How is the importance of composition teaching reflected in the Chinese curriculum standard of full-time compulsory education?

Since the publication of 200 1 Chinese curriculum standard for compulsory education and the beginning of Chinese new curriculum experiment, Chinese teachers and Chinese education researchers have expressed their opinions on curriculum reform through various channels. Now the concept of curriculum reform has been deeply rooted in the hearts of the people, and the achievements of curriculum reform have been widely affirmed. Through the investigation in the front line of teaching and the search of various media, we have obtained hundreds of thousands of words of Chinese curriculum reform materials and various opinions on curriculum standards. According to the needs of curriculum standard revision, we have selected some critical opinions and suggestions on curriculum standard revision, and summarized them into the following aspects.

First, about the essence of curriculum and the core concepts of Chinese curriculum

In the Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft), the statement that "the unity of instrumentality and humanism is the basic feature of Chinese curriculum" has been questioned and criticized by some Chinese education researchers, who have put forward their own views on the nature of Chinese curriculum, such as speech theory, culture theory, suspension theory and deconstruction theory. But they can't reach a consensus, and they don't have the knowledge that can replace the statements in the curriculum standards. In recent years, the discussion about instrumentality and humanism has more to do with how to grasp the "humanism" in teaching. "Instrumentality" and "humanism" cannot be neglected or separated. How can we unify them without favoring one side over the other and swinging from side to side? Someone suggested: "How to get rid of the stereotype of' one or two sentences+sex' in understanding the essential characteristics of Chinese curriculum. Only by giving up self-righteous and abstract arguments can we work together to' get close to the essence' on substantive goals. "

At the beginning of the publication of the curriculum standard (experimental draft), some people have sharply criticized the core concept "Chinese literacy" in the curriculum standard. Now most people have accepted this concept. In this discussion, more attention is paid to the connotation of Chinese literacy, the difference between Chinese literacy and Chinese quality, the difference between Chinese knowledge and Chinese ability, and how to cultivate Chinese literacy in teaching.

Second, about the course content.

There is no "content standard" in "Full-time Compulsory Chinese Curriculum Standard", which has been criticized in the Chinese education field.

Some people try to construct a "content standard" for Chinese courses. At present, their focus is on two aspects: one is the constituent elements of Chinese curriculum content, and the other is the development path of Chinese curriculum content. The former thinks that the course content consists of knowledge elements of Chinese subject and content elements of Chinese activities; The latter points out that the construction of Chinese curriculum content should start from four aspects: mastering the basic laws of speech activities, developing speech behavior strategies and practical activities, studying and drawing lessons from the experience and connotation of finished speech products, selecting classics of speech works and cultural common sense. Some people have discussed the necessity for teachers to choose Chinese knowledge reasonably. The distance between Chinese knowledge and students depends on whether teachers choose and accept knowledge reasonably. Pursuing the meaning and value of Chinese knowledge, which is constructed and discovered by students themselves under the guidance of teachers, has distinct individuality. There is a view that the reconstruction of Chinese teaching system in primary schools is mainly based on Chinese classics, poetry classics and children's literature classics. This has led to some discussions about paying attention to "two basics" or even "three basics" in Chinese teaching, and also led to many studies on the theory and methods of integrating curriculum resources. There is no consensus in this regard, and discussions and debates are still going on.

Third, about the teaching problems in the curriculum reform.

Since the reform of Chinese curriculum, teachers and researchers have set off another round of discussion on literacy teaching, reading teaching and writing teaching. Everyone hopes that in the course reform, we can study specific teaching problems from a new perspective.

1, on the teaching of literacy and writing

In the research of reading and writing teaching, the most concerned is the research of reading and writing teaching strategies and teaching methods. In recent years, some new methods have appeared in literacy teaching and writing teaching, but writing teaching is still facing great challenges, and students' writing situation is not optimistic. Through the statistical analysis of the word frequency of four sets of junior middle school Chinese experimental textbooks, it is found that how to let students master 3500 commonly used words in Chinese textbooks needs further study.

2. About reading teaching

The new Chinese curriculum also puts forward some new ideas in reading teaching, but there are still a series of problems to be further studied, such as how to respect students' differences, their unique experiences and feelings, cultivate students' reading ability, cultivate students' humanistic quality, guide students to realize themselves, broaden their knowledge horizons and pursue the value of life.

In addition, there are also some issues about reading teaching strategies, reading methods, reading teaching concepts, reading situation evaluation mechanism, extracurricular reading and so on.

3. About writing teaching

There are many discussions and opinions about composition teaching. Someone asked: Why is there almost no writing teaching in Chinese classes in China? Others pointed out the problems in composition teaching from different angles: for example, ignoring the existence of students, ignoring the value of people, ignoring the accumulation of language, teachers taking their own motives into account, and the lack of writing teaching content, such as the lack of literary writing training in primary and secondary school writing teaching, the lack of writing guidance, especially the lack of "how to write" guidance, the wrong direction of composition proposition, and the aimless, biased, formatted, repetitive, complicated and complicated composition evaluation in primary school.

