On the change of teaching requirements of literacy and writing according to the original curriculum standard.

Compared with the original curriculum standard, what changes have been made in the teaching requirements of literacy and writing?

Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition) is revised on the basis of ten years' practice in the new curriculum reform, absorbing practical experience from various places and aiming at some outstanding problems. Fundamentally speaking, the new curriculum standard has been greatly adjusted and changed, and all parts have been revised to varying degrees. Seriously studying and implementing the spirit of the new curriculum standard is of great significance for improving teaching and promoting curriculum reform. This paper only talks about some learning experiences about the changes of "literacy and writing" in the curriculum standard.

Throughout the new curriculum standards, there are five major changes in reading and writing teaching:

First, add two word lists about "literacy and writing". In the whole compulsory education stage, the requirements of "accumulating about 3,500 commonly used Chinese characters" and "about 2,500 able to write" remain unchanged, but the number of words that can write has changed in each period. Generally speaking, in the first and second periods, the number of words that need to be "written" will be reduced, by 200 in the first period, by 400 in the second period and by 400 in the third period.

With this adjustment, the task of "knowing how to write" in each period is more balanced, which better follows the gradual law of literacy and writing, and is conducive to better completing the task of literacy teaching. According to the provisions of Curriculum Standard (Experimental Draft), the tasks of literacy teaching in the first and second phases are biased, especially the task of "writing", which is more prominent for rural primary school students. Because, as far as the sound, form and meaning of words are concerned, font teaching is the main contradiction. After the adjustment, the tasks of "knowing how to write" in the first and second phases are reduced, which can reduce students' memory burden and free up some time for more listening, speaking, reading and writing training, which is helpful to improve the writing quality and complete the teaching tasks in rural areas. In the third grade, students have firmly mastered basic literacy tools such as Chinese Pinyin, radicals, bookshelf structure and dictionary lookup, laying a solid foundation for autonomous literacy. Therefore, adding some "writing" tasks at this time is relatively light for students, which is more conducive to students' independent literacy and further cultivating students' independent literacy ability.

Second, the new curriculum standard for adjusting literacy has added two word lists. One is the basic word list for literacy and writing teaching, and the other is the common word list for Chinese courses in compulsory education. The curriculum standard suggests that in the lower grades, "first recognize and write 300 words in the basic vocabulary of literacy and writing teaching, and gradually cultivate literacy and writing ability." When evaluating students' writing learning, we should take the first vocabulary in the List of Common Words in Chinese Courses for Compulsory Education as the basis.

In order to cultivate students' autonomous literacy ability, compulsory education has different requirements in literacy and writing, so it is very meaningful to arrange two word lists. It has certain reference function for teachers to grasp the progress and evaluate literacy teaching. How to make good use of these two tables is also worth studying. With regard to the 300 basic words listed in the Basic Glossary of Literacy and Writing Teaching, it is understood that these 300 words were determined from the perspective of children's language life, and experts were invited to make a special study on the word frequency of children's literacy and writing. The author thinks that the font structure of 300 characters is simple and the reproduction rate is high, and most of them can become the structural components of other characters. Therefore, we should first pay attention to the teaching of these basic Chinese characters, so that students can firmly master 300 basic Chinese characters, which can lay the foundation for students' independent literacy.

Third, the understanding of literacy teaching has changed

On the basis of the curriculum standard (experimental draft) that "literacy and writing are the basis of reading and writing, and the teaching focus of the first period", the statement that "it is also an important teaching content throughout the whole compulsory education stage" is added.

This formulation means that literacy teaching should run through the whole compulsory education stage. For a long time, people have a misunderstanding that "literacy is the teaching task of lower grades", and the second stage of reading teaching desperately relies on the third stage, which invisibly weakens literacy teaching. One result is that there are many typos. In the third period, most teachers did not attach importance to literacy teaching. Either pass by, or let students teach themselves blindly, lacking timely inspection and consolidation. This is very unfavorable for completing the literacy task in primary school and cultivating students' autonomous literacy ability. We should be soberly aware that literacy "is an important teaching content that runs through the whole compulsory education stage." The third period not only has the task of literacy teaching, but also it is heavier than in the past (400 will write, reaching 900). We should consciously bring literacy teaching into the whole teaching category, especially pay attention to the teaching of these 900 words that need to be written. Of course, the teaching methods should be different from those of the lower grades: first, grasp difficult words (words that are difficult to write, read and understand) and make a breakthrough; Second, we should give full play to the subjectivity and initiative of students' self-literacy, so as to further cultivate students' self-literacy ability. Third, do a good job of consolidating the words learned before, use new words to drive the review of the mastered Chinese characters, and deepen the impression in comparison; Fourth, strengthen literacy assessment, pay special attention to checking students' literacy in written expression, and take various measures to reduce students' typos.

Fourth, attach great importance to writing teaching.

In the curriculum standard (experimental draft), only the first class has the goal of "correct writing posture and good writing habits", and every class in the new curriculum standard has this item. Students in grades three to nine are required to write calligraphy with a brush. It is stipulated that students in grades three to four should not only write block letters skillfully with hard pen, but also copy them with brush. Students in grades five to six can write regular script with a brush, while students in grades seven to nine can copy famous calligraphy and appreciate its aesthetic value. In the teaching suggestion part, the new curriculum standard adds a paragraph about writing teaching, saying: "Writing Chinese characters carefully according to the requirements of the specification 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. "It is required that students should be instructed to write Chinese characters well in each learning period, and it is stipulated (in 1-3 learning period) that" Chinese lessons 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. "Emphasize" to strengthen the awareness of practicing Chinese characters in daily writing and pay attention to the effect of practicing Chinese characters ".

