What is the concept of Chinese curriculum standard?

First, comprehensively improve students' Chinese literacy.

What is Chinese literacy? Cui Luan, president of the National Association of Small Languages, believes that Chinese literacy is a comprehensive literacy with Chinese ability as the core, and it is the integration of Chinese ability with Chinese knowledge, language accumulation, thoughts and feelings, thinking quality, aesthetic taste, learning methods and habits. Professor Wang Chao summed it up as follows: In the course of Chinese learning, students internalize the outstanding cultural achievements of Chinese through literacy, writing, reading, writing (writing), oral communication and comprehensive learning, and finally develop a level of self-restraint in students. The specific content of Chinese literacy is the following passage (which can show the curriculum standards). The language is rather general. From the perspective of teaching objectives, it is actually divided into three dimensions: knowledge and ability, process and method, emotional attitude and values.

Knowledge and ability. 1, essential knowledge of Chinese. I think it tells us that in primary school, Chinese teaching should ensure that students are taught some knowledge of the sound, form and meaning of Chinese characters, basic knowledge of grammar and rhetoric, common knowledge of paragraph and text structure, basic knowledge of reading and writing methods and so on. In other words, book knowledge should be taught seriously. 2. Rich language accumulation. The main content of Chinese learning is concrete model essay. Students can master the basic rules of written language and improve their oral expression level mainly by reading and feeling model essays. In order to improve the level of Chinese, students must first have a certain amount of perceptual language materials, and make a qualitative leap on the basis of quantitative accumulation. The primary school stage is to master 3000 commonly used Chinese characters and commonly used Chinese written vocabulary, recite a certain number of paragraphs and excellent poems, and read a certain number of excellent books after class, which is the basis for forming Chinese literacy. 3. Skilled language skills. Skilled skills become an ability to some extent. Chinese teaching must cultivate students' basic skills such as looking up a dictionary, reading aloud, reading silently, speaking, listening and writing in a large number of language practices.

Process and method. In the past, I attached great importance to the results of learning and neglected the process of learning. Me too. I put forward a series of pre-designed questions in class, whether enlightening or inducing, in order to get students to tell the answers to the questions. When they feel that the answers have been told, the task is completed. The current curriculum standards pay attention to "process and method", which reminds us that, first of all, the humanistic thought of Chinese is contained between the lines of the article, which requires students to feel, appreciate and understand through certain learning methods. And these thoughts are long-term and subtle. This is not what we used to ask students to summarize the central idea of the text before the end of the text. This requires our teachers to teach students in accordance with their aptitude. For example, repeated and varied reading is a good way to understand feelings. Secondly, Chinese can develop people's thinking. When we read an article, we need to think. Our thinking is varied, including perceptual knowledge and rational induction. There are both exploratory questions and inferential explanations. . . . . . There is no certain way to think. Curriculum standards require us to attach importance to the guidance of learning methods, that is, to let students master a variety of ways of thinking in order to improve their thinking ability and quality. I can finally study. That is, "teaching is to not teach". For example, we have a large amount of literacy in the new textbook of senior one, so we should always encourage students to read independently and guide them to discover the laws of Chinese characters. For example, radical classification literacy: the word "radical" is related to speech, and the word "anti-dog" is related to animals. Thirdly, the curriculum standard requires us to pay attention to students' learning process and guide students' learning methods, that is, to let students develop good study habits. In teaching, let students master the most basic Chinese learning methods and cultivate their self-confidence and good habits in Chinese learning. Such as the habit of active literacy and correct writing; The habit of consulting reference books frequently; The habit of not using pen and ink or reading; The habit of listening carefully; The habit of writing neatly, etc.

Emotions, attitudes and values. Curriculum standards point out that cultivating students' noble moral sentiment and healthy aesthetic taste, and forming correct values and attitudes towards life, including good personality, sound personality, self-confidence and good habits, are important contents of Chinese teaching and should not be regarded as additional tasks. In teaching, this teaching goal should be consciously implemented in every teaching link of daily classroom teaching. As can be seen from the above, the connotation of Chinese literacy in curriculum standards is very rich. It is a comprehensive civilization accomplishment, and I think it is a grand project to improve students' Chinese accomplishment in an all-round way, involving many factors and levels. It is impossible to take care of all aspects in every teaching, but to focus on the teaching content and time. Moreover, it can not be improved in a short time, and it needs long-term edification, infiltration and accumulation.

