Striving forward in the collision and integration of ideal and reality-800-word debate between ideal and reality

The seven-year Chinese new curriculum reform has brought historic changes. Chinese teaching presents a vibrant scene, but the task is still arduous. While affirming the achievements, this paper also clearly realizes that there are still many problems that cannot be ignored in the reform of Chinese curriculum. The next stage of the new Chinese curriculum standard is to strengthen the belief that "Chinese class must be changed"; Second, we should abandon the interference of the way of thinking that "overcorrection must be overcorrected"; Third, insist on using Scientific Outlook on Development to guide the overall situation of Chinese teaching reform and development.

[Keywords:] seven-year retrospective performance strategy

Chinese Curriculum Standards for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as Chinese Curriculum Standards) was promulgated and implemented on 200 1, and it has been seven years since then. The six-year experiment in primary school has been completed, and the second experiment in junior high school has also ended. According to the working procedure of general education reform, it is time to sum up the past and plan the future.

These seven years are seven years of rebuilding the concept of Chinese education, seven years of focusing on concept discussion and deepening it to the practical level, seven years of reflecting on the philosophical basis of Chinese curriculum reform, and seven years of actively exploring how to build a harmonious development pattern of Chinese education.

One, seven years of Chinese curriculum reform: many highlights, achieving a historic leap.

The formulation and promulgation of the new round of Chinese curriculum standards is a highly concentrated display of the new concept of Chinese education and reflects the value orientation of Chinese education reform in the new century. Compared with the previous Chinese syllabus and traditional Chinese education thought, Chinese curriculum standards have made great breakthroughs in curriculum, teaching, learning, teaching materials, teachers and students. The seven-year Chinese curriculum reform has distinctive features and many bright spots. To sum up, there are the following aspects:

1. Chinese curriculum standard pursues a brand-new Chinese education value, which embodies the basic idea of the world's basic education curriculum reform facing the 2 1 century, and embodies the spirit of the times of "learning to recognize, learn to do and learn to survive" in contemporary education.

2. The Chinese Curriculum Standard has a distinct humanistic tendency, showing respect for people and care for students everywhere, and liberating people from the shackles of technicalism. Students and teachers are liberated, and teachers and students are allowed to teach and learn Chinese according to the laws of human development and Chinese education. "

3. The Chinese curriculum standard inherits the excellent things in the history of modern education in China, excavates the valuable things in the history of modern education in China, and absorbs the latest achievements in contemporary educational science research, so as to achieve development in inheritance, innovation in excavation and integration in absorption.

4. The first idea put forward in the Chinese curriculum standard: to improve students' Chinese literacy in an all-round way, which highlights the value pursuit of "Chinese literacy". As the ultimate direction of Chinese learning, Chinese literacy itself is a great progress.

The momentum and influence of this Chinese curriculum reform is unprecedented. "The new round of Chinese curriculum reform is carried out in the context of the development of modern Chinese education for nearly a hundred years, but it has long been criticized for high consumption and low efficiency. Its goal is to comprehensively reform the basic paradigm of Chinese curriculum. For such an overall and paradigm reform, rational high-intensity intervention is the basic guarantee for the success of the reform. "

6. This Chinese curriculum reform is a brand-new thing. The country adopts the method of piloting in a few areas first, and then gradually pushing it away, which is conducive to finding problems in time, summing up experience and ensuring the healthy and steady progress of Chinese curriculum reform. After seven years of experiments, the basic concepts of the new curriculum have been widely spread and actively practiced in schools and society.

Two or seven years of Chinese curriculum reform: remarkable results have been achieved and great changes have taken place in Chinese education.

The new round of Chinese curriculum reform has left a deep impression on the development history of Chinese education. In the past seven years, great changes have taken place in the curriculum concept and classroom practice. Chinese education experts and front-line teachers affirmed the achievements and experience gained in the new Chinese curriculum reform. Chinese curriculum reform has been practiced for seven years, and front-line teachers generally feel that "Chinese education is brand-new: new teaching materials emerge one after another, new ideas are deeply rooted in people's hearts, and new learning methods are implemented"; Chinese teaching has become lively: the teaching methods are lively and the evaluation mechanism is flexible; Chinese teaching has been broadened: teaching objectives have been broadened, and teaching channels have been broadened. "When talking about the achievements of Chinese curriculum reform, Chinese education experts believe that significant progress has been made in at least four aspects: Chinese teaching has changed from the orientation of' truth mode' to the orientation of' speech practice'; Introduce modern concepts of reading, writing and verbal communication in an all-round way; The main position of students in classroom teaching is established; Learning style emphasizes edification, infection, experience and sentiment. The course of seven years is worth reviewing, and the achievements of seven years are worthy of recognition.

