What is the core idea of the new Chinese curriculum standard for primary schools?

The core idea of the new Chinese curriculum in primary schools: Chinese curriculum is devoted to the formation and development of students' Chinese literacy.

From the point of view that Chinese curriculum is devoted to the formation and development of students' Chinese literacy, we can understand Chinese literacy from the following three aspects. The concept of Chinese literacy is one of the core concepts put forward in this curriculum standard. Since the 1960s, one of the core concepts in our Chinese curriculum is basic knowledge and basic skills, and this curriculum reform puts forward Chinese literacy, in which basic knowledge and basic skills are the core concepts. There are some internal reasons for the change of taking Chinese literacy as the core concept, that is, our Chinese curriculum pays attention to cultivating children's Chinese literacy, emphasizes the improvement of Chinese literacy, and explains Chinese literacy from the following dimensions:

Connotation of Chinese literacy: 1, emotional attitude and values: interest and habit of learning Chinese; Love the thoughts and feelings of the Chinese language of the motherland; Improve moral cultivation and aesthetic taste; Good character and sound personality. In these respects, Chinese curriculum has its unique value function. 2. Knowledge and skills: correctly understand and use the Chinese language of the motherland; Enrich Chinese accumulation and cultivate a sense of language; Develop thinking; Reading and writing ability, writing ability, reading ability, writing ability and oral communication ability. In this dimension, some of these contents are relatively stable with an era when we originally emphasized basic knowledge and basic skills, so everyone is more familiar with such a dimension, that is, from the perspective of knowledge and skills, we pay more attention to students' mastery of Chinese foundation, Chinese knowledge and the cultivation of Chinese skills. Experience and reflection in the process of Chinese learning. This is what our curriculum reform emphasizes, that is, let children learn to learn and form such a kind of their own learning. At the same time, we also experience and reflect on the process of Chinese learning, because Chinese learning is good for understanding literary works, and many literary works reflect the understanding, feeling and grasp of society, life and nature. Therefore, the process of learning these contents is an education and a good experience for children.

This is the understanding of the formation and development of Chinese courses devoted to students' literacy from the second aspect, and the formation and development of Chinese literacy from the third aspect. What we should emphasize is the way of the formation and development of Chinese literacy, or what we should pay attention to in the process of cultivating students' Chinese literacy:

1, overall promotion, all-round development, simplification, highlighting the key points (not pursuing the order of knowledge points and ability training points), that is to say, in the process of the development and formation of Chinese literacy, we should emphasize the process and methods of the comprehensive promotion and development of knowledge and skills, emotional attitudes and values, while in the process of Chinese education, our lesson is to overemphasize basic knowledge and basic skills. While ignoring other aspects, we think we should achieve good results, but the final result is just the opposite. Therefore, we emphasize here that emotions, attitudes, values, processes and methods, knowledge and skills should be improved as a whole and developed in an all-round way.

Secondly, all-round promotion and all-round development also emphasize the all-round promotion and all-round development of listening, speaking, reading and writing. In this respect, we sometimes overemphasize the training system of listening, speaking, reading and writing, while ignoring the mutual promotion of listening, speaking, reading and writing. Because we overemphasize the laws and characteristics of each system, or in our classroom teaching, we have taken many detours. On the other hand, in the process of cultivating students' Chinese literacy, we should simplify the complex and highlight the key points in the process of compiling teaching materials and classroom teaching. Chinese lessons should not be so complicated or tedious. Chinese class should let children read the text directly through such direct and textual activities. We can cultivate children's interest in reading and writing, which is the most important thing. Now, sometimes, our lesson in this respect is that our Chinese class is particularly complicated, especially' complicated', so students are submerged in the ocean of complicated, complicated, repetitive and chaotic problems, and have no time to really read a book and really write something. Therefore, we don't pursue knowledge and ability in this curriculum reform.

2. Students' Chinese practice activities (face-to-face indoctrination and explanation)

We know that the teacher's explanation is important, but students' Chinese literacy can only be formed and developed through their own Chinese practice activities. However, in our original Chinese class, the problem just happened in this respect, that is, teachers occupied too much classroom time and deprived children of the opportunities and rights of Chinese practice activities. Therefore, in the whole Chinese class, the teacher overcame a lot of time to explain. However, the content and process of the explanation itself failed to give children more opportunities and rights to practice Chinese. Therefore, without such opportunities, students will not be able to form literacy in various practical processes. Therefore, we emphasize Chinese practice in this curriculum reform, which is the fundamental way to form and develop Chinese literacy.

In teaching, teachers should serve students, respect children's personality differences and different needs, and formulate corresponding countermeasures according to these personality differences and different needs. Protect children's curiosity and thirst for knowledge, maintain children's enthusiasm for learning, advocate cooperation between students, students and teachers, students and others, stimulate students' interest in teaching, and pay attention to students' personalized understanding and emotional experience.

Only experience can reveal the meaning and value of living. In reading teaching, we teachers should first explore the emotional factors of teaching materials. Only by digging the text and treating emotion as emotion can we touch students' heartstrings and stimulate their emotions. Teachers should strengthen students' subjective emotional experience, so that students can really experience the happy feeling of learning in active learning. "Can you read this emotion by reading aloud?" "Can you show it with your posture?" "Can you show it by action?" Fundamentally speaking, Chinese reading teaching in primary schools is the input of students' main life and the overall development of students' life. Students should not be bystanders of the text, but should be integrated with the text.