Five core changes in the new curriculum standards

1. Form a correct world outlook, outlook on life and values

Students in the compulsory education stage are an important stage in forming a correct world outlook, outlook on life and values. This time the curriculum standards The revision focuses on the core values ??of socialism, the awareness of the Chinese nation as one united nation, China’s excellent traditional culture, revolutionary culture, advanced socialist culture, Chinese national self-esteem, patriotic sentiments, collective consciousness, cultural self-confidence, etc. aspect. These are reflected in the course nature, course philosophy, course objectives, course content, teaching suggestions, evaluation suggestions, teaching material writing suggestions, and suggestions for the development and utilization of course resources.

2. Construct literacy-based Chinese course goals

In terms of goal positioning, the 2022 version of the curriculum standards has constructed literacy-based Chinese course goals.

The core competencies cultivated in compulsory education Chinese courses are accumulated and constructed by students in active Chinese practice activities and expressed in real language use situations. They are cultural self-confidence, language use, thinking ability, and aesthetic appreciation. The comprehensive expression of creation. There are nine overall goals in this version of the curriculum, covering five aspects.

The first goal is related to the requirements related to cultivating moral character and cultivating people. The following 8 goals are related to cultural self-confidence, language use, thinking ability and aesthetic creation. This is constructed from the overall goal. The basic characteristics of literacy-based Chinese curriculum objectives.

The core competencies cultivated in compulsory education Chinese courses include four aspects, which are a whole.

(1) One of the core competencies cultivated in compulsory education language courses - cultural self-confidence

Cultural self-confidence means that students identify with Chinese culture and have firm confidence in the vitality of Chinese culture. Through language learning, you will love the country’s common language and characters, love Chinese culture, inherit and carry forward China’s excellent traditional culture, revolutionary culture, and advanced socialist culture, pay attention to and participate in contemporary cultural life, initially understand and learn from the outstanding achievements of human civilization, and have a relatively broad perspective. Cultural vision and certain cultural heritage.

(2) The second core competency cultivated in compulsory education language courses - language use

Language use is the core content among the four aspects. Language use means that through active accumulation, sorting and integration in rich language practice, students initially have a good sense of language, understand the characteristics and usage rules of the national common language, form individual language experience, and have the awareness and awareness to use language correctly and standardizedly. Ability to communicate effectively in specific language situations, feel the rich connotation of language, and have deep feelings for the national common language.

There are three groups of nouns to focus on here.

The first group is language sense and experience. Students should cultivate their language sense in daily life and Chinese learning, and enrich their language experience in the process of language sense becoming rich and language sense gradually becoming sensitive. , and then improve your language quality.

The second group of nouns is consciousness and ability. Developing such a sense of language and developing such an experience requires students to have conscious awareness and ability.

The third aspect is connotation and emotion. What you want to feel is the connotation of language and words, and what you want to cultivate is the emotion towards the country’s common language. These three groups can be regarded as the three elements for us to understand the use of language. important aspects.

(3) The third core quality cultivated in compulsory education language courses - thinking ability

Thinking ability refers to students’ association, imagination, analysis, comparison, Cognitive performances such as induction and judgment mainly include intuitive thinking, image thinking, logical thinking, dialectical thinking and creative thinking. Students' thinking has a certain degree of agility, flexibility, profundity, originality, and criticality. They are curious, thirsty for knowledge, admire true knowledge, have the courage to explore and innovate, and develop the habit of positive thinking.

In terms of the development of thinking ability, we pay more attention to several aspects of thinking ability, the improvement and development of students' thinking quality, and in this process, we cultivate students' truth-seeking attitude. This truth-seeking and realistic attitude Attitude is very important.

In addition, the development of thinking and language are inseparable. In the process of using language, students will pay attention to the thinking performance of language and the thinking logic in language. Through the interactive relationship between thinking and language, it should be said that language use and thinking ability develop and grow.

(4) The fourth core quality cultivated in compulsory education language courses - aesthetic creation

Aesthetic creation means that students gain through feeling, understanding, appreciating and evaluating language, texts and works. Rich aesthetic experience, with the ability to initially feel beauty, discover beauty and use language and words to express beauty and create beauty; cultivate elegant emotions, have healthy aesthetic awareness and correct aesthetic concepts.

The core competencies required to be cultivated in the compulsory education Chinese curriculum are different from the core competencies proposed in the Chinese subject in ordinary high schools.

Comparing the four aspects of Chinese language literacy in ordinary high schools: language construction and application, thinking development and improvement, aesthetic appreciation and creation, cultural inheritance and understanding, we can see that at the compulsory education stage, we are expected to cultivate Core competencies are relatively broad, covering a wider range of content, and place more emphasis on students’ behavioral performance.

At the ordinary high school level, we pay more attention to the content and emphasize the inherent logical laws of the subject. We emphasize that the students' subject learning process can lay the foundation for the next stage of further study.

So comparing the literacy curriculum goals at the compulsory education stage and ordinary high school stage, we can see the stages and continuity of core literacy development.