In the past seven years, the vast number of teachers and teaching researchers who have grown up with the curriculum reform have experienced the baptism of educational ideas, updated their educational concepts and enhanced their curriculum awareness. They use vivid curriculum paradigms to interpret new curriculum ideas, deduce new curriculum culture, create an atmosphere of curriculum reform and enliven the atmosphere of teaching and research, which is welcomed by teachers.

In the past seven years, we are delighted to see that the "Six Emancipations" of children advocated by Mr. Tao Xingzhi, a great modern educator in China, has been initially implemented in the practice of curriculum reform. Students have their own time and space in learning, and their life potential and creative spirit can be released in independent activities.

In the past seven years, with the implementation of Chinese curriculum standards, teachers' teaching methods and students' learning methods have changed or are changing obviously. Teachers' teaching strategies have changed from emphasizing knowledge transmission to emphasizing students' development, from emphasizing teachers' "teaching" to emphasizing students' "learning", from emphasizing results to emphasizing processes. The learning mode of "autonomy, cooperation and inquiry" aimed at cultivating students' innovative consciousness and practical ability has moved towards the foreground of Chinese learning.

Over the past seven years, Chinese curriculum standards have spawned more than ten sets of national standard Chinese textbooks. Since the implementation of the new curriculum standard, great changes have taken place in the overall pattern and presentation of Chinese textbooks in China. The construction of Chinese teaching materials is the most important part of curriculum construction, which attracts many experts and front-line teachers who care about and love Chinese education to participate in it and make suggestions for the construction of teaching materials.

Over the past seven years, with the deepening of Chinese curriculum reform, many researchers have actively discussed how to integrate Scientific Outlook on Development into Chinese teaching. Based on the characteristics of Chinese subject, this paper makes a deeper exploration and analysis of many problems in Chinese teaching, explains them from the perspective of dialectical unity, looks for ways to reform, and initially constructs a harmonious framework.

In the past seven years, the majority of Chinese teachers and Chinese teaching and research workers have actively explored new Chinese teaching models to meet the requirements of innovative education in the new curriculum reform. Single classroom teaching began to split, and vivid teaching modes were deduced, such as learning teaching mode, activity teaching mode, non-default mode, generation mode and non-instruction mode.

In the past seven years, in the process of Chinese curriculum reform, a large number of people in the frontier teaching field have been trained, and a large number of influential teaching schools have emerged: poetic language, emotional language, heartfelt language of Liu, emotional language, enjoyable language, standard language of Chen Jianxian and Chinese love of Ji Chunya. With the wisdom of Chinese education, they boldly carried out Chinese teaching experiments and explored a set of teaching models, which achieved remarkable results. These pioneering ideas and innovative designs with individual characteristics have promoted teachers' professional growth and changed their teaching behavior.

In the past seven years, with the in-depth development of Chinese education and curriculum reform, the concept of Chinese education has been constantly constructed in the collision and integration of various spiritual education, curriculum concepts and teaching wisdom. There are Qian Liqun's people-centered view of Chinese education, Wang Furen's theory of big language and literary theory of small language, Tong Qingbing's epistemology and ontology of Chinese teaching, Pan Xinhe's Chinese education: towards expression and existence, and Han Jun's theory of reconstruction and reflection: new Chinese education, which reveal the multi-layer construction of Chinese education view from different angles and levels. These successful experiences from practice have academic value, and integrating them into theory will better guide Chinese teaching practice.

In the past seven years, the contention of various problems in the field of Chinese education has provided a platform for democratic participation in the construction of Chinese courses, and constantly promoted the development of Chinese subjects in an open and scientific direction. When Chinese teaching reform enters a new stage, there is no doubt that some old-fashioned problems need to be re-examined, and collision of ideas and viewpoints is inevitable, and academic contention has become a new landscape of Chinese teaching. Many Chinese professional newspapers and periodicals have published "contention" columns, which have aroused widespread concern and participation.

The seven-year curriculum reform has achieved a new leap of the times. The achievements of Chinese curriculum reform not only reflect the advanced ideas of the new curriculum, but also reflect the practical wisdom of teachers.

The Chinese curriculum reform in 1937: it was difficult and faced with a series of dilemma challenges.

While summing up the achievements of Chinese curriculum reform in the past seven years, we should also clearly realize that there are many problems in Chinese curriculum reform. These seven years are a period of greater difficulties, more contradictions and more prominent bottlenecks in the reform and development of Chinese curriculum. Faced with endless new ideas, many Chinese teachers are at a loss. Due to the one-sidedness and absoluteness of understanding and practice in curriculum reform, some embarrassing imbalances have appeared in classroom teaching. In recent years, the frequent appearance in Chinese newspapers and periodicals reflects various misunderstandings about the implementation of Chinese Curriculum Standards in Chinese teaching. Ten tendencies that have been talked about more should attract people's attention: false autonomy, ineffective cooperation, isolated text, random exploration, misinterpretation of dialogue, discussion generalization, abuse of media, pursuit of avant-garde, blind synthesis, weakening foundation and so on. Yang Zaisui, an expert in Chinese education, summed up the problems in the process of "curriculum reform" in five words: "virtual, noisy, miscellaneous, broken and biased".

