Differences between Chinese Curriculum Standard (20 1 1 Edition) and Experimental Curriculum Standard

1. Literacy, Writing and Chinese Pinyin Teaching

Literacy and writing are the basis of reading and writing, the focus of the first phase of teaching, and the important teaching content throughout the whole compulsory education stage.

In the lower grades, students have different requirements for the number of words they can recognize and write. In the teaching process, we should "recognize more and write less", and the words that students are required to recognize are not necessarily required to be written at the same time. This standard is accompanied by "Basic Glossary of Literacy and Writing Teaching". It is suggested to write 300 words in the "word list" first, and gradually cultivate literacy and writing ability.

Literacy teaching should pay attention to children's characteristics, take students' familiar language factors as the main materials, combine students' life experience, guide them to take advantage of various opportunities to actively read, and strive to achieve the unity of knowledge and practice.

We should use a variety of literacy teaching methods and intuitive teaching means to create colorful teaching situations and improve the efficiency of literacy teaching.

Writing Chinese characters carefully according to the standard requirements is the basic requirement of teaching, and the process of practicing Chinese characters is also the process of cultivating students' temperament, attitude and aesthetic interest. Students should be instructed to write Chinese characters well in each period. Ask students to write correctly, guide students to master basic writing skills, develop good writing habits and improve writing quality. In the first, second and third periods, Chinese classes should be arranged for 10 minutes every day, and classroom exercises should be carried out under the guidance of teachers, so as to practice every day. It is necessary to enhance the awareness of practicing calligraphy in daily writing and pay attention to the effect of practicing calligraphy.

The teaching of Chinese Pinyin should be as interesting as possible, and should be carried out in the form of activities and games. It should be combined with Putonghua and literacy teaching, and pay attention to the application of Chinese Pinyin in real language life.

2. About reading teaching

Reading is an important way to use language to obtain information, understand the world, develop thinking and gain aesthetic experience. Reading teaching is a dialogue process among students, teachers, textbook editors and texts.

Reading is students' personalized behavior. Reading teaching should guide students to go deep into the text, deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities. We should cherish students' unique feelings, experiences and understanding. Teachers should strengthen the guidance, guidance and guidance of students' reading, but they can't replace students' reading practice with teachers' analysis, and replace students' experience and thinking with modular interpretation. We should be good at solving reading problems through cooperative learning, but we should also prevent collective discussion from replacing individual reading.

Reading teaching should focus on cultivating students' ability to feel, understand, appreciate and evaluate. The cultivation of this comprehensive ability can be emphasized in every learning period, but it can't be copied mechanically.

On the basis of understanding the text, we advocate multi-angle and creative reading, and use reading expectation, reading reflection and reading criticism to expand thinking space and improve reading quality. However, it is necessary to prevent in-depth analysis word by word and excessive play out of the text.

Reading teaching in all periods should attach importance to reading aloud and reading silently. The reading goal of each period requires "reading with emotion", that is, students should taste the language, experience the emotional attitude of the author and his works, learn to read in an appropriate tone, and express their understanding of the emotional attitude of the author and his works. When reading aloud, we should advocate nature and abandon the melodramatic tone.

It is necessary to strengthen the guidance of reading methods so that students can gradually learn to read intensively, skim and browse. Some poems should be read by students to enrich their accumulation, enhance their experience and cultivate their sense of language.

In reading teaching, in order to help students understand the text, students can be guided to learn the necessary Chinese knowledge with the text, but they cannot be taught and practiced "systematically" without actually using Chinese, let alone required to memorize concepts and definitions.

Attention should be paid to cultivating students' extensive reading interest, expanding reading area, increasing reading volume and improving reading taste. Advocate doing fewer questions, reading more, reading good books, reading good books and reading whole books. Pay attention to students' reading through various media and encourage students to choose excellent reading materials independently. Strengthen extracurricular reading guidance, carry out various extracurricular reading activities, create opportunities for exhibition and exchange, and create a good atmosphere in which everyone loves reading.

