cultural diversity.

16. The core competencies are four in one, but they are all based on language use. It is not completed one by one or labeled, but developed as a whole.

17. About the learning task group. It is a purposeful concept. This is not an original creation of the language curriculum standard, but is based on the top-level design of the curriculum standard and embodies the new educational concept. Implement task groups in unit design. The six major task groups are: First, the basic learning task group: language accumulation and sorting. The second is the developmental learning task group: practical reading and communication; literary reading and creative expression; speculative reading and expression. The third is the extended learning task group: reading the whole book; interdisciplinary learning.

18. High school textbooks are designed according to task groups. The unit structure changes, and units are composed of task groups and humanities themes (elements). Special topics for the second year of high school, revolutionary culture? traditional culture, etc. It is experimental and the teacher has difficulty in implementing it.

19. Learning task groups are a considerable advancement in teaching. There must be a presentation of learning content. Structured teaching content. The learning task group is the learning content and the teaching content. There are six learning task groups. Language usage group is the basis of everything.

20. The six learning task groups cannot be simply separated. Course objectives and course content (learning task groups) are related. There are divisions and unity. Set up a situation, a task, and a group text teaching. Typical tasks and more suitable situations.

21. Teaching one lesson at a time is not a pure skill exercise. Teachers are the organizers and students are the subjects.

21. Comprehensive learning changes teaching one lesson at a time and changes the old teaching methods. Change piecemeal and repetitive.

22. The unified teaching materials are based on unit teaching, and the humanities themes and Chinese elements are the implementation of task groups. Study with problems to solve the problem of less reading.

23. Strengthen the situation and strengthen the autonomy of learning.

24. The task group is also based on unit learning, and some texts must also be taught in detail.

The teacher's explanation should be directed towards the unit objectives and inspire students to learn independently.

25. About reading the whole book. Ancient people read the whole book, which is a good method. Select passages for intensive reading, draw inferences from one instance, and adapt to the learning style of modern people. However, the amount of reading is not enough. Without the amount of reading, the ability cannot be improved.

26. The best time to study is in primary school. Nowadays, everyone reads in fragments, so the high school proposes to read the whole book. Read different types of reading and know the characteristics of different genres.

27. Happy reading means reading the whole book. To make students fall in love with reading, don’t make reading too much of a curriculum. It can’t be like teaching text. Assign a lot of tasks based on interests. Find ways to spark interest.

28. There will be some revisions to the unified teaching materials after the new curriculum standards. I don’t support big units, big concepts, and big situations. Don't be subversive. Don't make the teacher disgraced.