Chinese educators examine and analyze all kinds of tendencies in Chinese curriculum reform with keen eyes. Some comments reveal several tendencies of Chinese education reform from a deeper level: "pan-language culture, anti-textualization, decentralized expansion, ineffective discussion, teachers' inaction and multimedia". Some commentators pointed out that there are many hypocritical and illusory phenomena in the implementation of the new curriculum standard. The most prominent phenomenon is that "non-Chinese" is flooding the classroom, and Chinese is gradually blurred and illusory. The manifestations are: the phenomenon of "non-Chinese" caused by information technology; The non-China phenomenon in the shadow of subject integration: the "non-Chinese" phenomenon of "please" students and "audience". Some commentators have summarized three aspects of the cover-up of "truth" by strong words in the context of the new curriculum standard: the instrumental cover-up under the pan-humanistic strong words; Common sense masking under the discourse of pan-pluralistic evaluation: premise coverage under the discourse of pan-cooperation and strong power Some commentators have pointed out that the following new problems have appeared in Chinese teaching in the curriculum reform: the "bad taste" of "speaking" and "reading" in the classroom; The "deformation" of cooperative learning; Exploring the "rigidity" of learning; The "variable" of multimedia-assisted teaching. Some critics also pointed out that the phenomenon of "seemingly out of touch with the new curriculum" appeared in Chinese classroom teaching, which led to new differentiation in Chinese teaching under the new situation. Too much emphasis on "cooperative inquiry", ignoring the actual effect; Pay too much attention to "subject integration" and lose "the essence of China"; Too much emphasis on "leading position" and weakening "leading role"; Too much praise for "appreciation and evaluation" and lack of "true feelings".

Experts, scholars, teaching and research personnel and front-line teachers have discussed the causes of such problems in the Chinese curriculum reform in the past seven years, and what are the bad factors that affect the curriculum reform. To sum up, there are several reasons: there are many gaps between curriculum concept and teaching practice; The implementer's understanding of the new curriculum concept lacks dialectical thinking; Chinese curriculum standards are developing and imperfect. The excessive deduction of the connotation of "Chinese literacy" makes Chinese teaching bear the heavy responsibility that it should not bear; The false and impetuous wind in society has affected the field of Chinese teaching; Improper evaluation has become the bottleneck of curriculum reform; Strengthen horizontal reference and weaken vertical inheritance; Chinese teachers' own literacy and professional knowledge can hardly meet the requirements of curriculum reform.

What is the essence of Chinese curriculum reform? Li Hailin wrote, "The problem of Chinese curriculum reform is not directional, but the general direction of Chinese curriculum reform is correct. Judging from the whole history of Chinese curriculum reform and the development of modern Chinese education, the current problem of Chinese curriculum reform is mainly the problem of' ontology', that is, the problem of' curriculum content'.

It takes time to implement the new curriculum standards, as Li Hailin said: "The overall situation of Chinese curriculum reform is a' soft landing', which is a gradual process. In this process, some wrong ideas, schemes and mistakes in technical operation are constantly exposed and corrected. In this sense, revealing, questioning and rethinking the Chinese curriculum reform is a necessary condition for the Chinese curriculum reform to move forward. "

Four or seven years of Chinese curriculum reform: a long way to go, unshakable belief in curriculum reform.

After seven years of Chinese curriculum reform, we have a solid foundation for progress and are also facing rare opportunities. Facing the future, we are standing at a new historical starting point and will encounter many new contradictions and problems. "What is the next step of Chinese curriculum reform" has been widely concerned by people in the Chinese language field. Chinese education experts, teaching and research personnel and front-line teachers have expressed their opinions closely around this big problem that dominates the overall situation. To sum up, there are roughly the following aspects:

1. We should firmly believe that the Chinese curriculum must be changed. The seven-year Chinese curriculum reform is difficult, and every step forward requires great efforts, but it cannot shake the belief that the Chinese curriculum must be changed. As Professor Zhao Zongqi said, "At present, the transformation of Chinese education is still in its infancy, and the road to transformation is long, perhaps full of twists and turns and risks, because the problems of Chinese education are complex and our original educational foundation is very weak. In this transitional period, problems may emerge one after another. However, the transformation of society and education in China is an inevitable trend, so the determination to reform with the trend cannot be shaken. "