In addition, the discussion attracted more attention, including the direction and concept of composition teaching, the discussion of composition teaching strategies and methods, the application of information technology in composition teaching, the order of composition teaching, the ideas of composition proposition, and independent teaching materials for composition teaching. There is an excessive pursuit of gorgeous language in students' writing, which has also triggered people's attention and discussion on some tendentious problems in current composition teaching.

4. Talking about oral communication teaching.

Oral communication is actually a weak link in the teaching of primary and secondary schools in China. In recent years, we have studied the contents of oral communication teaching in China since the implementation of the new curriculum, summed up the curriculum orientation, goal setting and content framework exploration of oral communication teaching, and put forward some suggestions on how to solve the practical problems in oral communication teaching, for the reference of Chinese curriculum standards, Chinese textbook writers and Chinese teachers.

5. On the comprehensive study of Chinese.

The Chinese curriculum standard of compulsory education lists "all-round learning" as the curriculum goal for the first time, which is another important issue that has caused heated discussion and debate in the Chinese education field. There is a lot of opposition and many supporters.

The first is the orientation, characteristics and value orientation of comprehensive Chinese learning. Positioning: First, surnames must be merged; Features: the openness of learning content, the practicality of learning process, the activity of learning methods, the comprehensiveness of learning effect and the autonomy of learning subjects; Some researchers have also integrated the value concept of "life education" with comprehensive learning, and put forward a life value orientation support system for comprehensive learning of Chinese.

The focus of comprehensive Chinese learning research is that the problems in the implementation process are mainly manifested in two aspects: first, the comprehensive Chinese learning activities are single, the proportion of "interesting Chinese" and "hometown Chinese" is too large, and students' interest in life is seriously lacking. Second, the topic selection direction of Chinese comprehensive learning is conservative, and the topic selection is empty and cold. In addition, emphasizing the form and ignoring the language core weakens and alienates the "Chinese flavor"; The tendency of "simplification" in learning means and methods; The dogmatic tendency of teaching resources utilization; Entertainment tendency in the learning process; Taking comprehensive learning as an accessory and classroom assignment of Chinese teaching has become a reading class. As a text, it has transcended language and culture, alienated into a science class, and the role of teachers is positioned as a behind-the-scenes manipulator. Some people think that the theoretical system of integrated learning is not perfect enough, and the training of teachers is not enough, so there are still problems in teachers: the understanding of the curriculum concept and significance of integrated learning is not thorough enough, and teachers' behavior is lacking-teachers and teaching materials are the center, guidance is arbitrary, and the evaluation mechanism of integrated learning is ignored.

About teachers, curriculum resources and teaching evaluation

Since the curriculum reform, some people are confused about the role orientation of teachers, and teachers' teaching behavior is a bit vacillating. In addition, Chinese teachers in rural primary and secondary schools are poor in subject knowledge and pedagogy psychology knowledge, with excessive passion in Chinese classroom and insufficient scientific research ability.

The development and utilization of Chinese curriculum resources is a requirement put forward by the new curriculum standards and a major feature of the new curriculum reform. However, we can also find that there are some outstanding problems in the development of curriculum resources, such as the limitation of resource awareness, the formatting of resource development, the marginalization of teaching materials and the non-verbal culture of classroom teaching.

Evaluation is the bottleneck restricting the development of new curriculum. It has been pointed out that how to make teachers, students and parents accurately understand the level of education and teaching through a safe and timely accountability system, how to use an evaluation system that matches the new curriculum, how to make management and decision-making departments scientifically monitor the quality of education and teaching, and how to give full play to the diagnostic prediction and stimulating development functions of evaluation are major issues of concern to education and teaching management departments at all levels at the national and local levels in recent years.

V. Reflections on the Problems in Curriculum Reform

Since the curriculum reform, there are still some old problems in Chinese teaching, and at the same time, some new problems have emerged. The main opinions put forward by Chinese teachers and Chinese education researchers in this regard are as follows.

1, the connotation of Chinese subject

Due to the lack of a clear definition of the content of Chinese curriculum, the connotation of Chinese subject is uncertain, the extension is constantly expanding, the curriculum theory is mixed, and the curriculum content is vague, which leads some teachers to have no basic correct understanding of the nature of the subject, lack dialectical thinking, overcorrect and lose sight of one thing; Strengthen humanism and ignore instrumentality; It highlights the literariness and appreciation, and weakens the foundation. With the loss of "tools" and the rise of "humanities", Chinese teaching has a tendency of "removing knowledge" and "removing skills".

