The difference between the 2011 Chinese language curriculum standard and the 2022 version

1. Background introduction

The revision of the compulsory education curriculum was launched in 2019 and lasted for three years. During this period, a team composed of academicians of the two academies, subject experts, subject education experts, key teachers, A revision group composed of nearly 300 people including education managers organized and carried out basic research and international comparative research on the current situation of compulsory education curriculum implementation, curriculum content structuring, etc. At the same time, it organized nearly 60,000 people from 15 provinces including Zhejiang, Henan and Gansu. Students conducted curriculum standard tests, and extensively solicited opinions and suggestions from provincial education administrative departments, experts and scholars, and front-line principals, teachers, teaching researchers, etc. After continuous revision and improvement, the Ministry of Education announced on March 25, 2022 The compulsory education curriculum plan and curriculum standards (2022 version) were officially issued in the form of a notice.

The revision of the 2022 edition carefully summarizes the achievements and experiences in the reform of the Chinese language curriculum in compulsory education since 2001, and provides an in-depth analysis of outstanding problems that have arisen in the implementation of the curriculum. The Curriculum Plan and Curriculum Standards Revision Group believes that in the past 20 years, the reform of the Chinese language curriculum in compulsory education has made certain progress. For example, the overall development of Chinese literacy has been continuously highlighted, the overall understanding and practical exploration of three-dimensional goals have been continuously deepened, and the whole book has been read. It shows a gratifying practice, and the cooperative concept of student learning has been deepened in practice; at the same time, there are also many outstanding problems in the reform. For example, many teachers are still accustomed to fragmented knowledge teaching and skill training, and are limited by A single text is analyzed and explained paragraph by paragraph, and the phenomenon of top-down indoctrination is still relatively common. The awareness of course content integration and problem inquiry design is weak, the cooperative inquiry learning method is not in-depth or prominent, and the examination content and form have not changed significantly.

Compared with other courses, the revision of compulsory education Chinese standards is more challenging in terms of content construction. Determining the dimensions, elements and presentation methods of Chinese course content is extremely difficult and controversial. Literacy-based The development of quality standards for Chinese language studies is even more groundbreaking work. But it is undeniable that as the educational value of Chinese courses has received more and more attention in the new era, the curriculum concept has undergone fundamental changes, which will inevitably lead to a series of overall curriculum changes, new curriculum objectives, content and examinations The evaluation must also be revised accordingly.

2. New Concepts

(1) "Creating Souls with Cultural People and Bacon"

The 2022 version of Chinese free teaching curriculum standards inherits the Chinese curriculum "Chinese Curriculum" With the tradition of "carrying the truth" and "people with culture", we benchmark the spirit of relevant documents of the Party Central Committee and the State Council, especially the strict implementation of the "Guidelines for the Incorporation of Chinese Excellent Traditional Culture into Primary and Secondary School Curriculum Materials" and the "Guidelines for the Incorporation of Revolutionary Tradition into Primary and Secondary School Curriculum Materials" and other important The content of the document puts forward clear requirements in the course objectives, course content, and course implementation to promote students to inherit and carry forward China's excellent traditional culture, revolutionary culture, and advanced socialist culture, enhance their sense of identity and pride in Chinese culture, and build cultural confidence. .

(2) "Core Competencies as the Guide"

After the promulgation of the "General High School Chinese Curriculum Standards (2017 Edition)", teachers and students' understanding and understanding of core competencies have continued to deepen. . The Chinese courses of compulsory education must not only be connected with the Chinese courses of ordinary high schools, but also highlight their own basic values ??and stage characteristics. These requirements should be fully reflected in the connotation of the core competencies of compulsory education Chinese. At the same time, the new curriculum standards should be guided by core competencies, construct literacy-based curriculum objectives, and develop academic quality standards that reflect the characteristics of core competencies. To this end, an overall design, key breakthroughs, and structured course content are required.

(3) "Using the learning task group as the carrier"

The 2022 version of the Chinese language free teaching curriculum standard uses core competencies to govern important aspects such as course objectives, content and implementation, and pursues knowledge, skills The comprehensive effect of the development of multi-faceted and multi-level goals such as thoughts, emotions, and cultural accomplishments, avoiding the simple linear arrangement of knowledge points and ability points, as well as the point-by-point analysis of subject knowledge and the item-by-item training of subject skills; take Chinese practice as the main line, and The theme is the guide, and the learning tasks are the carrier, integrating relevant elements such as goals and content, situations and activities, processes and evaluations, resources and technical support, etc., to design Chinese learning task groups, thereby strengthening the organic connection between listening, speaking, reading and writing, and opening up Chinese practice. activities and social life, create learning situations that meet students’ cognitive levels, and guide students to gradually accumulate learning experience in analyzing and solving problems by completing challenging learning tasks; through the implementation of Chinese learning task groups, effectively promote Chinese teaching and Changes in learning methods should truly promote the development of evaluation and examinations, and pay more attention to students' learning attitudes, participation levels and typical performances in Chinese language practice activities to reflect the diversity of evaluation subjects and diversity of evaluation methods.

