Interpretation of "2011 Edition of Compulsory Education Chinese Curriculum Standards" 2 "Course Nature" Interpretation

Nature of the course:

? The Chinese course is a comprehensive and practical course for learning the use of language. Chinese courses at the compulsory education stage should enable students to initially learn to use the motherland's spoken and written language to communicate, absorb excellent ancient and modern Chinese and foreign cultures, improve their ideological and cultural accomplishment, and promote their own spiritual growth. The unity of instrumentality and humanism is the basic feature of Chinese courses.

Interpretation

Chinese courses are comprehensive courses and are courses for learning mother tongue. We have unique conditions for learning our mother tongue. Our ears are full of Chinese, our eyes are full of Chinese characters, and we are in the ocean of Chinese language, Chinese characters and national culture. This gives you both superior conditions for language learning - an unparalleled language environment and rich language and cultural resources. Chinese courses are courses that are naturally connected with real life, such as natural scenery, cultural relics and historic sites, customs and sentiments, important events at home and abroad, students’ daily lives...anything in real life that is suitable for Chinese courses can be included in Chinese courses. resource.

Chinese courses are practical courses where students learn to use the spoken and written language of their motherland. Chinese courses should focus on cultivating students' practical language ability, guiding students to enrich language accumulation, cultivate language sense, develop thinking, initially master the basic methods of learning Chinese, develop good study habits, and have literacy, writing and reading abilities that meet the needs of real life. , writing ability, oral communication ability, and correct use of the motherland language.

? The "Course Standards" point out that the unity of instrumentality and humanism is the basic feature of Chinese courses. The core word is "unification", so how to achieve "unification" should be the consistent pursuit of Chinese teaching materials. So how does the unified compilation of Chinese textbooks implement the core idea of ??the curriculum standard of "unification of instrumentality and humanities"? The most important thing is to let teachers use this set of teaching materials to teach Chinese classes as Chinese classes. Whether it is ideological education, moral education, scientific education, or aesthetic education, everything must be carried out within the framework of Chinese. Next, I will take the first-grade volume of the unified textbook as an example to talk about how the unified Chinese textbook reflects the nature of the Chinese curriculum from three aspects: the first lesson, text selection, and after-school exercise design.

? The first lesson of school. The first lesson in the first grade is "I went to school". When children leave their families, kindergartens, and enter schools, their roles change and they gain a new understanding of their own needs. At the same time, they also face psychological adaptation to the new environment. The purpose of organizing this part of entrance education is to help students complete the role change as quickly as possible and adapt to the new learning environment.

? Entrance education leads children into school life with children's words "I have gone to school", highlighting the main status of children. The content is divided into three parts: "I am Chinese", "I am a primary school student" and "I love learning Chinese". These three parts have a strong logical relationship: from the identity recognition of "I am Chinese", to the transformation of the role of "I am a primary school student", to the positioning of the subject "I love learning Chinese", the emotional edification and habit development Organically integrated with language learning. Through "I Love Learning Chinese", students can take the love of learning Chinese as an entry point. In this way, they will naturally love learning other subjects, and ultimately achieve the goal of falling in love with school. For children who have just entered school, the first Chinese class is the "foundation". If they can have rich associations and imaginations about Chinese, their Chinese language window may be opened.

? Select text. In addition to the pinyin and literacy units, the first volume of the first grade includes children's poems, children's songs, ancient poems, fairy tales, fables, etc. The genres are catchy and full of rhythm and rhyme. Among them, children's songs also account for a large proportion. We know that my country's excellent Chinese education tradition is to let children read "Three Character Classic", "Hundred Family Surnames", "Thousand Character Classic", etc. from an early age, because these reading materials are easy to understand and catchy. It is easy to recite and conforms to children's cognitive rules. When we learn pinyin and literacy, we also use children's songs as support, which embodies the unity of form and content, that is, the unity of instrumentality and humanism.

? After-class exercise design.

The after-class exercises are basically designed along the line of "unification of instrumentality and humanism", paying attention to guiding students to strengthen their understanding and application of language while understanding the content and experiencing emotions. For example, in the lesson "Autumn", the second question after class is "Count, how many natural paragraphs are there in the first text of the text?" Natural paragraphs are the basic unit for expressing the meaning of an article, and they have obvious signs: each natural paragraph has There are two spaces in front. According to this feature, students can understand the natural paragraphs. For example, in the article "Big or Small" in Lesson 10, the second question after class is "When do you feel that you are big? When do you feel that you are small?" This is to guide students to connect with children's lives and pay attention to children's growth. Moreover, "talk" appears many times in after-school exercises. The purpose is to guide students to talk about their understanding and feelings, organically combine language learning and content understanding, and cultivate students' ability to express themselves in their own words starting from elementary school. It is recommended to complete the after-class exercises in class so that students can read freely after class.