In the past hundred years, people have used the names of "educational essence", "teaching essence" and "teaching purpose" to express the objectives of Chinese curriculum. After entering the 2 1 century, the name of "curriculum objective" was officially put into use again. As a sub-discipline goal under the educational goal, Chinese curriculum goal stipulates the specifications and quality requirements of Chinese curriculum personnel training from the perspective of Chinese curriculum, thus becoming the basic criteria for Chinese curriculum compilation, curriculum implementation and curriculum evaluation. Since the independent establishment of Chinese in the late Qing Dynasty, the goal of Chinese curriculum has been a problem that people have been discussing but have never reached a consensus. Reviewing the history of the stipulation and discussion of Chinese curriculum objectives in the past hundred years, sorting out the main viewpoints of the debate on Chinese curriculum objectives, and exploring the fundamental reasons for the evolution of Chinese curriculum objectives will undoubtedly help us to clearly understand the value orientation, components and manifestations of Chinese curriculum objectives.

First, the main points of the debate on the objectives of Chinese curriculum

For more than 100 years, the main viewpoints about the debate on Chinese curriculum objectives can be roughly divided into four schools.

(a) Official target schools or language target schools or tool target schools

1920 Hu Shi published the article "Professor of Chinese in Middle School" in the second episode of education series. In his article, he tentatively defined the purpose of middle school Chinese as four items: "(1) Everyone can write, speak and speak in Mandarin, and can understand it fluently without grammatical mistakes. (2) Everyone can read simple ancient books, such as Twenty-four History, Zi Zhi Tong Jian and Mencius, both of which express the same idea.

1923, Ye Shengtao drafted the Curriculum Standard Outline of the New Academic System of Junior Middle School Chinese Curriculum, which stipulated that the "purpose" of junior middle school Chinese was: "}. Let students express their ideas freely; 2. Enable students to read simple ancient books; 3. Stimulate students' interest in learning China literature. In 1932, Ye Shengtao published the article The Purpose of Chinese, which summarized the purpose of Chinese as "the overall cultivation of Chinese characters' reading and writing", in other words, "developing reading ability" and "developing writing ability". Since then, he has expressed the same meaning in Two Basic Concepts of Chinese Teaching published by 1940, On Learning Chinese published by 1942 and Chinese published by 1948. Until 1980, Ye Shengtao still insisted on this view. He said, "Why do we have Chinese classes at school? This question seems quite simple, but everyone's understanding is not consistent, or even very different. There is a view that the purpose of Chinese class is to let students master the language and characters as tools and cultivate their ability to accept and publish. I agree with this view. "

Xia Gaizun, Ruan Zhen, Lv Shuxiang and others hold this view. 1946 The first note of "Middle Language" compiled by the education department of Shaanxi-Gansu-Ningxia Border Region points out: "This book confirms that the basic purpose of Chinese teaching is to master the basic laws and main uses of Chinese. Under this policy, this book breaks the disadvantages of traditional textbooks in China that emphasize literature or politics. " (1)1956 "Chinese syllabus for primary schools (draft)" issued by the Ministry of Education stipulates that "the purpose of Chinese subject in primary schools is to improve children's language ability and cultivate their correct listening, speaking, reading and writing abilities", 1963 "Chinese syllabus for full-time primary schools" and "Chinese syllabus for full-time middle schools" issued by the Ministry of Education.

(2) Content-oriented school or essence-oriented school or humanistic-oriented school.

Muzibo is the main representative of this school. 1923 Mu Jibo published the article "Chinese Teaching in Middle School" in the 5th issue of Volume 2 of Middle School Education. The article holds that "Chinese itself is by no means the purpose of education" and "the purpose of undergraduate teaching is to implement the purpose of middle school education, and it is opposed to teaching that only focuses on undergraduate knowledge and skills". The purpose of his compulsory Chinese in junior and senior high schools is: "Compulsory Chinese in junior and senior high schools: (1) In life education, it is necessary to clarify the value of life reality, social coexistence and personal responsibilities; (2) In national education, it is necessary to understand the cultivation of national qualifications, the combination of occupations, and the danger of international aggression and oppression today, and make plans for self-defense; (3) In ethnic education, it is necessary to clarify the unique spirit of the nation, secular degeneration and its remedial measures; (4) Pay attention to observing social phenomena and reward and help young people within their power; (5) Pay attention to the unity of youth groups and the knowledge and cultivation they should have in common life. " "High school requires Chinese: (1) In life education, it is necessary to clarify the truth of life, the eternity of society, the trajectory and trend of human evolution; (2) In national education, it is necessary to understand the changes of the national government and people's livelihood, and pay attention to ways to improve social economy and establish people-oriented politics; (3) In ethnic education, it is necessary to understand the origin and cultural development of ethnic integration in China; (4) Pay attention to the updating of procedures and academic thoughts; (5) Pay attention to the upward trend of philosophical spiritual life, and cultivate individual spiritual independence thoughts and habits. "