This requirement is put forward in view of the fact that writing teaching was neglected in the previous stage and the quality of students' writing declined rapidly. As a mother tongue education, one of the most prominent features is the memorization and writing of Chinese characters. In recent years, mother tongue teaching has been impacted in many ways, and writing teaching bears the brunt. In practice, writing teaching has become a vassal of reading teaching, and the guidance is not serious, the time is not enough and the evaluation is not enough. In class, I often see that it takes only three to five minutes to finish writing in a hurry. The emergence of computerization also makes the whole society's attention to writing plummet. Some experts believe that modern people's difficulty in writing Chinese characters has become a modern disease, and this trend is increasingly prominent among teenagers. Two years ago, a survey on the writing of Chinese characters in Shanghai showed that 70% to 80% of teenagers could not write standard pen characters. "Writing is becoming more and more difficult, and there are more and more cases of forgetting words and writing typos"-this is the result of a survey of netizens' "writing with pens" on Sohu.com at the end of March 2007. No wonder someone asked in the newspaper: Will the word "as it is" disappear from the dictionary?

We should understand the importance of writing teaching from the perspective of carrying forward Chinese excellent culture and protecting and developing our mother tongue. Wen Rumin once pointed out: "For example, primary school students' literacy and writing are not only a kind of ability cultivation, but also a kind of cultural edification, a kind of habit and accomplishment, especially the feelings of loving the language and characters of the motherland. "It can be said that strengthening writing teaching has many meanings. First of all, it can consolidate fonts and enhance the memory effect of Chinese characters. Second, it helps to cultivate students' will, character and aesthetic sentiment; Third, it is conducive to cultivating students' feelings of loving Chinese excellent traditional culture.

In strengthening writing teaching, first of all, teachers should consciously set an example for students and pay attention to writing well in writing on the blackboard and correcting homework. Secondly, we should ensure the time of writing teaching. At present, there is a tendency to arrange writing teaching at the end of class, and there is no guarantee of time, which is extremely unfavorable to writing teaching. We should correctly handle the relationship between literacy and reading, and the relationship between "knowing" and "writing". The author believes that in the lower grades, all new words that need to be "written" should be arranged in class to carefully guide writing. Even in senior three, some words that are difficult to write and easy to make mistakes will spend some time guiding writing in class. Third, we should seriously study how to implement "daily 10 minute in-class exercise" in classroom teaching. For example, which words should I choose? How to practice step by step? What classroom teaching methods should be adopted, such as "instruction class, visit class, competition class, evaluation class, appreciation class, performance class, review class", etc. In addition to teachers' demonstration in water, we can also adopt teaching methods such as teaching AIDS demonstration, observation, comparison, image analogy, breaking through difficulties and teaching students in accordance with their aptitude, and pay attention to the organic combination with reading teaching to realize daily practice and gradually improve the effect of students' writing. Fourth, we should focus on teaching students basic writing skills and promoting students' "good writing habits". Mr. Guo Moruo once pointed out: "To train primary and secondary school students to write well, not everyone will become a calligrapher, but their writing must always conform to the norms, which is more correct, clean and easy to identify. It is good to form a habit in this way, which can make people careful, easy to concentrate and considerate. It is easy to be sloppy, careless and arbitrary, and practicing writing can gradually get rid of these problems. " We should pay attention to correcting students' incorrect "writing posture" and gradually let students write correctly and develop good writing habits.

Five, put forward more specific requirements in the evaluation.

Compared with Curriculum Standard (Experimental Draft), the new curriculum standard puts forward more specific and detailed requirements in the evaluation of literacy and writing teaching, especially different opinions for different classes. For example, "the first and second phases should pay more attention to students' interest in active literacy, and the third and fourth phases should pay attention to examining students' independent literacy ability." In order to investigate the mastery of Chinese characters that require "writing", a new requirement is put forward: on the basis of paying attention to the correctness, correctness and neatness of writing, "writing fluency is gradually required". It also puts forward that "in the first stage, students should pay attention to writing basic strokes, basic structures and basic characters; in the second and third stages, students should also pay attention to writing with brush; in the fourth stage, students should also pay attention to writing with basic running script and copying the works of famous calligraphers." It is emphasized that "the writing evaluation in all stages of compulsory education should pay attention to students' writing posture and habits, and guide students to improve their writing literacy."

Curriculum standards point out: "The fundamental purpose of Chinese curriculum evaluation is to promote students' learning and improve teachers' teaching." According to the spirit of the curriculum standard, we should comprehensively strengthen the evaluation of literacy and writing, especially play the role of formative evaluation, and adopt various methods to evaluate, especially organically combine teacher evaluation with students' mutual evaluation and self-evaluation, and make full use of the incentive mechanism to let students see their progress, from passive "asking me to write" to active "I want to write", thus stimulating students' interest in active literacy and promoting the formation of students' autonomous literacy ability. We should not only pay attention to the evaluation of students' homework in writing class, but also strengthen the evaluation of students' usual homework, exercises and even blackboard writing, so as to guide students to improve their writing quality.