How has the Chinese curriculum standard changed the original narrative writing of junior and senior high school students?

The Chinese curriculum standard has changed the original middle and high school students' narrative writing into a simple documentary composition and imaginary composition.

Change 1: Put forward the core literacy of four disciplines.

The new curriculum standard puts forward the concept of "discipline core literacy". So what is the core literacy of the discipline? The new curriculum standard points out that the core accomplishment of a subject is the concentrated expression of the educational value of the subject, and it is the correct values, necessary character and key ability that students gradually form through subject learning. The core literacy of Chinese subject mainly includes four aspects, namely:

Language structure and application.

Development and promotion of thinking.

Aesthetics and creation.

Cultural inheritance and understanding.

Change 2: From five major curriculum objectives to twelve major curriculum objectives.

The 2003 edition of curriculum standards set five curriculum objectives, namely, accumulation and integration, feeling and appreciation, thinking and understanding, application and expansion, discovery and innovation.

Language accumulation and construction. Language expression and communication.

Language combing and integration.

Enhance the ability of thinking in images.

Develop logical thinking.

Improve the quality of thinking.

Enhance the aesthetic experience of the language and characters of the motherland.

Appreciate literary works.

The expression and creation of beauty.

Inherit Chinese culture.

Learn about different cultures.

Pay attention to and participate in contemporary culture.

Change 3: Add required courses.

Change 4: Set eighteen learning task groups.

Change 5: Clarify academic quality.

Excellent traditional culture and revolutionary traditional education have become high-frequency words and new hot spots in the new curriculum standard.

Hot spot one: excellent traditional culture.

Strengthening the education of Chinese excellent traditional culture is one of the key points in the revision of curriculum standards, among which Chinese curriculum standards are the most prominent. The content of Chinese excellent traditional culture runs through compulsory, elective compulsory and elective parts.

First, the content is more comprehensive. In the part of "Suggestions for reading in and out of class", in addition to retaining the original works of The Analects of Confucius, Mencius and Zhuangzi, cultural classics such as Laozi and Historical Records have been added, requiring students to read all kinds of ancient poems extensively, covering all periods from pre-Qin to late Qing Dynasty.

Second, it carries more weight. It is clearly stipulated that "China's excellent ancient works should account for 1/2 of the class reading items".

Third, the requirements are higher. While strengthening in an all-round way, we also set up a special study on Chinese excellent traditional culture to study and discuss the classic works of Chinese traditional culture in depth. The original standard "Suggestions for Reading Articles" was changed to "Recommended Articles for Reciting Ancient Poetry", and the number of recommended articles increased from 14 (the first article) to 72 (the first article), which improved the learning requirements.

Hot spot 2: revolutionary traditional education.

Strengthening revolutionary traditional education is another key point in the revision of this curriculum standard. Chinese curriculum standards have realized the "two combinations" of revolutionary traditional education.

First, comprehensively strengthen the combination with special study. While the content of revolutionary traditional education requires compulsory, selective compulsory and elective parts, a special topic of "revolutionary traditional works" is also set up to focus on study and discussion.

Second, the combination of extensive reading and intensive reading requires students to widely read famous poems of revolutionary ancestors, excellent papers and essays on revolutionary spirit, news, newsletters, speeches and comments on revolutionary traditions in and out of class. The recommended reading materials in and out of class include Mao Zedong's poems, as well as works reflecting revolutionary traditions by a group of writers such as Lu Xun, Guo Moruo, Mao Dun, Ba Jin, Ai Qing, Cang Kejia, He Jingzhi, Guo Xiaochuan and Zhou Libo.

At the same time, interested students are encouraged to read Poems and Poems of the Older Generation of Proletarian Revolutionists and Long Literary Works Reflecting the Great Course of the Party's Leading the People's Revolution and Construction, and write research reports or literary comments, so as to "deeply understand the revolutionary spirit and revolutionary personality of revolutionaries and the broad masses of the people who fought bravely for the cause of national liberation."