What is the definition of the new curriculum standard of junior middle school Chinese?

Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) was promulgated by the Ministry of Education of People's Republic of China (PRC) in July 20065438. Therefore, many new textbook versions based on curriculum standards came into being. For example, the new textbooks of People's Education Press, Chinese Publishing House, Jiangsu Education Publishing House, and Hebei Institute of Educational Science, etc. This is a great event for our junior middle school Chinese teachers. Many new educational ideas and new teaching principles are embodied in curriculum standards and new textbooks. Therefore, learning and grasping the curriculum standards and embodying the ideas in the curriculum standards in our Chinese classroom teaching have become a major event in junior middle school Chinese teaching.

Of course, some teachers will think that the implementation of curriculum standards will be a few years later, so I can teach according to the syllabus now. This idea is wrong. Because many concepts in the curriculum standards have penetrated into the current Chinese teaching; Curriculum standards represent the direction of Chinese teaching reform in recent years.

Below, I will talk with teachers about my experience in learning curriculum standards.

Chinese curriculum standards are divided into four parts. Part I: Preface; The second part: curriculum objectives; The third part: implementation suggestions; Part IV: Appendix. This standard is a nine-year system, and the nine years from primary school to junior high school graduation are divided into four periods.

Part I: Preface.

In the preface, firstly, it discusses the requirements of modern society for citizens, which is the responsibility of Chinese teaching. "Modern society requires citizens to have good humanities and scientific literacy, innovative spirit, cooperative consciousness and open horizons, and have basic abilities in reading comprehension, expression and communication, as well as the ability to collect and process information by using modern technology." Our Chinese teaching is to work hard in this direction.

The general part also discusses the principles of formulating curriculum standards. One of the most fundamental principles is "guided by Marxism and scientific educational theory".

The first part of the preface discusses the "curriculum nature and status" of Chinese.

"Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. "

I want to emphasize a problem here. Chinese is a communication tool, and the content of communication belongs to the cultural category. Therefore, Chinese is an important part of human culture. Chinese class should affect students' emotional attitude, improve their cultural taste and aesthetic taste, and improve their aesthetic ability. Among them, literature education should be paid attention to, and Chinese reading, writing and practical writing alone can not completely complete the task of Chinese curriculum. Literature education plays a unique role in influencing students' emotional attitude, improving students' cultural taste and aesthetic taste, and improving students' aesthetic ability.

Let's talk about two controversial issues: "instrumental" and "humanistic". The basic connotation of "instrumentality" is related to scientism based on utilitarian scientific view, which rose at the end of 19 and the beginning of the 20th century. Regarding the nature of Chinese subject, it was undoubtedly of positive significance to put forward "instrumentality" at that time, and it still has its practical significance today. However, the one-sided emphasis on "instrumentality" did have a considerable negative impact, so the linguists reflected on it and put forward the slogan of "humanity". Looking at the world education field, the debate between scientism and humanism has never stopped for more than half a century in the 20th century. The dispute between the two major ideological trends abroad and the dispute between "instrumentality" and "humanism" in China's education is an inevitable phenomenon when society and education develop to a certain period. "Instrumentality" focuses on the practical function of Chinese course to cultivate students' Chinese application ability and the practical characteristics of Chinese course, while "humanism" focuses on the cultural function of Chinese course that affects students' thoughts and feelings and the characteristics of humanistic course. In fact, the characteristics of these two aspects of Chinese curriculum are unified. The unity of science and humanity, and the unity of instrumentality and humanity can all become people's knowledge.