Chinese curriculum standards

1. The basic concepts of the Chinese curriculum are (comprehensively improve students’ Chinese literacy), (correctly grasp the characteristics of Chinese education), (actively advocate the learning method of independent cooperative inquiry), (strive to build an open and effective Vibrant Chinese courses).

2. The basic feature of Chinese courses is the unity of (instrumental) and (humanistic). Chinese courses should be dedicated to the formation and development of Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and it is also the basis for (students' all-round development) and (lifelong development).

3. The fifth overall goal of the Chinese course is to "be able to take the initiative to (explore) learning, learn in (practice), and use Chinese.

4. Chinese course resources include ( Classroom teaching) resources and (extracurricular learning) resources.

Types of curriculum resources: One is to divide curriculum resources directly into tangible resources and intangible resources.

One is to divide curriculum resources into tangible resources and intangible resources. Course resources are divided into two categories: material resources and conditional resources.

One is to divide course resources into three categories: (on-campus resources), (off-campus resources) and (online resources).

5. Chinese teaching should be carried out in the process of equal dialogue between teachers and students

6. (Literacy) is the foundation of (reading) and (writing), and is the first to second grade. The focus of teaching.

7. The focus of reading teaching is to cultivate students’ abilities of (feeling), (understanding), and (appreciation and evaluation).

8. Writing is the use of language. Writing is an important way of (expression) and (communication), and writing ability is a comprehensive reflection of (language literacy).

Grades 9.1-4 start with (writing) and (composition) in order to lower the starting point. The difficulty of the first paragraph focuses on cultivating students' writing (interest) and (confidence). The Chinese curriculum standard has changed the original "mainly writing narratives" for middle and senior grades to "being able to write (simple documentary compositions and imaginative compositions)" ”

10. Highlight the integrity and comprehensiveness of Chinese course evaluation, and evaluate from several aspects: (knowledge and abilities), (process and methods), (emotional attitudes and values) to comprehensively examine students

11. The standard stage goals of the Chinese curriculum are from (literacy and writing) (reading) (writing) (primary school 1

to 2nd grade for writing, 3rd to 6th grade). The grade level puts forward requirements for four aspects: homework) (oral communication); the curriculum standards also put forward requirements for (comprehensive learning) to strengthen the connection between Chinese courses and other courses and life, and to promote students' overall Chinese abilities such as listening, speaking, reading and writing. Promote and coordinate development.

12. Chinese is a (very practical) course and should focus on cultivating students’ (Chinese practice ability), and the main way to cultivate this ability should also be (Chinese practice) ), it is not appropriate to deliberately pursue (systematic and complete Chinese knowledge)

13. The new curriculum advocates (independent), (cooperative), and (exploratory) learning methods.

14. The reading teaching process is a dialogue process between (students), (teachers), and (text)

15. The requirements for Chinese Pinyin teaching are: accurate reading (the tones of vowels, vowels, and finals) and (overall recognition of syllables). ); accurate spelling (syllables); correct writing (initials, vowels and syllables); recognition (capital letters); memorization (Chinese Pinyin alphabet)

16. Chinese Pinyin can help (students learn to read), Help (students speak Mandarin well), help (students read)

17. The teaching design of oral communication classes must first (choose a good topic) and the topic should be close to (life) and closely contact the students' ( The world of experience) and the world of imagination, so that every student has something to say and something to say.

18. The core of oral communication is the word (communication), which focuses on (exchange and communication) between people. The cultivation of oral communication skills must be in (two-way interactive language practice) conduct.

19. (To enable students to master certain oral communication skills), (to develop good habits related to oral communication and the ability to deal with others) are the main tasks of implementing oral communication.

20. The modern view of reading believes that the learner (original experience) is the basis of learning, and the acquisition of knowledge or information is achieved by the learner through repeated two-way interactions and processes between old and new knowledge and experience ( Constructed), if the input of external information does not serve as a basis (the subject's existing experience), this kind of information is meaningless to students.

21. Chinese curriculum standards point out: Writing teaching should be close to students’ reality, so that students can (easy to write and be willing to express), and students should be guided (to pay attention to reality, love life, and express true feelings).

22. The Chinese curriculum standard proposes that the goals of writing exercises and teaching for each stage of primary school are: (lower grades focus on stimulating interest, cultivating self-confidence, and willingness to write; middle grades focus on guiding students to love life, pay attention to life, and express freely ; Senior grades focus on reading more, becoming more knowledgeable, thinking better, and expressing with individuality).

23. Carry out (comprehensive learning) activities to broaden students’ learning space, increase students’ language practice opportunities, emphasize students’ personal experience, and require students to actively participate in various activities and conduct inspections. Discover and solve problems, experience and feel life, and develop practical and innovative abilities through a series of activities such as experimental inquiry.

24. The Chinese curriculum standard proposes: (Comprehensive Chinese learning) is conducive to students' comprehensive improvement of Chinese literacy in independent activities of interest. It is an important way to cultivate students' initiative to explore, unite, cooperate and have the courage to innovate. It should be Actively promote.

25. The teaching design idea of ??the Chinese curriculum standard clearly points out: the curriculum objectives are based on the three-dimensional teaching design of (knowledge and ability) (process and method) (emotional attitudes and values), and the three aspects penetrate each other. , integrated into one, focusing on the overall improvement of Chinese literacy.

26. There are two ways to describe teaching goals: (decomposed goals) and (integrated goals).

27. Decomposed goals are based on (knowledge and ability) (method and process) (emotional attitudes and values

Views). Conduct teaching design in three dimensions. Each dimension lists a number of (small goals) according to the actual situation. This way of writing is clear, specific and easy to operate. .