3. Changes and Breakthroughs

(1) Based on the development of students’ “core competencies”, construct literacy-based Chinese course goals

The 2022 Chinese version of free teaching curriculum standards has been determined Core competencies and explain their connotations, and clarify the key performance characteristics, directions and values ??of core competencies. The core competencies of students to be cultivated in the compulsory education Chinese courses are a concentrated expression of the educational value of the Chinese courses. They are the cultural confidence, language use, and skills accumulated and constructed by students in active Chinese practice activities and expressed in real language use situations. A comprehensive expression of thinking ability and aesthetic creation.

Compared with the core competencies of high school Chinese subject "Language Construction and Application", "Thinking Development and Improvement", "Aesthetic Appreciation and Creation" and "Cultural Inheritance and Understanding", the compulsory education Chinese curriculum emphasizes the stage characteristics and characteristics of core competencies. The educational value orientation strengthens students' firm confidence in the vitality of Chinese culture, cultivates students' deep love for the country's common language and characters, advocates truth-seeking and innovative qualities, and cultivates elegant tastes and healthy aesthetic consciousness and concepts.

At the same time, we actively build literacy-based curriculum goals based on core competencies. Different from the ideas and expressions of the "three-dimensional goals" in the 2001 and 2011 curriculum standards, this revision refines key elements based on four aspects: cultural confidence, language use, thinking ability and aesthetic creation, and governs the overall goals of the compulsory education Chinese curriculum. There are 9 overall goals. The first one is an overall summary. The second and third, fourth and fifth, sixth and seventh, eighth and ninth are respectively carried out from the four aspects of cultural confidence, language use, thinking ability and aesthetic creation. Expression. In addition, the school-stage goals are adjusted and integrated, and the school-stage goals are presented through four types of Chinese practice activities: "literacy and writing", "reading and appreciation", "expression and communication" and "sorting and exploration". At the end of the goals for each academic period, specific learning requirements for Chinese excellent traditional culture, revolutionary culture, and advanced socialist culture in the process of implementing the goals are added.

(2) Strengthen the value orientation of "people with culture" and build structured Chinese course content

Adhere to "people with culture" and highlight the excellent traditional Chinese culture, revolutionary culture, and socialism The themes and carriers of advanced culture should be selected to reflect the outstanding achievements of world civilization, scientific and technological progress, daily life, especially children's life, etc. Strengthen the foundation of Chinese language, focus on cultivating students' good Chinese learning habits, and guide students to master Chinese knowledge and key abilities that adapt to social life and lifelong development needs in the process of learning and using language. In addition, following the rules of student growth and Chinese learning, based on student life, taking Chinese practice activities such as "literacy and writing", "reading and appreciation", "expression and communication" and "sorting and exploration" as the main line, integrate the learning situation, learning themes and learning methods, design Chinese learning task groups, and guide changes in Chinese education methods.

Based on the characteristics of the continuous improvement of the integration of content in the four stages of compulsory education Chinese courses, the 2022 version of Chinese free teaching curriculum standards has set up 6 learning task groups at three levels.

Each task group runs through the four school stages and develops in a spiral manner. While reflecting the characteristics of each school stage, it highlights the foundation of the compulsory education stage and is connected with the general high school Chinese curriculum. In actual operation, the arrangement of learning task groups can be focused according to the characteristics of different learning stages.

Each Chinese learning task group integrates key elements such as learning topics, learning activities, learning situations and learning resources, and is composed of a series of interrelated learning tasks, all pointing to the development of students' core competencies. It is situational, practical and comprehensive. The six learning task groups presented according to the characteristics of the school period realize the structuring of the Chinese course content, guide students to master methods and strategies, gain emotional experience through learning, and cultivate the core competencies required for students' future study, life and development.

(3) Develop Chinese "Academic Quality Standards" to describe students' academic achievement performance

The academic quality standards for compulsory education Chinese courses take core competencies and their performance levels as the main dimensions, combined with The curriculum content of the four academic periods is based on three types of language use situations: daily life, literary experience, and interdisciplinary learning, and an overall portrayal of students' Chinese academic achievement performance in each academic period.

Academic quality integrates Chinese practice activities such as "literacy and writing", "reading and appreciation", "expression and communication", "combing and exploration", respectively describing the key performance of students' Chinese academic achievements in the four academic stages, reflecting The level that students should achieve in core Chinese literacy at the end of this period of schooling. The Chinese language academic quality standards of the four academic stages are interconnected, reflecting the hierarchical and holistic nature, and provide a basic basis for evaluating the development level of students' core competencies.

