This curriculum reform clearly proposes to strengthen the connection between writing and life, emphasize observation, thinking, and true feelings, and requires telling the truth, speaking the truth, s

This curriculum reform clearly proposes to strengthen the connection between writing and life, emphasize observation, thinking, and true feelings, and requires telling the truth, speaking the truth, speaking from the heart, and not telling lies or empty words. Encourage imagination and fantasy and encourage creative expression. Primary schools downplay style, encourage unfettered expression, write less propositional compositions, and encourage more writing of observation diaries, life notes, letters and random reflections. The focus is on stimulating students' interest in writing. In terms of specific requirements, we no longer set excessive requirements in terms of center and organization, but focus on cultivating students' preliminary and practical written expression skills. Junior high school students are required to observe life from multiple angles, discover the richness and variety of life, capture the characteristics of things, and strive to express themselves creatively. To change the shortcomings of Chinese teaching that emphasizes knowledge transfer but neglects practical activities, it is necessary to use Chinese education resources in real life to build a Chinese education system with connections inside and outside the classroom, communication inside and outside the school, and integration between disciplines. In order to expand students' learning space and increase opportunities for Chinese practice, the Chinese curriculum standards propose for the first time the development and utilization of curriculum resources, making extensive use of classroom teaching resources and off-campus learning resources, with special emphasis on family as a Chinese curriculum resource worthy of attention. Chinese curriculum standards require teachers to attach great importance to the development and utilization of curriculum resources, creatively carry out various activities, and enhance students' awareness of learning and using Chinese in various situations. This curriculum reform emphasizes that students are the masters of learning, emphasizes that Chinese language learning is a personalized behavior, and respects students' individual differences and personalized learning styles. The grasp of the laws of Chinese education is prominently reflected in the emphasis on accumulation and the overall perception of articles, downplaying analytical operations, not requiring students to recite the main ideas and central ideas of paragraphs, strengthening the requirements for reading, accumulation, perception, and edification, and avoiding tedious analysis and Mechanically repetitive exercises. These requirements are in line with the current situation and reflect a new concept of Chinese education. Teaching evaluation: more qualitative than quantitative Chinese course standards have made significant breakthroughs in teaching evaluation. It is clearly stated that the purpose of Chinese course evaluation is not only to examine the extent to which students achieve course goals, but also to test and improve students' Chinese learning and teachers. teaching, improve course design, and improve the teaching process, thereby effectively promoting student development. The screening and selection functions of evaluation should not be overemphasized. In the past, the evaluation of Chinese language learning mainly focused on listening, speaking, reading, and writing abilities and the mastery of basic knowledge. The evaluation focused on recent explicit effects. The measurement indicators were rigid and rational. The evaluation method was single and emphasized quantitative Analysis, mostly written and objective questions. This curriculum reform emphasizes the need to highlight the integrity and comprehensiveness of Chinese course evaluation, and evaluate students from several aspects such as knowledge and abilities, processes and methods, emotional attitudes and values, to comprehensively examine students' Chinese literacy. The long-term hidden effects of Chinese education must be given an important consideration. For example, the evaluation of literacy and writing requires a comprehensive evaluation of students' literacy ability from the combination of pronunciation, form, and meaning, and attaches great importance to the evaluation of students' interests and habits in literacy and writing. The evaluation of reading requires a comprehensive examination of students' feelings, experience, understanding and value orientation in the reading process, as well as their reading interests, methods and habits, as well as the selection of reading materials and the amount of reading. Pay attention to the evaluation of students' multi-angle and creative reading. Grammar and rhetoric knowledge are not included in the exam. In terms of oral communication, attention should be paid to examining students' awareness of participation and emotional attitude. The evaluation must be conducted in a specific communication environment, allowing students to undertake meaningful communicative tasks to reflect students' true oral communication level. For the evaluation of writing, attention should be paid to the evaluation of writing process and methods, emotions and attitudes, such as whether there is interest in writing and good habits, whether true feelings are expressed, and creative expressions should be encouraged. At the same time, attention should be paid to the evaluation of the preparation process of writing materials, not only to examine what materials students possess, but also to examine the methods in which they possess various materials. Through evaluation, students are guided to use various methods to collect materials in life through observation, investigation, interview, reading, thinking, etc. The evaluation of comprehensive learning focuses on students’ inquiry spirit and practical ability.Since Chinese language learning has the characteristics of emphasizing emotional experience and perception, Chinese language evaluation cannot fully adopt quantitative and behavioral methods. Instead, formative evaluation should be strengthened, that is, random evaluation in the usual teaching process, which is mainly used to diagnose, discover and solve problems. , and the evaluation of the results of teaching activities at a certain stage should focus on evaluating learning effectiveness. The evaluation method combines qualitative and quantitative evaluation, and more attention should be paid to qualitative evaluation. In addition to using traditional written tests and assignments, a variety of evaluation methods should be used according to the stage characteristics of students learning Chinese and according to the goals of each stage of schooling.