Mu Jibo's Chinese teaching goal neglected the teaching of language and characters, and was criticized by Zhu Ziqing, Wang Senran, Song and others. 1925 Zhu Ziqing published the article "Several Problems in Chinese Teaching in Middle Schools" in the 7th issue of Pedagogy Journal 17. The article holds that Mu Jibo "seems to put the burden of' human education' on the shoulders of Chinese teachers, and seems to assume all educational responsibilities on behalf of Chinese teaching, which is too much!" "

After the founding of the People's Republic of China, the ideological trend of one-sided emphasis on the ideological and humanistic nature of Chinese has appeared many times, and the practice of teaching Chinese as a political and literary course is also a concrete manifestation of this view.

(3) Formal objectives and substantive objectives, or objectives (tasks) that are equally important or dual.

Wang Senran, Wu, Fan and others held this view earlier. 1923, published the purport of junior high school students' learning Chinese-Wen in the issue of Student magazine 10. The article wrote: "We know that words are just a symbol, a tool, a weapon to express true feelings and convey ideas. So Chinese has two aspects. First, the content, that is, the essence that can be expressed through expression; The second is form, that is, the technology used to express and convey. When we learn Chinese, we should attach equal importance to these two aspects. " 1924, The New Language Teaching Method was published in li jinxi. This book has a special chapter "The Purpose of Chinese Teaching". He believes that "the essence of Putonghua" includes "the language aspect of form" and "the essence aspect of mind".

In the early days of the founding of New China, this school was generally recognized. From 65438 to 0950, Dong Chuncai published the article "Reforming Chinese Teaching in Middle Schools" in the second issue of People's Education. The article holds that: "The basic task of Chinese teaching in middle schools is to make students understand and use the China language, and get general literature education;" At the same time, from learning Chinese and reading Chinese, we can get revolutionary thought and moral quality education. In other words, the basic purpose of Chinese teaching in middle schools is to enable students to acquire medium-level Chinese knowledge. Bread here contains dual tasks: Chinese education and ideological education. The former is the unique task of Chinese class itself; The latter is a general task shared by all subjects. "The Draft Chinese Syllabus for Junior Middle School, the Draft Literature Syllabus for Junior Middle School and the Draft Literature Syllabus for Senior High School promulgated by the Ministry of Education 1956 all stipulate that Chinese has the dual tasks of training and education.

(4) Primary and secondary purpose schools or primary and secondary purpose schools or primary and secondary purpose schools.

This school can be traced back to the stipulation in the Teaching Method of Chinese Department attached to the teaching materials compiled by the Simple Science Museum of Guangdong and Guangxi in the late Qing Dynasty: "The purpose of undergraduate course is two, that is, the formal purpose (primary purpose) and the content purpose (secondary purpose)."

1913-1916 years, Xu Teli taught primary school teaching method in Hunan First Normal School. When discussing the purpose of teaching Putonghua in primary schools, he pointed out: "The essence of Putonghua is to let children know the commonly used words and the words they need every day, but to cultivate their ability to express their thoughts and inspire them to know. At the same time, it points out: "Putonghua teaching has two inherent aspects: form and essence, but its main purpose is form. "Therefore, in teaching, form should be the main aspect, while substance should be the secondary aspect. But the two must take care of each other in order to achieve the purpose of teaching Chinese. "

194 1 year, Jiang's Chinese Teaching Method in Middle School was published. The book points out that Chinese teaching has two purposes: (1) The special teaching purpose of Chinese subject is to enable students to use, understand and appreciate Chinese, which is a tool they need in life. (2) Sub-purpose ... The common purpose of China arts and other disciplines: 1. Make students understand the academic and literary changes of a part of China's inherent culture; 2. Make students understand China's inherent moral concepts and training methods, and cultivate or train their critical thinking ability.