(4) Clarify the requirements of "process evaluation" and highlight the guidance of evaluation and propositions

The 2022 version of the Chinese free teaching curriculum standards starts from the core competencies of students and is implemented for the Chinese curriculum Clear requirements are put forward in terms of process evaluation and academic proficiency test propositions. Evaluation should contribute to the timely improvement of teaching and learning, coordinate and arrange the evaluation content, focus on key points, and pay attention to the progress of each academic stage; it should give play to the active role of multiple evaluation subjects, comprehensively use a variety of evaluation methods, and enhance the scientific nature of evaluation. , integrity; it is necessary to broaden the perspective of evaluation and advocate the integration of disciplines. Targeted and actionable specific suggestions were put forward in response to prominent issues such as classroom evaluation efficiency being the priority, homework evaluation quantity being the priority, and periodic evaluation interfering with daily teaching.

At the same time, the 2022 version of Chinese free teaching curriculum standards puts forward specific implementation suggestions for the academic level examination proposition work from the aspects of proposition principles, proposition planning, proposition requirements, etc., leading the direction of examination evaluation reform. For example, it is proposed to combine the specific content of each learning task group, emphasize the cultivation of students' learning attitude, will quality, communication and cooperation and other comprehensive qualities in the compulsory education stage, strive to be concise and practical, and give full play to the guiding role of the examination.

(5) Implement the requirements of the national “double reduction policy” to reduce students’ Chinese learning burden

First, emphasize the connection and combination of Chinese courses and students’ life experience, slow down the slope, and reduce the burden of Chinese language learning. Difficulty. For example, in the teaching suggestions section, it is emphasized that "pay attention to the connection between early childhood and primary school, slow down the slope, reduce the difficulty, and enhance the interest and attraction of learning." The content of Chinese Pinyin teaching in the first stage of learning should focus on interest, disperse the difficult points, and gradually arrange reading , spelling, writing and other aspects of requirements.

The second is to reasonably arrange the literacy and writing requirements. For example, "in the first stage of school, students should be able to recognize more and write less. The words that students are required to recognize do not necessarily require students to be able to write at the same time. Reasonably arrange the amount of literacy and writing. The first grade 1. In the second semester, there are roughly 250 and 350 words that can be read, and one-half of them can be written. "The third is to emphasize the connection between primary school and primary school. In terms of course objectives, course content, teaching requirements, teaching material compilation requirements, etc., They all emphasized that attention should be paid to the connection between early childhood and primary school.

IV. Key points and difficulties

(1) How to comprehensively grasp core competencies

Core competencies are a concentrated expression of the educational value of the curriculum. Compulsory education Chinese courses cultivate students' core competencies, which are a comprehensive reflection of cultural confidence, language use, thinking ability, and aesthetic creation. They are accumulated and constructed by students in active Chinese practice activities and expressed in real language use situations. The four aspects are a whole.

When determining teaching objectives, selecting and presenting course content, how to avoid simple separation and achieve comprehensive expression, how to put an end to the mechanical fragmentation of "core competencies" in Chinese teaching practice, for the majority of first-line Chinese teachers It's a huge challenge.

(2) How to implement the Chinese learning task group

The Chinese learning task group is the organization and presentation method of course content. It consists of a series of interrelated learning tasks centered around a certain theme. It is situational, practical and comprehensive. Different themes have different carrier forms.

Therefore, how to deeply understand the content themes and carrier forms; how to highlight the themes of China’s excellent traditional culture, revolutionary culture, and advanced socialist culture; how to make overall arrangements for various aspects of education based on the characteristics of different school stages, especially students’ cognitive patterns. topics; how to comprehensively grasp the connotation and extension of the six learning task groups, so that different learning stages should focus on them; how to innovate the organization and presentation of Chinese teaching material content, and reflect the situational, practical and comprehensive nature of the learning task groups, This is the key and difficulty for the implementation of new curriculum standards.

(3) How to play the guiding role of evaluation

How to actively guide teachers to fully understand the value of process evaluation, actively practice and strive to implement it in teaching; how to vigorously explore process evaluation Practical strategies for evaluation to effectively solve operability problems and attract more teachers who are willing to practice and dare to practice; how to deeply understand and implement proposition principles and proposition requirements, and give play to the positive guiding role of examinations in teaching; how to create novel and rich connotations Propositional situations, setting diversified tasks, stimulating students' learning motivation and interest in inquiry, and fully demonstrating the development level of their core competencies are also the key and difficult points in the implementation of the 2022 Chinese version of the free teaching curriculum standards.