Some commentators pointed out that the current curriculum reform in China is in a very critical period, and we should try our best to eliminate two kinds of interference to strengthen our belief in curriculum reform. The first is to eliminate the interference of resistance, fear of difficulties and wait-and-see psychology in curriculum reform. In recent years, especially since 2004, the reform of Chinese curriculum has encountered difficulties, and some thoughts that deny the reform have been bred in the Chinese field. Some people think that the curriculum reform is wrong. Now there are many problems, and some extremists even stop the reform. At present, there is a phenomenon that should be noticed. "That is, when people reflect on the problems in classroom teaching practice, they consciously or unconsciously rise to the theoretical level, have doubts about some basic concepts of the new curriculum, and some even draw some specious conclusions and want to go back to the old road." Some commentators pointed out that this resurgence phenomenon is becoming more and more serious and common, which has brought great confusion to front-line teachers. The second is to abandon the interference of the thinking mode of "correcting the wrong". In the process of implementing Chinese curriculum standards, many Chinese teachers don't understand the new concept of curriculum reform deeply, resulting in a lot of confusion and confusion, and they can't get rid of the thinking mode of "overcorrection is overcorrection". For example, as soon as we emphasize the promotion of human nature, we relax the control of Chinese; As soon as students' subjectivity is emphasized, the establishment and exertion of teachers' own roles are forgotten; As soon as students' unique opinions are emphasized, the value orientation of the text is ignored; As soon as the development of curriculum resources is emphasized, the generalization of teaching content appears. If we think like this, it is difficult to avoid the great swing of China's educational thought. Some experts pointed out that "correction can not be completed in one battle." Take your time. We have to "correct" many times, constantly, a little at a time, and gradually approach "positive". In this way, big shocks can be avoided. "Some commentators also suggested that the reform of Chinese curriculum in primary and secondary schools should take a long-term view." Chinese curriculum reform should not be rushed, subversive revolution should not be carried out, national conditions should not be left behind, and past experience and good traditions should not be discarded. "

We should correctly deal with a series of "dilemma" challenges. At present, Chinese curriculum reform is facing a series of "dilemma" challenges. In the practice of curriculum reform, we should not only pay attention to the basic instrumentality, but also give humanistic care; Students should be free to release their personal experience of reading the text and respect the specific directionality of the text; It is necessary to strengthen horizontal reference and pay attention to vertical inheritance; We should not only learn foreign teaching theories, but also take "I" as the root and the characteristics of Chinese characters and languages as the basis; We should not only advocate the spirit of innovation, but also pay attention to the cultivation of solid and rigorous style; It is necessary to emphasize not only the development of reading, but also the interpretation of text language; We should not only attach importance to inquiry learning, but also lay a good foundation for Chinese. We should not only preset teaching objectives, contents and methods, but also pay attention to dynamic generation; It is necessary to strengthen the cultivation of cooperative spirit and pay attention to the cultivation of independent thinking ability; It is necessary to "teach textbooks" and "teach with textbooks", and so on. What is certain is that if these "difficulties" are handled well, the Chinese curriculum reform will develop smoothly; If it is not handled well, it will affect the realization of the goal of curriculum reform and delay the process of curriculum reform.

3. Insist on Scientific Outlook on Development to lead the overall situation of Chinese curriculum reform and development. There are many complicated relationships in Chinese teaching. We should understand and deal with them from a systematic, developing and dialectical point of view, and use Scientific Outlook on Development to guide the overall situation of Chinese teaching reform and development. At present and even in the future, it is necessary to construct a harmonious pattern of Chinese education from the following aspects: adhering to the harmonious unity of "instrumental" and "humanistic"; Adhere to the mutual penetration of "inheritance" and "innovation"; Adhere to the overall promotion of "three-dimensional goals"; Adhere to the integration of "standards" and "diversity"; Adhere to the interaction and complementarity between "subject" and "leading"; Adhere to the organic combination of "reality" and "living". Pursuing balanced and harmonious development and returning to the essence of Chinese education is an urgent task to promote curriculum reform.

We should improve the quality of Chinese teachers. Whether the new curriculum reform can be implemented smoothly, people are the most important factor. The development of curriculum is the development of teachers. To improve self-literacy, we must lay a solid theoretical foundation, improve the knowledge structure and enhance the ability of educational research.

Seven-year Chinese curriculum reform has a long way to go. Curriculum reform is the mission entrusted to us by history. Facing the future, we are standing at a new historical starting point. The new historical starting point is bound to have new contradictions and problems, which also means new ideas and platforms. Looking forward to the future curriculum reform journey from such a new starting point, we will continue to face new challenges. We should further summon up courage and overcome difficulties and obstacles. As long as you are brave in practice and exploration, you can steadily move towards the goal of success.

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