What is the difference between the new curriculum standard of primary school Chinese and the old curriculum standard of primary school Chinese?

Comparison table between Chinese curriculum standard of compulsory education (20 1 1 version) and original curriculum standard.

Location of important content: Notes of the old curriculum standard 20 1 1.

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Second, the objectives and contents of the study period. Read and write in the first study period (1-2 grade) (1)

Know 1600- 1800 commonly used Chinese characters, of which 800- 1000 can write.

Know 1600 commonly used Chinese characters, of which about 800 can write.

The number of words recognized and the number of words that can be written have decreased.

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Second, the objectives and contents of the learning period. Read and write in the first learning period (grades 3-4) (1)

Accumulate about 2500 commonly used Chinese characters, of which about 2000 can write.

Accumulate about 2500 commonly used Chinese characters, of which about 1600 can write.

The number of writable words is reduced by 400 words.

Second, the objectives and contents of the school period The third school period (grades 5-6)

Delete the old version of "You can write no less than 400 words in 40 minutes"

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Second, the objectives and contents of the school period The fourth school period (grades 7-9)

1. read and write: delete the old version "about 3000 of them can write"

2. Reading: Add "reading news and explanatory articles can grasp the basic idea of the article and get the main information".

Second, the goal and content of the learning period. The fourth learning period (grades 7-9) (3) Writing

The composition is generally not less than 6.5438+0.4 million words per academic year.

The composition is generally not less than 14 times per academic year.

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Implement the recommendations. Teaching suggestion

(v) Specific recommendation 2. On reading teaching

New: In reading teaching, in order to help students understand the text, we can guide them to learn the necessary Chinese knowledge with the text, but we can't "systematically" teach and practice without actually using Chinese, let alone ask them to memorize conceptual definitions.

3. About the addition of writing teaching: we should attach importance to the connection between writing teaching and reading teaching and oral communication teaching, and be good at organically combining reading and writing, and oral writing and promoting each other. We should pay attention to the quality of composition writing, and let students regard composition writing as a process of practicing writing.

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5. New comprehensive learning: comprehensive learning should be close to real life. Carry out learning activities in connection with practical problems in life, improve the understanding of natural and social phenomena and problems while realizing the goal of Chinese learning, and pursue an active, healthy and harmonious lifestyle.

Add 6. Knowledge of grammar and rhetoric.

Two. Evaluation suggestions (5) Specific suggestions

1. literacy assessment

Add "evaluation of reading and writing ability": the first and second phases pay more attention to students' interest in active reading and writing, and the third and fourth phases pay attention to examining students' independent reading and writing ability.

Two. Evaluation suggestions (5) Specific suggestions

1. literacy assessment

Add "writing evaluation": the first phase pays attention to writing basic strokes, basic structures and basic characters, the second and third phases pay attention to writing with brush, and the fourth phase pays attention to writing basic running script and copying the works of famous calligraphers.

Two. Evaluation suggestions (5) Specific suggestions

2. Reading evaluation

We should also pay attention to the understanding of content and the grasp of style.

It should be based on understanding and grasping the content.

Grasp the deletion of "style"

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Two. Evaluation suggestions (5) Specific suggestions

2. Reading evaluation

Intensive reading: the first section can focus on the initial perception of the content of the article and the understanding and accumulation of important words and expressions in the article; The second stage focuses on the understanding of the article and the main idea of the article through important words and expressions. The third stage focuses on the understanding of the expression order and basic expression methods of the article. The fourth stage focuses on clearing the mind, summarizing the main points, exploring the content, and the ability to read articles in different styles. "

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2. Reading evaluation

Reading of literary works: the first section is added to examine students' overall feelings about the situation, rhythm and charm of the works through reading aloud and imagination; The second section focuses on reading the important paragraphs and sentences carefully on the basis of reading the full text, and feeling the image and language of the work concretely; In the third and fourth stages, students' initial appreciation of literary works can be evaluated by examining their understanding of images, emotions and languages and their own experiences. "

Two. Evaluation suggestions (5) Specific suggestions

3. Writing evaluation

New: The first phase mainly evaluates students' interest in writing; The second learning period is the initial stage of practice, and students should be encouraged to do it boldly; In the third and fourth stages, students are encouraged to express their experiences, experiences and ideas concretely and clearly through various evaluations. The evaluation of composition should also pay attention to students' Chinese writing.

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Two. Evaluation suggestions (5) Specific suggestions

3. Oral communication evaluation

Add 1. The basic items to test the level of oral communication include telling, coping, retelling, retelling, impromptu speech, keynote speech, problem discussion and so on.

2. The first stage mainly evaluates students' attitudes and habits in oral communication, with the emphasis on encouraging students to express themselves confidently; The second and third periods mainly evaluate students' basic ability of daily oral communication and learn to listen, express and communicate; In the fourth stage, through various evaluation methods, according to different objects and contents, students are encouraged to conduct interpersonal and social exchanges in a civilized manner.