Second, correctly grasp the characteristics of Chinese education.

I stopped reading a long paragraph on the curriculum standard. Understand from three aspects.

Attach importance to humanistic connotation. Chinese course has rich humanistic connotation, and its influence on human spiritual field is very profound and extensive. Chinese teaching should enable students to learn to be human while learning Chinese, and be a China person who is "patriotic and law-abiding, united and friendly, civilized and honest, pioneering and enterprising, and brave in dedication". Students' acceptance of correct concepts and cultivation of good moral sentiments mainly depend on edification and infection, rather than rational analysis. Students' minds should be cultivated in the process of "keeping things quiet" and receive profound educational effects. For example, the first book "Eyes and Ears" is a literacy class with a strong humanistic color. Teacher Yu Yajuan asked the students to guess the age of the word "wood" in teaching, and the students were very interested. Some people guess five or six years old, others guess teenagers. Teacher Yu smiled and shook his head to deny it. When the students' curiosity reached its peak, Mr. Yu mysteriously told everyone that the word "wood" had a history of more than 5,000 years. Then use courseware to demonstrate the evolution process of the word "mu" to stimulate students' love for Chinese characters.

Emphasize practicality. The practice of Chinese learning is open and rich. There are three main types: 1, listening, speaking, reading and writing exercises in Chinese class, and doing necessary language training. 2. Other practical activities in Chinese class. For example, perform according to the text, or draw a picture according to the understanding. 3. Extracurricular practical activities. It can be reading books and newspapers after class, collecting and sorting out materials, researching and discussing, etc.

Diversity of students' cognition. Because of the differences in students' knowledge base, life experience, emotional experience and thinking level, their reactions to Chinese education are necessarily unique and different. Chinese education should respect students' unique experience in the cognitive process and actively advocate the diversification of Chinese education. For example, in reading teaching, students' understanding of the text will be different, which is often said that "there are a thousand readers, there are a thousand Hamlets". Only in classroom teaching, especially in open classes, our teachers always answer students: yes, good because of psychological tension. This becomes the other extreme. Of course, this includes myself. Some misconceptions or opinions of students should also be clearly denied. If students can't figure it out in class, they can talk to the teacher after class. Actively advocate independent, cooperative and inquiry learning methods.

As we all know, in 2 1 century, society has higher requirements for talents. They should not only be able to read, have knowledge and learn the skills of lifelong learning, but more importantly, they should be able to learn, have the spirit of cooperation and have the ability to practice and innovate. This concept is said the most and used a lot now. Especially at the beginning of class, there is always a link of autonomous learning or cooperative learning. Not to mention the effect, I think it is always a big step to give it a try.