After the founding of New China, Zhang Zhigong repeatedly expounded the idea that "Chinese teaching can neither' usurp the host's role' nor' be the only one'". 1963 10 June10, Guangming daily published Zhang Zhigong's tools of speech. The article holds that: "the purpose of Chinese teaching is not to teach students about nature or society, because that is the work of physics, chemistry, biology, geography and history;" The main purpose of Chinese teaching is not to teach students too much literary theory knowledge or literary creation skills, because middle school graduates need general reading and writing skills, that is, the ability to read various books and write various articles, rather than the ability to read literary books and create literary works; The main purpose of Chinese teaching is not to teach students a lot of political and ideological knowledge or theoretical cultivation, because that is the work of political lessons. "As far as the whole Chinese teaching is concerned, we should clearly and prominently put forward the purpose of teaching students to master Chinese tools. On June 1992, Wen Wei Po published Zhang Zhigong's article "Mastering the Objective Laws of Chinese Teaching". The article points out: "The specific task of Chinese class is undoubtedly to cultivate and improve people's ability to use language tools. "However, there are many things on this basic tool: ideological consciousness, literary and artistic accomplishment, logical thinking ability, code of conduct for being a man, bit by bit common sense and so on. ..... We can't pretend to be the host and make a scene, but the language training itself is not ready yet, and we can't dominate the world. It's not as good as the rest. " In June 1996 1 1, language learning magazine published Zhuang Wenzhong's tool for interviewing Zhang Zhigong's "Light Quotations". Practical? Modernization, Zhang Zhigong Lentz expressed the same meaning.

The above four schools have expounded the objectives of Chinese curriculum from their own perspectives, each with its own reasons. Among them, the first school emphasizes the individuality of Chinese subject, but its disadvantage is that it ignores the big goal of cultivating people; The two schools highlight the great goal of cultivating people, but they have the disadvantage of canceling the individuality of Chinese subject; The third and fourth factions try to overcome the disadvantages of either-or and binary opposition, and they have different approaches. The third faction is equally important; The fourth faction is to prioritize and treat them differently. Of course, these four viewpoints are only roughly classified, and there are often many differences when discussing them in detail. In any case, the work done by predecessors in the past hundred years has provided valuable ideological resources for us to correctly identify the value orientation, components and expressions of Chinese curriculum objectives today.

Second, the fundamental reason for the evolution of Chinese curriculum objectives

There are many reasons for the centennial evolution of semantic curriculum objectives, among which the most fundamental reasons are the following two aspects.

(A) changes in the social era

Looking at the centenary evolution of Chinese curriculum objectives, we have to admit that the change of social times is an important factor leading to the centenary evolution of Chinese curriculum objectives.

In order to maintain its shaky rule, the late Qing government carried out the "New Deal" and reformed education. Zhang Bai's Xi drew up the school charter "based on the laws of Europe, America and Japan", which aims at "the old system to help me get a second job in China". Zhang Zhidong, Cecilia Cheung, Rong Qing and others revised the school's articles of association. No matter what school they are in, they are all based on loyalty and filial piety and China's Confucian classics and history. Let students' minds and skills be pure, and then use western learning to cultivate their wisdom and skills, so that they will be useful and practical in the future, thus cultivating generalists and preventing abuses. "

19 1 1 The Revolution of 1911 ended more than two thousand years of feudal autocracy in China. At the beginning of the Republic of China, the national government carried out great reforms in politics and society, and also carried out a series of reforms in education. The Ministry of Education stipulated Chinese Essentials for primary and secondary schools in1911June and191February respectively.

No matter what curriculum standards were promulgated by the Nanjing National Government before the founding of New China (for example, 1932 "Outline of Curriculum Standards for Primary Schools" stipulates that the overall goal of primary education is "primary schools should develop children's body and mind in accordance with the Three People's Principles, follow the educational objectives of the Republic of China and its implementation guidelines, and cultivate the basic knowledge and skills necessary for national moral foundation and life, so as to cultivate citizens who are polite, have a sense of justice and love their country". 1936 《 Chinese Curriculum Standard for Junior Middle School 》 stipulates that "students should arouse national consciousness and carry forward national spirit from biographies and works representing national figures", which is also the teaching purpose regulation promulgated by the national education department after the founding of New China, and has its social and historical background and brand of the times. For example, 1978 > promulgated the "full-time ten-year school middle school Chinese teaching outline (Trial Draft)"; It is stipulated that "the purpose of Chinese teaching in middle schools is to guide students to learn texts and necessary Chinese knowledge, carry out strict reading and writing training, educate students ideologically, constantly improve socialist consciousness, enhance proletarian feelings and gradually establish proletarian world outlook;" I have improved my reading and writing ability, can correctly understand and use the language of the motherland, have the reading and writing ability of modern Chinese and the reading ability of simple classical Chinese, and gradually establish a Marxist style of writing. " The Chinese Syllabus for Nine-year Compulsory Education Full-time Junior High School (Trial) promulgated in 2000 stipulates that "on the basis of Chinese teaching in primary schools, students should be further guided to correctly understand and use Chinese, improve their reading, writing and oral communication abilities, develop their sense of language and thinking, and develop good Chinese learning habits. In the teaching process, we should cultivate students' patriotism step by step, stimulate students' feelings of loving the Chinese language of the motherland, and cultivate socialist ideological and moral quality; Strive to broaden students' horizons, focus on cultivating innovative spirit, improve cultural taste and aesthetic taste, develop healthy personality, and gradually form a sound personality. "

