Excerpts from Chinese Curriculum Standards

20 19. 10.30 the first day of punching in

The basic idea of Chinese course is to improve students' humanistic quality in an all-round way, correctly grasp the characteristics of Chinese education, actively advocate the Chinese learning method of independent cooperation and inquiry, and strive to build an open and energetic Chinese course.

The unity of humanity and instrumentality is the basic feature of Chinese curriculum. Chinese curriculum should be devoted to the formation and development of students' Chinese literacy, which is the basis for students to learn other courses well and for their all-round and lifelong development.

In the standard stage of Chinese curriculum, the goal is to put forward requirements from four aspects: literacy, writing, reading and writing, writing in grade one or two, writing in grade three or six, and oral communication. "Chinese Curriculum Standard" also puts forward the requirement of comprehensive learning, in order to strengthen the connection between Chinese curriculum and other courses and life, and promote the comprehensive improvement and coordinated development of students' language abilities such as listening, speaking, reading and writing.

Chinese is a practical course, so we should focus on cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice, rather than deliberately pursuing the systematicness and integrity of Chinese knowledge.

The new curriculum advocates independent, cooperative and inquiry learning methods.

The requirements of Chinese Pinyin teaching are to accurately read the tones of initials and finals, recognize syllables as a whole, spell syllables accurately, correctly write the tones of initials and finals, know capital letters and memorize Chinese Pinyin letters.

Chinese Pinyin can help students read, speak Mandarin well and read.

Literacy is the basis of reading and writing, and it is also the teaching focus of students' Chinese learning.

Visual teaching methods, including stick figure demonstration, body and audio-visual media.

The best way to consolidate literacy is to reproduce.

The cultivation of oral communication ability should not only attach importance to the teaching of oral communication class, but also consciously cultivate students' oral communication ability in all aspects of Chinese teaching and daily life and train them from all angles.

The design concept of Chinese curriculum standards clearly points out that the curriculum objectives are designed according to three dimensions: knowledge and ability, process and method, emotional attitude and values, which are mutually infiltrated and integrated, and pay attention to the overall improvement of Chinese literacy.

There are two ways to continue writing teaching objectives, namely, decomposition objectives and mixed objectives.

The goal of decomposition is designed according to the process and method of knowledge and ability, emotional attitude and values. Each dimension lists several small goals according to the actual situation. This continuation method is clear, concrete and easy to operate.

The goal of integration will not appear in the obvious hints of the continuation process and methods of knowledge and ability, emotional attitude and values, but he has an excellent grasp of every goal, and the two-dimensional or even three-dimensional goals are integrated. The biggest advantage is that it is convenient to describe.

Clarity is the soul of the continuation of teaching objectives.

When continuing to write teaching objectives, we should first pay attention to choosing appropriate descriptive verbs, then clearly state what kind of results students will achieve after teaching, and finally pay attention to the accuracy and discretion of words, which can not only reflect the hierarchy and discrimination of achieving objectives, but also strengthen the operability of teaching and the measurability of teaching effects.

Only when students know a certain number of words and correctly understand their meanings can they read books and newspapers smoothly, learn cultural and scientific knowledge and improve their cognitive ability.

The goal of Chinese curriculum is based on knowledge and ability, process and method, emotional attitude and values. It is designed that three dimensions are mutually infiltrated and integrated, and the overall improvement of Chinese literacy is emphasized. All learning links are interrelated and spiral, and the overall goal is finally achieved.

The focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate.

Chinese teaching must cultivate students' reading and writing ability, reading ability, writing ability and oral communication ability in a lot of speech practice.

Chinese teaching must cultivate students' reading and writing ability, reading ability, writing ability and oral communication ability in the process of a lot of speech practice.

The evaluation suggestion of Chinese Curriculum Standard points out that the evaluation of students' oral communication ability should pay attention to the investigation of students' participation consciousness and vague attitude, and the evaluation must be carried out in specific communication situations, so that students can undertake meaningful communication tasks to reflect their real oral and communication level.

"Chinese Curriculum Standard" puts forward that the Chinese curriculum in the nine-year compulsory education stage must be geared to all students, so that students can acquire basic Chinese literacy.

The Chinese curriculum standard puts forward the requirements of oral communication teaching in the overall goal, that is, to have the basic ability of daily oral communication, learn to listen, express and communicate in various communication activities, initially learn to conduct civilized interpersonal and social communication, and develop the spirit of cooperation.

On-site classroom evaluation can not only standardize teaching and motivate students in time, but also accumulate materials for summative evaluation.

From the existing form, curriculum resources can be divided into tangible resources and intangible resources.

Chinese class should cultivate students' thoughts and feelings of loving the language and characters of the motherland, guide students to correctly understand and use the language and characters of the motherland, enrich language accumulation, cultivate language sense and develop thinking.

The requirements of Chinese Pinyin teaching are: accurate pronunciation of initials and finals, overall recognition of pronunciation and energy-saving spelling of syllables, correct writing of initials and finals, recognition of capital letters and memorization of Chinese Pinyin letters.

Chinese literacy from low to high, from simple to complex, is mainly divided into six levels, one is necessary Chinese knowledge, the other is rich language accumulation, the third is skilled speech skills, the fourth is good study habits, and the fifth is profound cultural literacy and elegant manners.

From the way of obtaining curriculum resources, it can be divided into three categories: on-campus resources, off-campus resources and network resources.

Curriculum is a dynamic ecosystem, which grows due to the constant interaction between teachers and students, and students are the most active factor.

"Chinese Curriculum Standard" points out that the rich humanistic meaning of Chinese curriculum has a profound influence on students' spiritual field, and students' reactions to Chinese textbooks are often diverse. Therefore, we should pay attention to the influence of Chinese, the value orientation of teaching content and the unique experience of students in the learning process.

Chinese curriculum standards point out that senior three students can write simple timed compositions and imaginary compositions, and can write reading notes and commonly used practical articles.