Autonomy. Autonomous learning is an active learning. For primary school students, the main performance is students' interest in learning. We all know that "interest is the best teacher", so we also pay great attention to the stimulation of interest in the classroom teaching process. For example, in the "entrance education", first observe the campus and let students feel the beauty of the campus; Then play the national anthem for situational drills, so that students can experience the solemnity when raising the national flag; Finally, looking through Chinese books, bright pictures not only satisfy students' curiosity, but also stimulate their desire to learn Chinese. In Pinyin teaching, we always teach through the combination of performances, stories, games, competitions, songs, multimedia and life practice. When learning children's songs, scenes are often created, so that students can not only consolidate pinyin but also enrich language and experience the fun of learning in the process of reading children's songs. For example, when learning tenderness and the little white rabbit, let the students be rabbits and puppies together; When studying together, let's make little yellow chickens and little black chickens together. When learning Crossing the Bridge, show some arithmetic problems and do some reading. When learning "politeness", the rooster induces by guessing; When learning rainbow, use pictures to give students visual stimulation. Students are very enthusiastic about learning. After learning, often new knowledge has not been taught, and students can learn children's songs at home. Secondly, autonomy also refers to the independence of students' learning. Our teachers should change the old teaching method of asking more questions and provide students with enough time and space to read, think, consult relevant materials and finish their homework independently. For example, in literacy teaching, try to let students read independently according to pinyin, explore ways to memorize words independently, and let students say, "What words have you learned?" How do you remember this word? "You can also let students be small teachers, so the enthusiasm will be higher. Most students can read the pronunciation correctly, and when memorizing fonts, they will also think of "adding one, subtracting one and changing one". In reading teaching, it is a better method if students can find and ask questions by themselves. For example, after we reveal the topic, we often ask students, "What do you want to know after reading the topic? "After reading the text for the first time, you will ask," What did you know after reading the text? What else don't you understand? "Let the students ask questions freely, let the students say what they can answer, and the teacher doesn't have to give specific answers. The problem of "learning without thinking" should be cultivated from the first grade. But judging from some of our usual classes, there are still too few independent components. I think sometimes it has something to do with the teacher not designing a problem that affects the whole body. Teacher Gong of our school participated in Two Little Lions (the second volume of Grade One). Before the students read the text, she designed such a question: help the lioness, name the two cubs, and talk about the reasons. How to name the courseware: read the text carefully first, think of the name after reading it, and find out the reason for the name from the text. According to this question, students can read the text independently, think independently and express their opinions in group discussion. After the discussion, the whole class communicated. It should be said that students' interest is high and their autonomy is fully reflected. In addition, the problem we usually encounter in class is that sometimes in order to catch up with the time (for fear of not finishing the scheduled teaching content), students are often given too little time to read and think independently. After the task is assigned, it doesn't take long to give feedback. In fact, many students haven't had time to think.

Cooperation. Group cooperative learning is a frequently used method in Chinese teaching. Although our cooperative learning is not standardized enough, most of them are group discussions and exchange views in groups. But I think this kind of discussion is also very good in primary schools, especially in lower grades. At least you can learn to listen and express your opinions. When there are different opinions in the group, there can also be disputes until a comprehensive opinion is finally reached and a deeper understanding is obtained. Even if opinions cannot be unified, at least there are many different views on the same issue, which leads to their own reflection. Cooperation in the true sense is to organically combine students to study or solve a problem together. Such cooperative learning seems to be rare at present. I haven't tried either. Then I found some ways to improve the efficiency of group cooperative learning from the materials and studied with you.

Division of labor among team members. For example, a four-person team consists of convener (group leader), recorder, reporter, timekeeper (and noise controller) and so on. And the division of labor is clear, everyone has something to do. Team members take turns to play the above roles.

Players are numbered according to the base number. Arrange the learning tasks according to the degree of difficulty, such as task 1 is the easiest, and the difficulty of tasks 2, 3 and 4 is increasing. Each student "sits in the right place", completes a task, and then the whole group "gathers" to communicate.

Learning tasks are divided from different angles. Each student chooses one according to his own interests and specialties, and communicates with each other after completing the task. Sheng Xinfeng, a special teacher, assigned four learning tasks when teaching the "Army Array" section of the Terracotta Warriors and Horses of Qin Shihuang: students who want to be military strategists draw an army array for this section; Students who want to be writers study the writing order of this passage; Students who want to be an announcer practice reading this passage with emotion; Students who want to be small tour guides try to explain this magnificent military array. In this way, team members can foster strengths and avoid weaknesses, and their advantages can complement each other.

When group cooperative learning is really implemented, there are also many specific problems. For example, personnel combination generally adopts the method of "heterogeneity within the group and homogeneity between groups". In fact, we usually don't seem to seriously consider the situation of team members, either before and after four people, or free combination. In the future, should we prepare for group cooperation or divide the whole class into groups and then come together? When is it better to combine freely? How much time should group cooperative learning take up in the whole class? Wait a minute. We need to explore further.

