An analysis of the basic attributes of Chinese subject in primary schools

"Nine-year compulsory education full-time primary school Chinese syllabus (Trial)" points out: "Primary school Chinese is an important basic subject in compulsory education, which is not only instrumental but also ideological."

Interpretation of Chinese Teaching Syllabus for Full-time Primary Schools in Nine-year Compulsory Education (Trial) clearly points out: "Instrumentality means that language is a tool of thinking, a tool of daily communication, and the most basic tool for studying various courses, acquiring new knowledge and engaging in various jobs in the future." "Ideological means that language always reflects objective things and always expresses certain ideological content." It also emphasizes that "instrumentality and ideology are the fundamental attributes of Chinese subject and are indispensable."

(1) Pay attention to confusing the concepts of "Chinese" and "Chinese subject"

The corresponding science of Chinese subject is linguistics. The content is spoken and written. Its fundamental attribute is bound to be restricted by the essence of language, but they are not the same concept.

Language is a social phenomenon owned by human beings. It exists in the form of "symbol system for expressing psychology".

Chinese subject is a teaching subject stipulated in order to realize the educational goal of the school. School curriculum is a means to realize education.

Both language and Chinese are instrumental, but the connotation of "instrumental" is not the same. The instrumentality of language refers to its social function. The instrumentality of Chinese subject refers to the educational function of promoting students' all-round development in the process of Chinese learning. Therefore, the instrumentality of Chinese can not be understood as simply learning languages and characters. The confusion between the concepts of "Chinese subject" and "Chinese" will lead to the emphasis on the practice of language and writing, while ignoring the cultivation of ability, intellectual development and ideological and moral education. In this way, the educational function of Chinese will be greatly weakened, and students' language can't really develop.

Pay attention to the confusion between the concepts of "humanities" and "linear disciplines"

Chinese belongs to humanities, while mathematics belongs to linear discipline. Chinese subject and linear subject in primary schools have both identity and particularity. The main form of its teaching activities is language and writing training.

(C) Pay attention to the opposition between the concepts of "language" and "thinking"

Psychology tells us that language and thinking are inseparable, which is their identity. But there is still a difference. Mainly because "language and thinking have different functions. Language is a tool for exchanging ideas, and the form of language is words and sentences "; "Thinking is a tool of cognition, and the form of thinking is concept, judgment and reasoning"; In Chinese teaching in primary schools, language training and thinking training should be carried out simultaneously.

In reading teaching, some excellent teachers pay attention to the heuristic principle, guide students to perceive the text language and process their thinking; Pay attention to the rationality of training gradient and integrate thinking procedure into training; Pay attention to the training level of thinking, and understand "how to write" and "why to write" on the basis of understanding what is written in the text; Pay attention to the use of "contrast method" to stimulate students' positive thinking; Pay attention to the camera guidance and inspiration in listening, speaking, reading and writing training; Pay attention to the combination with language training, penetrate the law, know the learning law, and let students know how to read and learn the text; Pay attention to skill transfer and promote the formation of ability; Pay attention to the evaluation of students' practical effect, not only judge right and wrong, but also point out ideas, and affirm them from the aspects of speed, depth and originality. These practices are conducive to the synchronous development of students' language and thinking, and reflect a thorough understanding of the subject attributes.