Under the new curriculum standards, where should Chinese language teaching focus?

"Educator" Editorial Department

? Recently, the Ministry of Education issued the compulsory education curriculum plan and 16 curriculum standards (2022 edition) including Chinese. The new compulsory education curriculum plan and curriculum standards will be implemented starting in the fall semester of 2022. Where should we focus on Chinese teaching under the new curriculum standards? The editorial department of this magazine invites special teachers and famous Chinese teachers to provide in-depth interpretations of the new Chinese curriculum standards.

"Educator": What is "new" in the new Chinese curriculum standards? What changes need to be focused on? What kind of development trend does it reflect in Chinese teaching?

? Xiao Peidong: The new Chinese curriculum standard proposes "six major learning task groups", and each task group includes "learning content" and "teaching tips"; the new curriculum standard adds the connotation of "academic quality" and description, to a certain extent, provide evaluation rubrics for the cultivation of Chinese core competencies; the new curriculum standard also adds guidance on "teaching research and teacher training" so that all parties can participate in research and continuously optimize.

? These changes are the focus of reform. First, we need to further deepen our understanding of the connotation of core competencies and the relationships between them. Secondly, we must continue to think and study on the detailed implementation of learning task groups, how to make learning task groups organically run through the teaching process, how to integrate teaching resources, design learning tasks and appropriate teaching evaluation, how to combine them into "groups", etc. If one link is unclear, a "bubble" may appear in the implementation of the new curriculum standards. At the same time, the significance and relationship between the specific implementation of learning task groups and the cultivation of core competencies require more in-depth attention, which is related to the effectiveness of teaching.

Chinese teaching must shift from "knowledge-based" to "education-based", cultivating people who can use scientific methods to learn, people who can use language to do things, and can solve practical problems. Therefore, Chinese language teaching must shift from designing teaching problems to designing real situations needed to make learning happen.

? Cao Gongqi: The "newness" of the new Chinese curriculum standards is mainly reflected in: improving the curriculum objectives and condensing the four core competencies of the Chinese subject; optimizing the curriculum content and proposing "six major Chinese learning task groups" "; It refined the implementation requirements and developed Chinese language academic quality standards; it enhanced the guidance and realized the unification of teaching, learning and examination, and proposed specific guidelines for teaching, evaluation, textbook preparation, resource development and utilization, teaching research and teacher training. Feasible implementation suggestions; strengthened the effective connection between kindergartens, primary schools, and primary schools, especially the 2017 version of the Chinese curriculum standards for ordinary high schools, making the connection between middle schools and high schools closer.

For ordinary teachers, first, they must correctly understand the relationship between the four core Chinese literacy competencies as a whole and their mutual integration. They should not simply separate them and treat them as four parallel curriculum objectives. We must always keep in mind in teaching: students' cultural self-confidence, thinking ability and aesthetic creation need to be based on language use and be realized in the specific language practice process. Second, we must carefully design the specific requirements of each academic period and each learning task group in accordance with the new curriculum standards, effectively implement teaching, and improve students' literacy step by step.

? Zhang Huanyu: The "newness" of the new Chinese curriculum standards is mainly reflected in the following points: First, the educational intention is higher, focusing on the development of students' Chinese core competencies to cultivate "ideals, abilities, The fundamental task of new people in the era of "responsible" has come up; second, the learning process is more real, emphasizing practical, comprehensive and even interdisciplinary Chinese learning based on real situations; third, the course content is more systematic, and the "six major learning task groups" are divided into The spiral construction of academic stages promotes the integration of Chinese learning.

? The development trend of Chinese teaching, in a word, is still "keeping integrity and innovating". "Keeping integrity" means to maintain the fundamental bottom line of cultivating moral character and cultivating people, to maintain the unique attributes and educational value of the Chinese language discipline, to pursue literature as a way to convey morality, to educate people as a culture, and to cultivate and inherit China's excellent traditional culture, revolutionary culture, and advanced socialist culture. future Chinese people; "innovation" means truly integrating Chinese learning with life, constantly updating the context of Chinese learning, broadening the channels for Chinese learning, integrating the content of Chinese learning, keeping Chinese learning closely in line with the times, and constantly updating Chinese teaching. methods, optimize learning-assisted technologies, and improve the quality and effectiveness of Chinese learning.

"Educator": The new curriculum standard proposes to use "six major learning task groups" to promote the reform of Chinese education. How is the learning task group structured, and what preparations do teachers need to make?