Asking. Regarding the inquiry learning of Chinese, especially in the classroom, I personally feel that I have done very superficial, or I don't know if this is inquiry learning. For example, in the article "I want to read" in the first volume, I design such a link at most-the teacher asks: Where is the "I" in the article? The answer is that children live in a small mountain village. Ask again: where did you see it? Students express their opinions: some say that I can see from the picture that there are mountains on all sides, and they live in a yard. Some said that from where they live, the house they live in is very short, and it is a stone table and bamboo stool. Some said they saw it from my mother's skirt, wearing an apron and cloth shoes. Some said that what I saw from the text "can walk out of the mountains;" Curved path "; In order to let students have a preliminary understanding of the relationship between shadow and light source, in the article "Shadow before, shadow after"; And the shadow is on the left and the shadow is on the right. "Have a perceptual knowledge, let students play" stepping on the shadow "in the sun before class. Let the students pay attention to some signs before the thunderstorm, or understand the natural phenomenon of the weather by looking for information, and help them learn the lesson "It's going to rain" well. However, in the first half of the second volume "Literacy 8", students are arranged to observe and draw the changes of the moon every night, so that it is not difficult for students to understand the article "The waning moon in the fourth day of the third grade, reunion in the fifteenth and sixteenth months". Just like the child with an empty flowerpot in the second book, I was a failure. The reason is that students simply don't understand that "ripe seeds don't germinate". Because they lack this knowledge. So when I finally asked the students to ask questions, as the top student in my class, I still asked, "Why did Xiongri choose him as his heir with an empty flowerpot?" So it should be said that students should be arranged to do experiments before class, or teachers should provide materials for students to explore in class. As can be seen from the above examples, it has a great relationship with the level of teachers and whether teachers are willing to spend time and energy to study. During the summer vacation, many of our teachers got a copy of "The Change of Learning Style in the New Curriculum". I also read it carefully twice. I have learned some theoretical things, such as "what is inquiry learning in school curriculum", "the similarities and differences between inquiry learning under the guidance of teachers, spontaneous inquiry of children and inquiry of scientists" and "inquiry learning can be divided into acceptance and discovery. We usually give students a task to collect information from libraries, internet, science and technology museums, etc. ".Why should we carry out inquiry learning? Wait a minute. But what I really care about is how to carry out inquiry learning in Chinese teaching in primary schools. How do students explore independently (especially in the low stage)? When will the teacher intervene? And to what extent? These practical methods or examples are not available, and several examples in this paper are mainly based on the teaching content of junior high school. I found a case written by Tongxiang author in the data, which is my uncle Mr. Lu Xun. At the beginning of teaching, the teacher provided the students with an open question background: "What impressed you most about my uncle's voice and smile?" Guide students to read the text independently. Then read aloud and communicate. Then the teacher let the students feel what kind of uncle this is from his voice and smile. Show me the research question: Do you think this is-'s uncle? Ask students to focus on a voice, a smile, a connection with the context and background of the times at that time, conduct in-depth research, and experience the quality of this uncle. The teacher has prepared a database for the students, who can freely go to the stage to consult it if necessary during the research. Next, students' group cooperation and inquiry, and finally, feedback. At first glance, it doesn't seem particularly difficult, but it is really practical. I think teachers need to have a deep foundation in determining the research theme of a text and how to prevent students from being too lax when guiding and giving feedback in the research. I sincerely hope that the teachers present here will make some achievements in this field in the future, and then promote their own experiences and share them with you.

Third, strive to build an open and dynamic Chinese curriculum.

I understand that an open and energetic Chinese course should keep up with the pace of the times, develop with the changes of the times and face the future; In the horizontal direction, we should pay attention to interdisciplinary, get out of the classroom and school, and integrate with life and society. What we usually do is to recommend extracurricular reading materials and introduce websites to students after writing a text. Take students out for sightseeing; Introduce the teaching methods of other subjects in class, such as enjoying music, painting and performance. There are both local courses and school-based courses in the types of courses. It is also adapted to local conditions. I don't know much about the school-based curriculum development in our county, and our school is not doing very well. Last year, when we were doing writing training, we saw that a little teacher in Zhang Guofeng compiled a writing textbook according to his own specialty, which was very good, and the study of ancient poetry in the primary school in the town center was also very systematic. There may be better schools.

The above are some materials and my superficial understanding collected to interpret the concept of the new curriculum standard. In fact, I think our previous Chinese teaching also had this idea more or less, but more emphasis was placed on students' mastery of Chinese knowledge and the cultivation of Chinese ability (that is, listening, speaking, reading and writing ability), which was also related to the assessment standards of teachers by superior leaders to some extent. I think with the promotion and strengthening of curriculum reform, we will strive to explore and practice towards the requirements of curriculum standards.