(B) the particularity of Chinese subject and the differences in people's understanding

Looking closely at the evolution of Chinese curriculum objectives in the past 100 years, we find that the particularity of Chinese subject itself and the difference of people's understanding of Chinese subject are the more direct factors that lead to the controversy over the determination of Chinese curriculum objectives.

As early as 1934, Xia Gaizun pointed out: "Chinese is the most important subject and the most common subject in middle schools. Because words are all learning tools, and the words of a country are related to the whole culture of a country, so it is important; Because the content is too extensive, it covers almost all of cultural life, and there are no certain rules to follow in teaching, so it is a general talk. " For example, he said, "It is relatively simple to read a biography of Xiang Yu as history. It is enough to remember the history of the Chu-Han War. If you read it as Chinese, things will be very complicated. Needless to say, in addition to historical facts, complicated and simple narration, methods, syntax, composition of characters and other rules and regulations all appear in the text, and there are also difficult words and expressions. Usually, one of these tasks also contains other tasks. If it is impossible to teach one by one, the teacher can't teach it systematically, so students have to understand it themselves, and scholars can't learn it systematically, so they have to wait for another day to trigger it. As a result, a copy of Xiang Yu Benji only completed the ordinary historical responsibility of ordinary students and could not complete its task in Chinese class. " Ye Shengtao also pointed out: "Chinese is much more vague than animals, plants, physics, chemistry and other disciplines." Some people think that there is nothing in Chinese, but training in reading and writing. However, some people think that the liberal arts in China are all-encompassing, ranging from cultivating national spirit to writing a note to borrowing something. Between these two extremes, there are still various viewpoints and different understandings. If one hundred Chinese teachers get together, ask them to express their opinions and talk about the nature of China literature. Even if there are not a hundred opinions, there may be fifty different opinions. " Because of the particularity of Chinese subject itself (Chinese subject is both a tool subject and a humanities subject) and the difference of people's understanding of Chinese subject, the goal of Chinese curriculum has always been controversial.

Nevertheless, since the articles of association of the game school in the late Qing Dynasty explained "reading classics and giving lectures", "China writing" and "China literature", people's understanding of the objectives of Chinese curriculum has been constantly negating. After the founding of New China, ideological and political education was once particularly emphasized in Chinese curriculum objectives, but the cultivation of students' Chinese ability was greatly weakened. In the early 1960s, Chinese education gradually overcame the "Left" mistakes and began to follow the development law of Chinese education, attaching importance to the teaching of basic Chinese knowledge and the training of basic skills. After the "Cultural Revolution", it became a temporary consensus to unify ideological and political education, Chinese knowledge and Chinese ability education with Chinese curriculum objectives. However, in the process of correcting the deviation of overemphasizing Chinese ideological and political education, people consciously or unconsciously gradually strengthened the instrumental value of Chinese education. Since then, with the discussion on the efficiency of Chinese teaching, the teaching of basic knowledge and the training of basic skills have been further strengthened. In the discussion on Chinese education at the end of 2 (), the goal of Chinese curriculum with instrumental rationality tendency was questioned and criticized. 2 1 century, with the call of Chinese education based on the cultivation of students' subjective spirit, people are more and more aware of the limitations of the two-dimensional curriculum objectives of basic knowledge and basic skills, and then highlight and emphasize the importance of emotional attitudes, values, processes and methods.

Third, the basic idea of setting Chinese curriculum objectives

The basic idea of Chinese curriculum goal setting can be discussed from three aspects: value orientation, constituent elements and expression forms.

(A) the value orientation of Chinese curriculum objectives

The hundred-year evolution of the goal of Chinese curriculum shows that it is necessary to offer Chinese courses in primary and secondary schools, because Chinese courses have the task of imparting Chinese knowledge and cultivating Chinese ability, and are committed to the formation and development of students' Chinese literacy. The purpose of Chinese teaching in primary and secondary schools is to make primary and secondary school students love the language of the motherland, correctly understand and standardize the use of the common language of the Chinese nation, so that students can acquire basic Chinese literacy and lay the foundation for their all-round and lifelong development.

