Requirements for new junior high school Chinese curriculum standards

Requirements for the new Chinese curriculum standards for junior high schools

The new curriculum standards put forward requirements for the Chinese abilities that junior high school students (grades 7 to 9) should possess:

(1) Literacy and writing

1. Be able to skillfully use a dictionary and dictionary to read independently, and can use a variety of word-checking methods. A total of 3,500 commonly used Chinese characters have been recognized, and about 3,000 of them can be written.

2. On the basis of skillfully writing block characters with a hard pen, learn to write standardized and popular regular characters and improve writing speed.

3. Copy the calligraphy of famous artists and appreciate the aesthetic value of calligraphy.

(2) Reading

1. Able to read correctly, fluently and emotionally in Mandarin.

2. Develop the habit of silent reading, have a certain speed, and read ordinary modern texts at least 500 words per minute.

3. Be able to skillfully use skimming and browsing methods to expand the scope of reading and expand your horizons.

4. On the basis of reading the text thoroughly, clarify the ideas, understand the main content, and appreciate and deliberate the meaning and role of important words and phrases in the language environment.

5. Have their own insights into the content and expression of the text, be able to raise their own opinions and questions, and be able to use collaboration to discuss difficult issues together.

6. Learn about narrative, description, explanation, discussion, lyricism and other expressions during reading.

7. Be able to distinguish between realistic works and fictional works, and understand literary styles such as poetry, prose, novels, and dramas.

8. By appreciating literary works, one can have one's own emotional experience, initially comprehend the connotation of the works, and gain useful enlightenment on nature, society, and life. Be able to make your own evaluation of the ideological and emotional tendencies of the work in relation to the cultural background; be able to express your own experience of the touching situations and images in the work; appreciate the expressive language in the work.

9. Read scientific and technological works and pay attention to understand the scientific spirit and scientific thinking methods reflected in the works.

10. Read simple argumentative texts, distinguish opinions and materials (reasons, facts, data, charts, etc.), discover the connection between opinions and materials, and make judgments through your own thinking.

11. Recite ancient poems and consciously improve your appreciation and aesthetic taste through accumulation, perception and application.

12. Simple classical Chinese, able to understand basic contents with the help of annotations and reference books, and recite 80 excellent poems.

13. Understand basic grammar knowledge to help understand language difficulties; understand commonly used rhetorical methods and experience their expression effects in texts. Understand the knowledge of important writers’ works and cultural common sense involved in the text.

14. Able to use libraries and the Internet to collect the information and materials they need.

15. Learn to formulate your own reading plan and read a wide range of reading materials of various types. The total amount of reading in class should be no less than 2.6 million words, and two or three classics should be read every school year.

(3) Writing

1. Write with different purposes and audiences in mind.

2. Writing should be sincere and strive to express your unique feelings and real experiences.

3. Observe life from multiple angles, discover the richness and variety of life, capture the characteristics of things and strive for creative expression.

4. Choose the appropriate expression method according to the center of expression; arrange the sequence and details of the content reasonably to express your meaning clearly and logically; use association and imagination to enrich the content of expression.

5. Write narratives that are specific in content; write simple explanatory essays that are clear; write simple argumentative essays that are well-founded; and write daily practical essays based on daily needs.

6. Able to extract main information from the article and abbreviate it; be able to expand and continue writing based on the internal relationship of the article and one's own reasonable imagination; be able to change the style or expression of the article and rewrite it.

7. Have the awareness to complete writing independently, and pay attention to the collection of materials, conception, drafting, revision and processing in the writing process.

8. Develop the habit of revising your own compositions. When revising, you can use your sense of language and common sense of grammar and rhetoric to ensure that the text is correct and the words are correct. Able to exchange writing experiences with others and review each other's compositions to share feelings and communicate opinions.

9. Able to use commonly used punctuation marks correctly.

10. Compositions are generally no less than 1.4 million words per academic year, and other writing exercises are no less than 10,000 words. An exercise of no less than 500 words can be completed in 45 minutes.

(4) Oral Communication

1. Be able to pay attention to objects and situations, and learn to communicate in a civilized and appropriate manner.

2. Listen patiently and attentively, and be able to understand the other party's views and intentions based on the other party's words, expressions, gestures, etc.

3. Express your opinions confidently and responsibly, clearly, coherently, and on topic.

4. Pay attention to your expression and tone to make your speech contagious and persuasive.

5. During the communication process, you can adjust your expression content and methods as needed, and continuously improve your response capabilities.

6. Tell stories about your experiences, with specific content and vivid language. Retell and paraphrase, completely and accurately, highlighting key points.

7. Able to make impromptu speeches and prepared keynote speeches on appropriate topics, with own opinions and persuasiveness.

8. Discuss issues inside and outside the classroom and be able to actively express your own opinions, which are centered, organized and well-founded. Able to hear the focus of discussions and express opinions in a targeted manner.

(5) Comprehensive learning

1. Able to organize literary activities independently, and experience the joy of cooperation and success in the process of running journals, performances, discussions and other activities.

