How to interpret the new high school Chinese curriculum standards

First of all, from the nature of Chinese courses, we must first know the definition of Chinese. Chinese is an important communication tool and an important part of human culture. Instrumentality and humanism are the basic characteristics of Chinese courses and the two major properties of Chinese courses. The meaning of instrumentality is: Chinese is a tool for thinking and imagination, and Chinese is a basic tool for learning and work. Thinking, imagining, learning, and working, these eight words encompass all human activities every day, and also reveal the reasons for the progress of human society. Looking at humanism, its meaning is that language is an important part of human culture. Chinese courses are cultural courses, full of rich ideological and cultural connotations, and have left a deep cultural imprint. Culture is the foundation for the existence of a person, a company, a society, a nation, and even the entire world. There are two properties, one is the cause of social progress, and the other is the foundation for survival. I think there is no need to argue about which one is more important, because they are the unity of opposites, the unity of opposites between scientism and humanism. The instrumental nature emphasizes the external purpose of Chinese language, which is the already mentioned "thinking, imagination, learning, and work". It is scientism, while the humanistic nature emphasizes the formation of people's correct outlook on life, values, and world view through Chinese courses. , is people’s dreams, values, and pursuits, and it is the spirit of humanism. I have seen this sentence in many teaching treatises, "The unity of linguistics and instrumentality is actually the realization of human integrity." I think this is the best explanation. It is also a good answer to the question just mentioned, "Can we put Chinese into humanities classes by attaching importance to humanities?" Obviously, if Chinese is just a humanities class, it will never achieve human integrity, and it will definitely not be able to adapt to the cultivation of talents in today's society. Secondly, it is very important to master the core "three-dimensional objectives" of the new curriculum standards. Every teacher knows that the most important part of lesson preparation is to set good teaching goals. It can be said that correct and suitable teaching goals for students are the soul of lesson preparation. The "three-dimensional goals" formulated from different concepts in the new curriculum standards play a positive guiding role in the establishment of teaching goals. Starting from the concept of comprehensively improving students' Chinese literacy, the curriculum objectives emphasize the dimension of "emotional attitudes and values"; starting from the nature and characteristics of the Chinese curriculum, in order to highlight the practicality of the curriculum objectives, the "process and methods" are formulated. One dimension; starting from the requirements of modern society for the quality of future citizens, the dimension of "knowledge and ability" of Chinese courses is re-understood. As I write this, I can't help but think of the question "Must Chinese classes have sufficient activities?" The answer to this question can be very smooth. For example, it can be said, "Activities are a sufficient and unnecessary condition for Chinese classes", which means , activities can be used in Chinese classes, but without activities, it will not affect the quality of Chinese classes. But if you want to really give people a more satisfactory answer. I think we must apply the "three-dimensional goals" of Chinese courses. Analyzed from the perspective of three dimensions, this problem is only considered from the perspective of "process and method" and ignores the two dimensions of "knowledge and ability" and "emotional attitudes and values". We are often exposed to such a class model, which makes the class lively and lively, but after the excitement is over, students have no idea what they learned. I remember that when I was in internship, I listened to many open classes, one of which was "Water Melody Songtou: When Will the Bright Moon Come" by Su Shi, who was in the third grade of junior high school. The teacher at that time played Wang Fei's song "When Will the Bright Moon Come" several times in class, with the purpose of allowing students to feel the emotion of the poem through singing. In my opinion, this is a completely unrelated matter, and the emotions of poetry and songs are completely inconsistent. Students are indeed very intoxicated in class, but how much they understand is a question. The classes that students are interested in may not necessarily be good classes. I think this is also an example of failing to truly understand the "three-dimensional target". Again, it’s a matter of textbooks. In order to adapt to the reform of new curriculum standards, new teaching materials have also emerged. Textbooks are materials for Chinese teachers and students. Their main functions are: enlightening intellectual morality, Chinese experience, Chinese accumulation, language accumulation and knowledge expansion. Although the new high school Chinese textbooks are divided into compulsory courses and elective courses, the system formed by the basic contents: model essay system, knowledge system, practice system, and teaching assistant system remains unchanged. Therefore, you will not feel at a loss when using it.

But since there are compulsory subjects and elective subjects, how to handle the relationship between compulsory subjects and elective subjects well? On the one hand, it is important for teachers to truly play the role of guides, and on the other hand, to give students full autonomy and give full play to their status as classroom masters. question. I believe the solution lies in a "read" word. Many of my teachers and seniors mentioned "reading" as the most solid method when they knew that I understood the textbooks. For example, in the textbook method class, Teacher Wang has always emphasized the "Five Reading Method" to us. In the education class, I heard Teacher Di mention more than once that when she instructs the interns, she lets the students read it by themselves. If they feel it when they read it, they will feel it in class. Coincidentally, recently from Teacher Huang of Guangdong Institute of Education, I heard the view that "reading" is the best way to master textbooks. I think the reason why these teachers emphasize "reading" is actually to let everyone understand the fundamental difference between teaching with textbooks and teaching with textbooks. The former is about sticking to the rules, while the latter is about constant self-discovery and self-innovation. Finally, the interpretation of the new high school Chinese curriculum standards cannot be without clarifying the importance of Chinese teaching evaluation. According to the instructions of the new curriculum standards, the fundamental purpose of Chinese teaching evaluation is to promote the fundamental improvement of Chinese literacy. At the same time, it should be noted that the evaluation of Chinese teaching must include two aspects, one is the evaluation of students, and the other is the evaluation of teachers themselves. If we only look at the problem from the perspective of students, then teachers’ self-Chinese literacy and teaching ability cannot be truly improved. The significance of Chinese teaching evaluation is multiple, including six major aspects: measuring learning performance, identifying teaching effects, testing management levels, obtaining feedback letters, providing selection materials and promoting teaching research. From the student's perspective, the scope of Chinese teaching evaluation is relatively broad, including the evaluation of individual students, school teachers, the general public, and family members, etc. The principles and standards of teaching evaluation are appropriate, scientific and reasonable. Good teaching evaluation for students does not simply provide society with a way to select talents, but plays a positive role in communication, development, motivation, etc. among students. It can capture every student among many students. differences, and pay enough attention to ideas and methods that are different from conventional ones, so as to achieve the role of macro-control of students. At the same time, we must realize that the current Chinese teaching evaluation, although the existing theories are relatively scientific and quite complete, the actual situation is not so ideal. Both the education I received and what I saw in my brothers and sisters was mostly formalism. Those A, B, C grades and "excellent, good, medium, and poor" evaluations on everyone's red boards may not be of great significance for students to understand themselves and parents to understand their children.