? Zhou Lirong: The six major learning task groups clarify and refine the subject teaching content. They run through the entire school period and will become a series of closely related activity combinations, emphasizing the comprehensiveness and unity of goals of learning activities. . Therefore, the learning process will be transformed from the previous "teachers teach one piece at a time" to "students learn in groups." In the case that the current teaching materials have not been revised according to the task group, teachers should make the following preparations -

Update teaching concepts. Seriously study the new curriculum standards, update teaching concepts, be people-oriented, establish a correct outlook on teachers, students, and teaching materials, establish curriculum awareness, and truly understand the connotation of the core competencies of the subject. It is necessary to compare the description of learning task groups in the new curriculum standards, conduct an overall benchmarking review of the teaching materials, study the teaching materials, and try to divide the teaching of "literary", "practical" and "speculative" task groups based on the existing unit understanding. The content, combined with the unit objectives and the teaching aid system, attempts to clarify the ability levels from the three ability development stages (basic, development, and expansion), complete a self-study, and prepare for the implementation of the teaching objectives of the task group.

? Learn relevant theories and research. To complete teaching tasks under the new curriculum standards, it is necessary to create real situations. Situation creation and task activity design are new concepts and methods, and they are also relatively unfamiliar teaching methods to most teachers. Teachers should try their best to learn relevant theories and research, especially the relevant research on core competencies and the research results on learning situations in recent years, absorb and transform these research results, pay attention to life, care about the development of the times, and create solutions that are suitable for life. Prepare for actual real-life situations. It is necessary to guide students to acquire knowledge and skills in the process of completing tasks in real situations, while avoiding fake situations and fake tasks that are out of subject learning and inconsistent with the reality of life.

? Zhang Huanyu: We can predict that the "new textbooks" to be revised and launched will definitely construct "six major learning task groups" and set up certain task scaffolds. However, it is not enough to set up teaching materials alone. The most important thing is that teachers need to change the past single-text teaching concepts, lesson preparation methods and teaching methods, actively adapt to the changes in new curriculum standards and teaching materials, and make good use of the section arrangement of teaching materials. and task design.

? Although the current unified teaching materials are arranged in a dual-line component manner, as long as teachers carry out in-depth and reasonable goal refining, section construction, content integration, and task design for each unit of the teaching materials, it will also Certain task group teaching can be carried out. When there are new curriculum standards to follow, teachers should take the initiative to seek changes, fully study and secondary develop existing teaching materials, form a sense of large units, improve the ability to interpret large concepts, and carry out themed and project-based teaching of large tasks. Try to truly improve the teaching quality that is consistent with the new Chinese curriculum standards.

? Miao Xinkun: What is the difference between the classroom form under the new curriculum standards and the non-task group classroom? Which ones remain unchanged? We need to explore it in practice. First of all, on the basis of existing teaching reform experience, we must clearly understand the ontological laws of Chinese and Chinese learning, and further explore how to follow the laws in "learning task groups" and "learning tasks" to cultivate core competencies. Our understanding of "task" cannot simply be equated with learning topics, learning objectives, inquiry questions and general learning activities. It is a literacy-oriented Chinese practice activity that relies on the use of language in real situations. Secondly, Chinese teachers should carefully study the development and integration of resources, the transformation and implementation of teaching content, the design and application of real situations and learning tasks, to prevent "the loss of in-depth text reading and the emergence of superficial task solving" and "incomplete irrational thinking" The misunderstandings of "there are not many real tasks and too many fake tasks" are over-emphasized on instrumental rationality. In addition, we also need to study how to use teaching materials scientifically to comply with the spirit of the new curriculum standards, effectively avoid the shortcomings of extensive explanation and analysis, so that learning can occur authentically and deeply, and how to organically embed our teaching evaluation to make "learning-research-evaluation" "Complete and unified.

"Educator": The new curriculum standard emphasizes core competencies. How can students' core competencies be accumulated and constructed in Chinese practice activities and expressed in real language use situations?

? Xiao Peidong: "Chinese practice activities" is the key word for Chinese learning. Active Chinese practice activities must rely on specific Chinese “learning tasks”. The first mission of "Learning Tasks" is to drive students to read deeply, expand their reading thinking, absorb rich nutrition from text reading, realize the conversion of words and meanings in reading, and improve metacognitive abilities. Without a thoughtful and profound reading experience, eager to solve tasks is putting the cart before the horse and lacking accumulation and construction.

? Learning tasks should be close to the actual development of students, comprehensive and practical, and should focus on the core of language and provide multi-dimensional ability training so that students can fully master listening, speaking, reading and writing, and make them more capable. Learning is advanced; it must be situational, so that rational and irrational thinking complement each other and the mind develops collaboratively. Therefore, in cultivating core competencies, we need to “build a small curriculum and make a big effort”. The design of tasks, situations and activities must be solid and specific, and should not be too big or too large. Teachers should help students accumulate pragmatic experience in specific contexts, get rid of misunderstandings such as knowledge transfer, knowledge identification, and emphasis on instrumental rationality, so that knowledge can be effectively transformed into students' reading experience activities, returning to students' hearts, and returning to learning where body and mind are unified. .