28. When describing integrated goals, there will be no obvious reminders such as knowledge and abilities, processes and methods, emotions, attitudes and values, but each of its goals does an excellent job of combining two dimensions. Even three-dimensional objects are blended together. The biggest advantage is that it is easy to describe and write.

29. (Clarity) is the soul of describing teaching objectives.

30. When describing the teaching objectives, first of all, pay attention to choosing appropriate descriptive verbs, then clearly state the results that students should achieve after teaching, and finally pay attention to the accurate and measured use of words. It can reflect the level and distinction of goal achievement, and can also enhance the operability of teaching and the measurability of teaching effects.

31. The theoretical basis of the new round of basic education curriculum reform includes (theory of comprehensive human development), (theory of multiple intelligences) and (theory of constructivism).

32. In daily teaching activities, teachers should guide students to "draw inferences from one instance," "draw inferences from one instance," and "know ten from what they hear." This phenomenon is called (transfer) in educational psychology.

33. In teaching activities, teachers cannot be satisfied with "teaching people to fish", but must also "teach people to fish." This shows that attention should be paid to (developing students' abilities) in teaching.

34. In the primary stage of literacy, primary school students tend to mispronounce some words with close or similar strokes, such as reading "entry" as "八口", which shows that primary school students (perceptual abilities are immature).

35. According to the physical and mental development characteristics of students, the moral education work at different stages of primary school, junior high school and high school has corresponding focus. Among them, the focus of moral education at the primary school stage is mainly (the development of daily behavioral habits and practice).

36. A Zhang couple who went to work in the city had a baby girl who was over six years old this year, but a primary school near their temporary residence and the local education bureau refused to accept the child's enrollment because she did not have a birth certificate.

The actions of the school and the Education Bureau violated the (Compulsory Education Law of the People's Republic of China).

37. Teacher Yuan took over as the head teacher of Class 3 of Grade 3 in the middle of the school. There were several students who often missed math homework. After getting to know the students, they found that as long as the questions were more difficult or the calculation amount was larger, these students would Not only that, but also some students complained about being tired during various activities. If you are a class teacher, you can do it in the whole class (cultivation of will and quality).

38. The teacher asked the students to list the various uses of bricks. Possible answers given by students are: materials used to build a house, weapons used to hit people, used for heightening, used to fasten something. This way of thinking to seek answers is (divergent thinking).

39. Health is an important goal pursued by people in modern society. Having health does not mean having everything, but losing health means losing everything. In 1989, the World Health Organization believed that health should include (physical health), (mental health), and (good social adjustment and moral health).

40. The "Chinese Curriculum Standards" points out in the "Basic Concept of the Curriculum": Chinese is a highly practical course and should focus on cultivating students' Chinese practical ability, and the main way to cultivate this ability is Yes (Chinese language practice).

41. The "Chinese Curriculum Standards" requirement for "learning to correct obviously erroneous words and sentences in the exercises" in the learning stage assignments was put forward in the (second stage of learning).

42. In the first stage of school, the teaching goal requirement for the basic strokes of Chinese characters and commonly used radicals is (mastery).

43. "Chinese Curriculum Standards" "promote doing less questions, reading more, reading well, reading good books, and reading the whole book." The total amount of extracurricular reading in six years is required to reach: (1.45 million words or more) )

44. Chinese teaching should be carried out in the process of equal dialogue (teachers and students). (Students) are the masters of Chinese learning, and (teachers) are the guides and organizers of learning activities.

45. The course objectives are designed as a whole (nine-year consistent) and based on three dimensions: (knowledge and abilities), (process and methods), and (emotional attitudes and values).

46. The overall goal of the course is Part 1***10. Article 3 requires cultivating a love for the motherland’s language and characters, developing (self-confidence) and (good habits) in Chinese learning, and mastering The most basic (Chinese learning method).

2. Basic concept questions

1. Chinese literacy: Chinese literacy is based on Chinese knowledge, with Chinese ability (literacy, writing, reading, homework, oral communication) as the core. Language proficiency and language knowledge. The integration of Chinese language accumulation (cultural heritage), aesthetic taste, ideological morality, ideological quality, learning methods and habits. This kind of literacy is not only reflected in strong reading, composition, and oral communication abilities, but also in strong comprehensive application abilities—the ability to use Chinese in life and the ability to constantly update knowledge.

2. Autonomous learning: "Autonomous" learning is relative to receptive learning. It refers to students' own purposeful learning, self-awareness and self-learning of their own learning content and learning process. Way. The key to advocating independent learning lies in guidance, which should help students improve their learning consciousness, gradually master learning methods, and develop good learning habits.

3. Cooperative learning: "Cooperative learning" is based on students reading and thinking independently, and then "cooperating" after they have their own opinions. Through "cooperative" learning among students, students can learn from each other's strengths and complement each other's weaknesses, continuously enrich themselves, deepen understanding, improve awareness, gain profound experience, and at the same time cultivate an attitude and attitude of getting along with others, living together, and learning together. A sense of cooperation and team spirit.

4. Inquiry learning: that is, “creating a situation similar to academic (or scientific) research in teaching, through students’ autonomous and independent discovery of problems, experiments, operations, investigations, information, collection and Exploratory activities such as processing, expression and communication, acquisition of knowledge and skills, development of emotions and attitudes, learning methods and processes to cultivate exploratory spirit and innovative ability.

"The important thing about "inquiry" is not the result, but the inquiry process itself. It is necessary to cultivate primary school students' awareness of active inquiry and to enable students to gain the pleasure of inquiry during the inquiry process.