Please talk about the basic ideas of Chinese curriculum reform in compulsory education.

Curriculum is the core of education, and curriculum reform is the core of basic education reform. In order to make our Chinese curriculum better serve the implementation of quality education, better cultivate students' Chinese learning ability, improve students' Chinese literacy, and cultivate students' sense of responsibility, innovative thinking and practical ability, China launched the eighth basic education reform in 200 1 year. Chinese curriculum reform is an important part of this basic education reform.

1. Functional Orientation of Chinese Curriculum

Regarding the orientation of Chinese curriculum, on the one hand, we should consider the functions of Chinese curriculum itself, on the other hand, we should study the external requirements of Chinese curriculum, and combine the two aspects to determine the orientation of Chinese curriculum under the current social development trend.

Starting from the national conditions and characteristics of our country, the new round of curriculum reform puts forward the training objectives that adapt to the present era. Its main points are: to infiltrate moral education into the whole process of curriculum and its implementation, to cultivate the spirit of patriotism and collectivism, to love the socialist motherland and the Chinese production party, to consciously safeguard national dignity and interests, to inherit and carry forward the excellent cultural and revolutionary traditions of the Chinese nation, to have the ambition and desire to contribute to national rejuvenation and social progress, and to have a correct world outlook and outlook on life. Highlight the cultivation of innovative spirit, practical ability and social responsibility, including strong interest in learning, strong thirst for knowledge, attitude of independent thinking and adhering to truth, scientific spirit, scientific attitude and method, spirit of active exploration and practical ability, ability to acquire new knowledge, ability to discover, analyze and solve problems, social responsibility, and spirit and ability to serve the people; Can adapt to contemporary society and future life, have the desire and ability of lifelong learning, have the basic knowledge, skills and methods to adapt to lifelong learning, learn to collect, judge and process information, have preliminary scientific and humanistic literacy, environmental awareness, strong physique, tenacious will, active and healthy lifestyle and aesthetic taste; Have the initial life planning ability and entrepreneurial awareness, including the initial independent living ability, professional awareness, entrepreneurial spirit and life planning ability, learn to know yourself correctly, learn to communicate and cooperate, have team spirit, understand cultural diversity, and initially have an open awareness of facing the world. 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. The multiple functions and basic functions of Chinese course determine its important position in the nine-year compulsory education stage.

There are many concepts in Chinese class. One is the educational function, the other is the idea of cultivating students' ability to understand and use the language and writing of the motherland, and the third is the idea of absorbing national culture and understanding multiculturalism. In a word, Chinese class should teach students to learn Chinese and learn to be a man.

As far as the characteristics of the curriculum are concerned, Chinese curriculum must pay attention to ideological content and emotional content. Chinese course should enable students to learn to use language and characters. The content of the course includes language, characters and their works, as well as the skills, methods and strategies of using language and characters. However, when learning to use oral and written languages, we cannot simply discuss the language, writing structure and application rules. The activities of "listening, speaking, reading and writing" using spoken and written languages involve all aspects of social life, as some scholars have said: "The extension of Chinese is equal to the extension of life." Therefore, in the process of learning language, writing and using language and writing, we have learned language and writing, and inevitably come into contact with the thoughts and feelings expressed by language and writing. Chinese class arranges students to read and learn the forms of language expression. At the same time, students have also learned other knowledge, and their ideas, feelings and attitudes will change imperceptibly in reading. In fact, students, like people in other fields, read a lot mainly for the content of works, in order to increase knowledge, obtain information and enjoy aesthetics, rather than reading as linguists, writing experts and Chinese teaching experts. In the process of reading to express the content, they also learned the expression forms of language and words. The content and form of expression are inseparable, and the value orientation of expression content should be incorporated into the functional system of Chinese curriculum. Chinese curriculum should pay attention to the form and content of expression; You can't just care about the form of expression. Without the form of expression, there is no content of expression. The design of the goal and content of Chinese curriculum should not only consider the knowledge and application rules of language, but also pay attention to the expression of content.

In the orientation of Chinese curriculum, we have also defined the nature of Chinese curriculum, which has dual attributes of instrumentality and humanity, and is the unity of instrumentality and humanity. On this basis, we clearly put forward the core concept of Chinese curriculum, that is, Chinese literacy, emphasizing that Chinese curriculum is devoted to the formation and development of students' Chinese literacy. This is the result and need of the adjustment and integration of Chinese curriculum objectives and contents, which embodies the value pursuit of the unity of instrumentality and humanism in Chinese curriculum. "Chinese literacy" is the embodiment of people's comprehensive quality in Chinese, which includes not only the requirements of reading comprehension ability and expression and communication ability, but also the requirements of talents' psychological quality and humanistic quality.