3. About writing teaching

Writing is an important way to use language to express and communicate, and it is a process of understanding the world, self-awareness and creative expression. Writing ability is a comprehensive embodiment of Chinese literacy. Writing teaching should be close to students' reality, make students easy to write and be willing to express, and guide students to pay attention to reality, love life, be positive and express their true feelings.

With regard to the goal of "writing", the first learning period focuses on "writing words" and the second learning period begins with "practice" in order to reduce the difficulty of students' initial writing stage and focus on cultivating students' writing interest and self-confidence.

In writing teaching, we should pay attention to cultivating students' observation ability, thinking ability, expression ability and creativity. Ask students to tell the truth, the truth, the truth, not to tell lies, empty words and cliches, and resist plagiarism.

Provide favorable conditions and broad space for students to write independently, reduce the constraints on students' writing, and encourage free expression and creative expression. Encourage writing imaginary things, strengthen the guidance of usual writing practice, improve the way of composition proposition, and advocate students to choose their own topics.

Writing teaching should grasp the links of material selection, conception, drafting and processing, and guide students to learn to write in writing practice. Pay attention to guiding students to improve their writing ability in the process of self-correction and mutual correction.

We should attach importance to the connection between writing teaching, reading teaching and oral communication teaching, and be good at organically combining reading and writing, and speaking and writing to promote each other. We should pay attention to the quality of composition writing, and let students regard composition writing as a process of practicing Chinese characters.

Actively and reasonably use the advantages of information technology and network, enrich writing forms, stimulate writing interest, and increase students' opportunities for creative expression, display, communication and mutual evaluation.

4. Talking about oral communication teaching

Oral communication ability is an essential ability for modern citizens. It is necessary to cultivate students' listening ability, expression ability and coping ability, so that they can have civilized and harmonious interpersonal communication literacy.

Oral communication is an interactive process of listening and speaking. Teaching activities should be mainly carried out in specific communication situations, and it is not appropriate to teach a lot about the principles and essentials of oral communication. Try to choose topics close to life and organize teaching in a flexible way.

Pay attention to cultivating oral communicative competence in Chinese classroom teaching, and encourage students to practice oral communicative competence in various teaching activities and daily life.

5. About comprehensive learning

Comprehensive learning is mainly reflected in the comprehensive application of Chinese knowledge, the all-round development of listening, speaking, reading and writing ability, the communication between Chinese courses and other courses, and the close combination of book learning and life practice.

Comprehensive study should be close to real life. Carry out learning activities in combination with practical problems in life. While achieving the goal of Chinese learning, we should improve our understanding of natural and social phenomena and problems, pursue an active, healthy and harmonious lifestyle, enhance our awareness of resisting risks and violations, and enhance our ability to deal with interactions with nature, society and others.

Comprehensive learning should emphasize students' autonomy, attach importance to students' active participation spirit, focus on students' own design and organization of activities, pay special attention to the process of exploration and research, and strengthen teachers' guiding role in all aspects.

Comprehensive learning should emphasize the spirit of cooperation and cultivate students' ability of planning, organizing, coordinating and implementing.

The design of comprehensive learning should be open and diverse, and combined with other courses for interdisciplinary learning. Interdisciplinary learning should also aim at improving students' Chinese literacy.

Actively build a learning platform under the network environment, expand the space for students to learn and create, and support and enrich comprehensive Chinese learning.

6. Knowledge of grammar and rhetoric

This standard "the goal and content of the study section" involves rich knowledge such as pronunciation, writing, vocabulary, grammar, rhetoric, style and literature. In teaching, according to the actual needs of Chinese application, we should give guidance and guidance from the specific language examples we encounter. The purpose of guidance and teaching is to help students read, write and express better, and to form a certain language application ability and a good sense of language, rather than memorizing knowledge system. Therefore, we should avoid being divorced from practical application and carry out "systematic and complete" teaching and practice around the concepts and definitions of relevant knowledge.

The standard slightly expands the relevant content through the attached "Key Points of Grammar and Rhetoric Knowledge", and roughly stipulates the teaching scope and difficulty in teaching; This part mentions the relevant names, which is convenient for teachers to say when guiding students to understand language phenomena and problems. On the basis of rich language accumulation and good sense of language, students should gradually understand and master the rules of language structure and application in practical application.