2. The basic theory of curriculum reform is weak

In order to ensure the smooth progress of Chinese curriculum and teaching reform and achieve the expected results, it is necessary to rationally think about and correct the "irrational tendency" in Chinese curriculum and teaching reform: 1) It is necessary to strengthen the ontological research of Chinese curriculum, rebuild the ontological foundation is the prerequisite for Chinese curriculum reform, and the intentional avoidance of Chinese ontology will make Chinese curriculum reform like a blind man riding a blind horse; 2) The essence of the course lies in the teaching content; The core of curriculum reform is the selection and reconstruction of teaching content; The theoretical orientation of Chinese curriculum is vague and knowledge innovation is insufficient, which makes Chinese curriculum and teaching reform empty; 3) The main contradiction of Chinese curriculum is the relationship between people and language, and the view of language is the logical starting point of constructing Chinese curriculum; The outdated inheritance of our view of language makes the reform of Chinese curriculum and teaching new bottles of old wine; 4) Curriculum and teaching reform is a kind of social behavior and organizational behavior, and the strong intervention of the whole society and organizational behavior is an important guarantee for Chinese curriculum and teaching reform; The in-depth operation mode of Chinese curriculum and teaching reform leads to the difficulty of Chinese curriculum reform.

3, form and content issues

Highlight "form" and downplay "actual effect". One-sided pursuit of form, excessive introduction of written and audio-visual materials, excessive display of multimedia courseware, "fancy" teaching form, "noisy" teaching situation, formalism in teaching process, floating of foundation and practice, especially teachers' improper choice of knowledge content, including the ineffectiveness, irrationality, distortion and deviation of knowledge value orientation, lead to the nothingness of teaching effect.

4. Learning style.

There are two misunderstandings about learning methods in the practice of curriculum reform: one is to carry out "autonomy, cooperation and inquiry" teaching, that is, to let students form groups to discuss and study problems together; The second is the generalization and absoluteness of inquiry learning. Generalization includes the generalization of inquiry content and the generalization of inquiry essence, while absoluteness refers to the scientification and hypertext of inquiry content and the stylization of inquiry process and inquiry method. The generalization of inquiry dispels the spirit of Chinese inquiry learning, while the absoluteness of inquiry extracts the characteristics of inquiry learning.

In addition, there is a tendency to blindly exclude receptive learning, which is not well understood, especially meaningful receptive learning, which can not supplement the "independent cooperative inquiry" method in practice.

5. "De-literariization" phenomenon

Under the guise that the new curriculum focuses on cultivating students' ability to question and explore, and under the guise that the new curriculum focuses on students' personalized reading, a new phenomenon of "de-literariization" has quietly and openly begun to fill Chinese classrooms in primary and secondary schools. In addition, there are still some phenomena in Chinese teaching, such as the lack of poetry teaching and the serious weakening of students' Chinese spirituality. (Mainly manifested in the weakening of Chinese language sense, aesthetic feeling and inspiration)

6. The voice of "return" in curriculum reform.

"In view of the tendency of' fuzzy goal, generalization of content, non-linguistic culture of Chinese teaching activities and weakening of teachers' role' in Chinese curriculum reform, the voice of' natural language, plain language and return to the truth' is gradually rising, returning to a word with high frequency in Chinese newspapers and periodicals." The sound of "returning" does not mean stopping or going backwards, but getting farther and farther away from the language that appears in the curriculum reform. "Chinese should go home, Chinese should have its own ontology, and Chinese class should return to the standard of Chinese class."

In recent years, the vast number of educators began to think calmly about the significance of "return" and how to "return". The call for "return" advocates ontological thought, and the call for "paying attention to Chinese characteristic teaching" advocates simplicity and truth.

7. Summarize the shortcomings of curriculum standards in the practice of curriculum reform.

1) Non-localization of the basic idea. The new curriculum standard absorbs a lot of foreign ideas, and the integration with local ideas takes a long process.

2) Flexibility of operating instructions. The new curriculum standard highlights the characteristics that theory is greater than operation and exploration is greater than practice. Moreover, the new curriculum standards often use very tense language to express operational instructions and implementation standards, or use psychological behavior verbs instead of behavioral verbs, resulting in the lack of operability, observability and detectability of some goals.

3) The overall goal is highly idealized. The main performance is that some goals are set too high and relatively broad and vague. For example, it is required to "strive to build an open and dynamic Chinese curriculum". As we all know, Chinese has the text properties of memorizing basic common sense and translating classical Chinese, so it is difficult to "open and enliven" and to carry out "autonomous learning", "cooperative learning" and inquiry learning. In addition, the different personalities, experiences, knowledge, courage and skills of teachers and students also restrict the basis of the implementation of curriculum standards.

According to the overall development of Chinese curriculum reform, some experts have made some basic predictions on the development trend of Chinese curriculum reform in a period of time: 1) In a period of time, Chinese education research will focus on revealing the problems existing in Chinese curriculum reform and will deepen the questioning and reflection on the basic ideas of Chinese curriculum reform. 2) During this period, some problems in the Chinese curriculum reform are difficult to be corrected immediately, and will continue for some time, and some aspects may even get worse. 3) Under the guidance of diversification and rationalization, the Chinese curriculum reform program has entered the stage of substantive revision and adjustment. 4) In this process, China's college entrance examination reform will enter the substantive operation stage. 5) Chinese textbooks will be greatly improved. 6) Classroom teaching will change to simplification.