? Cao Gongqi: First, we should guide students to read more and solve less questions. When assigning homework, you should also assign more reading tasks and less homework. Through a large amount of reading, students can develop their ability to understand and comprehend, use language and words, cultivate their thinking and quality, and improve their core Chinese literacy. Secondly, the Chinese course is a highly practical course. Students should be organized to carry out a variety of Chinese practice activities, such as reading reports, critical thinking seminars, poetry recitation competitions, debate competitions, speech contests, drama festivals, etc. News interviews, research activities, etc. Through rich Chinese practice activities, students can improve their Chinese literacy in real activity situations. Third, all Chinese learning activities are based on language use. Through reading language, experiencing language, perceiving language, understanding language, accumulating language, using language, etc., students can develop their thinking, improve their aesthetic taste, and build cultural confidence.

? Zhou Lirong: "Quality" is developed over a long period of time and manifested naturally in life. This points to the internalized characteristics of education and teaching and the development of students' abilities. "Nurture" is a process of subtle influence and influence. Students need to be fully immersed in Chinese language practice activities that are closely related to social life, and carry out long-term experience, perception, and training. Such a learning process requires teachers themselves to have good subject literacy and be able to carry out active and effective activity design. Active and effective activities should be real, comprehensive and appropriate. For example, to achieve the literacy goal of "cultural self-confidence", situations must be designed based on the content of teaching materials and ability training points. Classic works in textbooks carry comprehensive values ??such as thought, language, aesthetics, and culture. "Cultural self-confidence" should be perceived and cultivated in the recognition of comprehensive values, and gradually form concepts.

? "Educator": The new curriculum standard regards thinking ability as one of the core competencies of the Chinese subject. Previously, the Ministry of Education also stated that the current Chinese teaching focuses more on image thinking and is helpful for cultivating logical thinking ability. What is lacking. Where can teachers make efforts to strengthen thinking skills in Chinese subjects?

? Zhang Huanyu: First of all, teachers should take the initiative to optimize the curriculum structure of Chinese reading and writing, and shift the excessive attention to literary reading and writing in the past to the balance of learning among various task groups, especially in the new curriculum standards. The mentioned practical reading, critical reading and writing, interdisciplinary learning, etc. should cultivate logical thinking in the practice of reading and writing rich in logical thinking.

? Secondly, thinking ability is a holistic concept. Intuitive thinking, image thinking, logical thinking, dialectical thinking, and creative thinking are integrated with each other and promote each other. This requires teachers to help students carry out comprehensive, logical, and exploratory learning constructions, whether in single teaching or comprehensive practice, and to cultivate students' thinking habits and optimize students' thinking structures through continuous thinking construction.

? Finally, teachers’ teaching thinking will have a subtle impact on students’ learning thinking. If teachers are independent, students will be independent, and if teachers are sober, students will be sober.

Teachers should continuously improve their design literacy in in-depth lesson preparation, cultivate text interpretation and independent thinking abilities in lifelong learning, make their teaching clear and in-depth, rigorous and interesting, so that students can gain an in-depth and happy Chinese learning experience. .

? Zhou Lirong: Chinese teachers need to fully understand the characteristics of this subject. The reason why Chinese language teaching emphasizes more on image thinking and ignores logical thinking is caused by long-term fragmented analysis of words and sentences and the teaching of single and fragmented knowledge points. The Chinese subject is actually a powerful starting point for cultivating students' logical thinking ability. Every writer's expression hides rational thinking. Narration pays attention to the logic of things, and discussion pays attention to the logic of thinking. Explanation requires the logic of things. Even poems with jumping language forms still have emotional lines to follow. Reading literary works requires visual thinking to perceive and experience, but to grow the mind based on rich emotions requires rational thinking. This ability is related to whether students can become rational citizens with warmth and thinking ability.

? Chinese teachers should also pay attention to their own thinking processes in organizing learning activities. Each lesson should be orderly and logical. For example, the entire lesson should have a thinking track of "starting, continuing, turning, and combining" and a "string of questions" that conforms to cognitive rules, from shallow to deep, and from here to there. "I am Chinese", teachers are the objects of students' learning, and all expressions are "models" that students are subtly influenced by. The organization of learning activities and knowledge transfer all reflect the teacher's thinking ability.