2. The target structure of Chinese curriculum

The foreword of "Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" says: Facing the needs of social development, Chinese education must carry out systematic reforms in curriculum objectives and contents, teaching concepts and learning methods, and evaluation purposes and methods. This round of curriculum reform has greatly adjusted the objectives and contents of Chinese curriculum and strengthened the integration.

The new round of curriculum reform requires all disciplines to pay attention to students' comprehensive quality. From the characteristics of Chinese curriculum itself, we should give full play to the function of this discipline. Under such guiding ideology, the target system of Chinese curriculum standards has established a "three-dimensional" model: knowledge and ability, process and method, emotional attitude and values. According to this objective system, Chinese curriculum should pay attention to the adjustment, expansion and enrichment of objectives and contents. Knowledge and ability are a very important part of the target system of Chinese curriculum, but they are not all. Chinese course needs to combine the characteristics and contents of the subject to promote the development of students' comprehensive quality.

The goal system of the three dimensions of Chinese curriculum is interrelated, infiltrated, integrated and spiraled. When building the target system, we carried out the overall design idea for nine years. On the premise of achieving the overall goal, we should put forward the curriculum objectives of each period in different years, that is, the first period (1~2 grade), the second period (3~4 grade), the third period (5~6 grade) and the fourth period (7~9 grade), so as to reflect the integrity, stages and continuity of Chinese curriculum. We also designed the structure of Chinese curriculum horizontally, and planned five aspects of Chinese curriculum content, namely, reading and writing, reading, oral communication, exercises and comprehensive learning. In particular, the content of comprehensive learning has entered our field of vision and our Chinese curriculum for the first time. When we plan the contents of these five courses, we pay attention to strengthening the internal connection of Chinese courses, that is, the connection between literacy and writing, reading, practice, oral communication and comprehensive learning. We also pay attention to strengthening the connection between Chinese courses and other courses, strengthening the connection between Chinese courses and real life, students' experience world and imagination world, and cultivating students' ability to understand and use the Chinese language, especially to cultivate students' comprehensive ability to use Chinese.

3. Learning style reform and Chinese curriculum evaluation.

Another focus of this round of curriculum reform is to change the way of learning, and correspondingly, the teaching methods and evaluation methods have also changed greatly.

The change of learning style is mainly to change the long-term single-accepted learning style and actively advocate the independent, cooperative and inquiry learning style. When planning courses, we should pay attention to changing students' learning methods and teachers' teaching methods, and cultivate students' innovative thinking and learning ability. In the process of Chinese learning, we should pay attention to reading, experience and accumulation, and pay attention to the practice of using language and characters. In teaching, we should strive to cultivate the atmosphere and habits of inquiry learning, create a learning situation that conforms to educational content, educational laws and students' experience, stimulate students' motivation and self-confidence in learning and participating in inquiry, closely follow the core contents and methods of subject courses, create an interactive and open teaching situation between teachers and students, promote exchanges and cooperation, promote the combination of autonomous learning and cooperative learning, and strengthen the evaluation and feedback of teaching process.

Evaluation is very important, it plays a baton role in the teaching process. In the curriculum standards, we consciously weaken the screening and selection functions of evaluation, and strengthen the incentive and feedback functions of evaluation. We hope that the reform of this evaluation can promote the reform of our teaching. In the aspect of teaching evaluation, we insist on examining students' academic level in this subject from the perspective of comprehensive quality, emphasize the development and process of evaluation, pay attention to tapping the potential of each student, and promote students' all-round development and personality development. The proposition of academic examination emphasizes comprehensive quality and basic ability, and connects life, society and student experience.

Simply put, it is

1, Orientation of Chinese Curriculum in Compulsory Education

Emphasize the multiple functions of Chinese curriculum.

Among many features of Chinese curriculum, "the unity of instrumentality and humanism is the basic feature of Chinese curriculum"

Taking "Chinese literacy" as the core concept of the new Chinese curriculum embodies the synthesis and integration of multiple goals.

2. Determine the goal and content of Chinese course in compulsory education.

Construct a three-dimensional target system of "knowledge and ability, process and method, emotional attitude and values"

The objectives and contents of the course are developed from five aspects: literacy, writing, reading, writing, oral communication and comprehensive learning.

3. Adjustment of Chinese learning style.

Advocate the learning style of "independence, cooperation and inquiry" and pay attention to the cultivation of innovative ability and lifelong learning ability.

Pay attention to reading, accumulation and language sense cultivation, taste, feeling and experience, as well as language practice.

4. Adjustment of teaching and evaluation methods of Chinese courses.

Highlight students' dominant position in learning and clarify teachers' guidance and organizational role.

Advocating pluralistic dialogue and recognition in teaching