2. Able to raise issues of interest in study and life, discuss them together, select research topics, formulate simple research plans, obtain relevant information from newspapers, books or other media, discuss and analyze issues, and write simple essays independently or collaboratively research report.

3. Concern about major events in the school, the region, and domestic and foreign affairs, collect information, investigate and interview, and discuss with each other on hot issues of common concern, and be able to display learning results in words, charts, pictures, photos, etc.

4. Master the basic methods of searching for information and citing information, and distinguish the main differences between original information and indirect information; learn to indicate the source of the cited information.

Interpretation of the new junior middle school Chinese curriculum standards

Subject characteristics

The unity of instrumentality and humanities. The instrumentality of Chinese courses stems from the communicative function of Chinese, while its humanistic nature stems from the fact that Chinese is an integral part of human culture. The instrumental nature focuses on specifying "what students should learn and how to learn", while the humanistic nature focuses on cultivating students' humanistic qualities. The connotation of language is equal to the connotation of life. It is the only heavy industry that can be used in life for a long time and even affect career and family.

Curriculum Concept

1. To truly improve students' Chinese literacy

Chinese literacy takes Chinese ability as the core and is the integration of Chinese ability and Chinese knowledge, language accumulation, thoughts and emotions, thinking quality, aesthetic taste, learning methods, and learning habits. Chinese literacy is not only reflected in having strong literacy, writing, reading, composing and oral communication skills, but also in having strong comprehensive logical thinking ability in using Chinese - the ability to be good at using Chinese in life.

2. Correctly grasp the characteristics of Chinese education

Chinese learning does not mainly rely on imparting knowledge and revealing rules, but relies on comprehending and acquiring through a large number of rich and colorful Chinese practices, and gradually mastering the rules of using language. Chinese teaching should emphasize the integration of listening, speaking, reading and writing, practice, accumulation and edification, and continuously improve the ability of comprehensive application through repeated practice. The formation of students' Chinese literacy ability is generally finalized in the junior high school stage, and the reading speed is the most obvious manifestation.

3. Actively advocate independent, cooperative, and inquiry-based learning

Comparison between the old and the new

1. The return of the nature and function of language: from focusing on ideological and instrumental nature to weakening ideological nature, and emphasizing the unity of humanistic nature and instrumental nature.

2. Changes in Chinese teaching concepts: from content analysis to focusing on the accumulation of language sense. Chinese teachers must implement language literacy training goals when designing teaching goals. This is the key to ensuring a Chinese flavor in Chinese classes. In teaching, the relationship between chapter analysis and students' insights must be straightened out, and the teaching must be exciting and accurate. Analysis should not be completely rejected, but analysis must be regarded as a means to help students understand, rather than as an end. But I firmly oppose trivial and trivial analysis of the text. The overall perception does not mean that the theme comes first. There are certain problems with the theme-first approach, because we should handle the relationship between deduction and induction in the logical relationship of classroom teaching. According to the laws of thinking development, inductive teaching is better than deductive teaching. We can imagine: if the central intention is clear, then analyzing it is not a waste of time.

3. The focus of Chinese teaching has shifted: from emphasizing receiving information to placing more emphasis on collecting, screening, integrating, processing and generating information (reflecting more and finding faults in teaching materials). It focuses on knowledge-centered theory and attaches great importance to Chinese language experience and practice.

4． Advocacy of learning methods: from passive acceptance to autonomy, cooperation, and inquiry. A simple summary is "dialogue (discussion)".

5. Development and activation of curriculum resources: from the classroom center to social life. The text selections in the new textbooks are closer to the students' age and real-life situations, and there are more articles to choose from. Teachers and students can independently participate in the development of courses, and the right to "learn what" is given to students; schools and teachers should have the right to independently choose teaching materials; teachers should have the autonomy to develop Chinese education resources; students and course texts should be one and the same. An interactive relationship, rather than passively accepting "textbooks that have been compiled by others." Chinese teachers should put themselves in a position of equal dialogue with students and should become the guide of equal dialogue. Teaching content should absorb students' experience and consider students' interests, hobbies, curiosity, and desire to explore. Teachers should not regard the entire teaching process as a rigid interpretation of the established lesson plan, but should adjust the established lesson plan in a timely manner based on students' responses.

The awareness of dialogue has been deeply rooted in teachers’ hearts, but it cannot be understood in a narrow sense as discussions between teachers and students or between students and students. Classroom teaching cannot just focus on how to teach. The exploration of teaching methods is still formal, and more It is necessary to pay attention to the teaching content and reconstruct the teaching content.

6. The new one emphasizes more than the old one that Chinese should be learned through communication, activities, situations, and inquiry.

7. The new one emphasizes listening, oral expression and communicative writing more than the old one.

8. In the past, teaching requirements were focused on Chinese knowledge and Chinese abilities. The new curriculum standards clearly and systematically put forward learning goals for three dimensions and learning habits.

9． Proposed "comprehensive Chinese language learning", which is more practical and practical. From my personal point of view, comprehensive Chinese learning activities are mostly used for collection and accumulation, habit formation, extracurricular extension, and interest stimulation, and are not suitable for open classes.

2010-12-08