What are the core competencies of Chinese language in 2022?

The four aspects of the 2022 Chinese core competencies are as follows:

Core competencies are the correct values, necessary characters and key abilities that students gradually form through course study. They are the concentration of the educational value of the course. reflect.

The core competencies cultivated in compulsory education Chinese courses are accumulated and constructed by students in active Chinese practice activities and expressed in real language use situations. The core competencies are cultural self-confidence, language use, and thinking. A comprehensive expression of ability and aesthetic creation.

Highlight cultural confidence from four aspects:

1. The new curriculum standards hope that students will love the national common language and write in the process of feeling the unique value of language, writing and works. In the process of understanding the rich and extensive Chinese culture, one can love the national language. 2. Cultivate students to inherit and carry forward China’s excellent traditional culture, revolutionary culture and advanced socialist culture in their cultural self-confidence.

3. Regarding contemporary culture, students are required to care about social and cultural life and actively participate in cultural activities. 4. Students can initially understand and learn from foreign cultures, especially the outstanding achievements of human civilization in other countries, experience the diverse and wonderful world cultures, broaden their cultural horizons, and absorb the essence of culture.

The second aspect is language use, emphasizing that students can accumulate language sense and individual language experience through rich language practice. Through the process of accumulation, sorting and integration, we can continuously acquire a good sense of language. Understand the characteristics and usage rules of the national common spoken and written language and form individual language experience.

It also emphasizes that in the compulsory education stage, students can have the awareness and ability to use language correctly and standardly. On this basis, students can feel the rich connotation of language and develop deep feelings for the national common language.

The third is thinking ability, which mainly has three aspects. The first is to cultivate students' thinking ability in the process of Chinese learning, including five aspects: intuitive thinking, image thinking, logical thinking, dialectical thinking and creative thinking.

The second is to explain the five qualities of thinking. The last step is to cultivate students' spirit of advocating true knowledge, exploring and innovating, maintaining curiosity and thirst for knowledge, and cultivating their habits of advocating true knowledge, daring to explore and innovate, and thinking positively.

The last point is aesthetic creation, which also includes three points. The first is to allow students to feel, understand, appreciate, and evaluate language, texts and their works, so as to gain rich aesthetic experience.

On this basis, cultivate the ability to feel beauty, discover beauty, use language and words to express beauty, and create beauty. The last step is to form aesthetic concepts, cultivate students' healthy aesthetic consciousness and correct aesthetic concepts, and cultivate elegant tastes.

The relationship between the four core competencies: is also clearly explained in the new curriculum standards. There is a paragraph in the curriculum standard describing the relationship between language and thinking, the relationship between language and aesthetics, and the relationship between language and culture. ?

In Chinese courses, students’ thinking, aesthetics, and culture are all based on language use, that is, students’ thinking ability, aesthetic creation, and cultural self-confidence are all based on language use. .

The newly added core competencies are also driving changes in teaching and learning. In Chinese teaching, students’ lives are the basis, based on real Chinese situations, integrated learning themes, and typical practical activities.