From High School Chinese Core Literacy to Primary School Chinese Core Literacy Promotion

From High School Chinese Core Literacy to Primary School Chinese Core Literacy Promotion

-"Thinking about Learning" is based on "Chinese core literacy" and overcomes the arbitrariness of teaching.

20 19/ 1 1/ 17

Chinese curriculum standards for primary and secondary schools were promulgated on 20 1 1, and Chinese curriculum standards for high schools were promulgated on 20 17. In the past six years, education and teaching in China have further developed. The "Chinese literacy" mentioned in the primary school Chinese curriculum standard is updated to "Chinese core literacy", and the three-dimensional goal of "knowledge and ability, process and method, emotional attitude and values" is updated to the four-dimensional goal of "language construction and application, thinking development and promotion, aesthetic appreciation and creation, cultural inheritance and understanding". The promulgation of 20 17 senior high school new curriculum standard provides us with further theoretical basis.

First, the construction and application of language

"Chinese Curriculum Standard for Senior High School" points out: "The construction and application of language refers to the ability of students to master the characteristics and application rules of Chinese language and characters in rich language practice, form individual speech experience, and use Chinese language and characters correctly and effectively in specific language situations. "This requires us to guide students to accumulate, sort out and integrate in specific language practice, master the characteristics of the language of the motherland, and use language correctly to communicate.

In fact, Chinese is a very instrumental subject, and all subjects are based on Chinese, so the language learning materials of Chinese can be said to be all-inclusive. Students accumulate and form a good sense of language in the process of learning, integrate and establish their own language structure system, and can apply it to complete necessary communication activities in life.

Second, the development and promotion of thinking

The development and promotion of thinking is actually the development of thinking ability and the improvement of thinking quality. Including intuitive thinking, image thinking, logical thinking, dialectical thinking and creative thinking. The improvement of thinking quality points to the profundity, agility, flexibility, criticism and originality of thinking.

In my opinion, five kinds of thinking abilities and five kinds of thinking qualities point directly to the biased cultural interpretation of the text in our Chinese discipline in the past, and pay more attention to the guidance and grasp of some biased models. Professor Wen Rumin said, "Making all kinds of thinking forms explicit will help to change the current situation that Chinese teaching lacks thinking training (especially critical thinking and creative thinking).

When listening to Wang Wenli's class "Sunday Giant" that day, when the students guessed what gift Jonathan had brought, their guesses were more inclined to the appropriate answers such as learning tools and fitness equipment. Even if they are given a chance to arrange their own Sunday, when asked what kind of creativity they have, most students can think of mature "mass production" activities such as watching TV, playing with brothers and sisters and shopping with friends. At that time, Teacher Wang Wenli hit the nail on the head: "Why are we not creative?" In fact, Mr. Wang's problem is the common problem of students and even adults I am in contact with now-our creativity is insufficient.

In fact, looking back at this problem, I think there is something wrong with our education system. Examination-oriented education basically stipulates what, how and to what extent we learn. Therefore, the standard answers in each exam, the exam templates before the exam, and even many personalized readings need to be analyzed, sorted out and summarized according to the rules and regulations. Many things that exist in batches limit students' creative thinking. Some "anti-bone (critical thinking)" children have become so-called "maverick", and many people have become seriously heterogeneous because of their weak ability to take exams, and even struggle at the bottom of society.

I'm not saying this to criticize the examination system. In this land, exams have given countless diligent students the opportunity to "reinvent themselves". But it is undeniable that in this process, we have also limited the growth of some people. Our creativity is still not ideal until today, and our students still lack creativity no matter how much they advocate it.

The most impressive scene is that before the exam, I joked that the children in our class stayed in the second grade and still used low-level models such as "Sister's face is like a red apple" and "Elephant's ears are like a big fan". The children in our class also said to me half jokingly and half seriously, "How nice!"

I can't refute them. Indeed, compared with the result of making mistakes and losing points in creating new figurative sentences, it seems to be quite satisfactory, but where is our children's creativity? Where is our future creativity? I don't know, maybe I'm just a confused person!

But I have this consciousness. I know that modeling can't cultivate creative and thinking children. Can it be implemented in detail? What can I do for the development and promotion of our children's thinking?

Third, aesthetics and creation.

In the curriculum standard, aesthetic appreciation and creation refers to "students form correct aesthetic consciousness, healthy aesthetic taste and appreciation taste through aesthetic experience, evaluation and other activities in Chinese learning, and gradually master the methods of expressing beauty and creating beauty in this process."

Beautiful things can always attract people's attention, let students discover the beauty of language and words, form a beautiful experience in Chinese learning activities, feel the beauty of language in appreciation and evaluation, and use different forms of training such as reading and writing to give students opportunities to express beauty and create beauty, so that students can improve their aesthetic ability in the alternation of appreciation and creation.

Fourth, cultural inheritance and understanding.

Regarding cultural inheritance, I directly quote a passage in the curriculum standard: "Inherit and carry forward China's excellent traditional culture, revolutionary culture and advanced socialist culture, understand and learn from the cultures of different nationalities and regions, expand cultural horizons, enhance cultural consciousness and enhance Socialism with Chinese characteristics's cultural self-confidence." Thousands of years of China culture is profound and has a long history. We should guide students to experience and love our national culture, and lay our cultural self-confidence with thousands of years' accumulation. Let students have a sense of identity, pride and love for our motherland.

The continuous fermentation of the "Hong Kong independence" incident has made us pay more attention to the inheritance and understanding of culture in education. Although democracy and freedom are commendable, when we set foot on the land with thousands of years of excellent traditional culture, when the blood of our ancestors is flowing, and when we enjoy the peaceful and prosperous times created by countless ancestors in modern times with blood and tears, we should understand that we should love our culture and inherit and carry forward our excellent traditional culture and revolutionary spirit.

Although we can't fully implement "Chinese core literacy" according to the four aspects mentioned in the senior high school curriculum standards, we should have four senses: language awareness, thinking awareness, aesthetic awareness and cultural awareness. We should always keep in mind the teaching of Chinese core literacy and integrate the implementation of Chinese core literacy in various ways.