? Miao Xinkun: Chinese teaching has always been a shortcoming in cultivating thinking. The reason for this problem should first be found from the teachers themselves. On the one hand, front-line teachers easily get lost in text interpretation; on the other hand, the lack of instructional design capabilities prevents the course content from being effectively transformed into learning content and learning activities that demonstrate the logic of subject learning. The teacher occupies the dominant position in the classroom. A lot of explanations and analysis but students have nothing to do, and cultivating students' thinking ability will face great challenges.

? To strengthen the cultivation of thinking ability, first of all, teachers should strengthen their text interpretation ability and interpret the text in a way of thinking that fits the style, so that rational thinking and irrational thinking can be transformed into concrete ideas in interpreting the text. Knowledge of procedural and strategic aspects of reading instruction. Otherwise, the task of cultivating students' logical thinking ability will not be traceable in the classroom. Secondly, the teaching situations, integrated learning content and language practice activities designed by teachers should include clear thinking cultivation goal orientation, method strategies and evaluation mechanisms. At the same time, these activities should be close to the students' thinking zone of recent development, leading to There are thinking challenges, which are a key link in developing students' learning behavior and logical thinking ability. Thirdly, scientific and effective teaching dialogue is a central link that promotes the continuous development of students' thinking. During the dialogue, teachers' evaluations come in, so that students' thinking can be reshaped and constructed.

? "Educator": In what aspects should changes be made in Chinese course teaching under the guidance of the new curriculum standards?

? Xiao Peidong: Regarding the new curriculum standards, the first thing I pay attention to is the "unchanged" things. What I am very worried about is that the large number of derivatives of new concepts and new terms will cause many Chinese teachers to misinterpret or misunderstand Chinese teaching. For Chinese and Chinese teaching, it is very important to keep the essence and the original intention. Before "changing", we must first think clearly about what we are holding on to and what we insist on. Teaching should keep up with the times, but not follow fashion.

? "The Chinese course is a comprehensive and practical course for learning the use of the national common language. The unity of instrumentality and humanism is the basic feature of the Chinese course." Regarding the nature of the Chinese course, The expression is slightly different from the past, but the overall effect remains the same, which is touching. On the basis of adhering to the nature of Chinese courses and the rules of Chinese learning, we must reflect more on our teaching, keep up with the pace and requirements of the new era, have new ideas, new thinking, new knowledge and new visions, and reflect on teaching concepts and teaching behaviors. Actively seek changes, constantly update, develop and enrich ourselves, and become Chinese teachers with learning, thinking, creativity, research and execution capabilities that meet the needs of the times.

? Cao Gongqi: Implement Chinese learning task group teaching. Teachers must have an overall awareness of the unit and place each lesson and every bit of learning content within the overall framework of the unit. In fact, it is considered within the learning task group, so that the teaching value of the learning task group can be fully utilized.

Of course, we can build learning task groups based on teaching material units, or we can break through the arrangement of teaching materials and reconstruct new learning task groups according to actual needs, driven by learning tasks to complete classroom teaching goals.

? Create real and concrete learning situations. We should try our best to create specific and real learning situations for students, so that students can learn and use language in meaningful activity situations, so as to cultivate students' practical ability to use language flexibly, instead of relying on rote memorization and mechanical questions and blind pursuit of The so-called "score". At the same time, Chinese language learning must also pay attention to the creation of a language environment. Learning and using language in a specific context are indispensable conditions for Chinese teaching.

A variety of course types are combined with each other. We must break through the relatively single teaching curriculum in the past and adopt a variety of curriculum types. In particular, reading teaching must break through the form of concise and concise lectures on single texts, and organically combine different lesson types such as single text teaching, group text reading teaching, and whole book reading teaching, in order to comprehensively cultivate students' reading literacy. Whole book reading is advocated by the new curriculum standards, and the focus of whole book reading teaching should be on guiding students to truly read.

Miao Xinkun: First of all, the role of teachers must be further changed. Transform from being a single teacher in the past to a leader, collaborator and organizer of student learning. Only in this way will teaching shift from "knowledge-based" to "education-based" and from focusing on one's own "teaching" to focusing on students. of "learning". Secondly, teachers’ attitude towards knowledge must also change. Knowledge is no longer transitive, but generated based on activities, and is intervened in a timely manner when "people" need it. It requires us to translate it into effective strategies to help people solve their problems. In this process, evaluation must be carried out in advance and dynamically throughout classroom teaching. Thirdly, in terms of the use of teaching materials, single teaching can no longer meet the teaching requirements of the new curriculum standards. We need to build learning units through further integration. Finally, problem design based on single teaching is far from meeting teaching needs. We need to turn to the development and design of teaching situations that include learning goals, learning content, learning activities, and learning evaluation, so that the teaching unit shifts from time to learning events. , forming a closed-loop structure.

——Published in "Educator" 2022.05, Issue 324.