1924 Lu Xun pointed out the difference between "novel" (literature and art) and "cultivation textbook" (politics) in the article "Historical Changes of China's Novels". He said: "Neo-Confucianism was very prosperous in the Song Dynasty, so it made the novel more neo-Confucianism, and it was not good to think that the novel did not contain lessons. However, the reason why literature and art are literature and art is not a lesson. If you turn novels into self-cultivation textbooks, there will be no literature and art. Although the Song people are still legends, I mean that legends are absolutely unique. " . Similarly, Chinese class and political class, Chinese class and literature class cannot be simply equated. Moral education and aesthetic education in Chinese classes in primary and secondary schools should focus on the formation and development of students' Chinese literacy. Ideological and moral education and aesthetic education in Chinese class are the process of the formation and development of students' Chinese literacy, which is inseparable from the formation and development of students' Chinese literacy. Ignoring the characteristics of Chinese subject, treating Chinese class as a political class, or replacing Chinese class with literature class will cancel Chinese class itself. Moral and aesthetic education in Chinese class, the formation of students' emotions, attitudes and values, should be a process of accumulation, edification and infection, subtle influence, spring breeze and moistening things.

Chinese courses offered in primary and secondary schools are also different from the introduction to linguistics in the Chinese department of universities. When primary and middle school students learn a language, they should focus on the use of the language. When learning a language, students of Chinese Department in universities should focus on exploring the laws of the language. The process of primary and middle school students learning Chinese is a continuous cycle from the perception of speech form to the mastery of speech content, as well as ideological and moral education and aesthetic education, and then to learning to express their thoughts and feelings in appropriate speech forms. In this process, students not only learned to understand and express words, but also received education on feelings, attitudes and values. As Wang Ning pointed out: "Chinese teachers should cultivate students' sensitivity, interest and habit of discovering language phenomena and summarizing language laws through Chinese teaching;" "Teach them correct and effective ways to store language materials, and urge them to gradually enrich their own language through self-study accumulation; Let them train themselves to express their mature thoughts in the most appropriate and beautiful language in the practice of acquiring new knowledge; Finally, we should use language as a bridge to cultivate their interpersonal awareness, creative thinking and cultural literacy. "

(B) components of Chinese curriculum objectives

The hundred-year evolution of Chinese curriculum objectives shows that Chinese curriculum objectives are never single, including knowledge, skills and habits, as well as morality, aesthetics, emotion and attitude. The controversy about the goal of Chinese curriculum is often not the existence, taking and giving up of these basic elements, but the primary and secondary, explicit and implicit of these basic elements.

According to the Education Law of the People's Republic of China, "Education must serve the socialist modernization, and must be combined with productive labor to cultivate builders and successors of social undertakings with all-round development in morality, intelligence and physique" and the report of the 17th National Congress of the Communist Party of China, "Insist on educating people, put moral education first, implement quality education, improve the level of educational modernization, and cultivate socialist builders and successors with all-round development in morality, intelligence, physique and aesthetics", we believe that the goal of Chinese curriculum should be a diversified structural system, including the goal of Chinese intellectual education. Among them: "intellectual education is an education that gives students systematic scientific and cultural knowledge, skills and develops intelligence." As a purposeful, planned and organized education to impart systematic cultural and scientific knowledge and skills to the educated and develop their intelligence, the daily standards of Chinese intellectual education can be decomposed into the development goals of Chinese knowledge, Chinese ability and Chinese intelligence. The so-called "Chinese knowledge" should include language knowledge such as morphology, semantics and pragmatics. The so-called "Chinese ability" includes operational skills such as listening, speaking, reading and writing. It also includes the mental skills of internal verbal thinking. The so-called "Chinese intelligence" does not mean that something belongs to Chinese subject, which is different from general intelligence, but that Chinese education should also pay attention to students' attention, observation, memory, imagination and thinking ability, especially the cultivation of creative thinking ability.

Among the goals of Chinese curriculum, the development goals of Chinese knowledge and Chinese ability, which emphasize form, are unique goals of Chinese education, and we can also call them "direct goals" or "explicit goals". The goal of intellectual development and the goal of moral education and aesthetic education (that is, the goal of emotion, attitude and values) are the common goals of Chinese and other courses, and we can also call them "indirect goals" or "hidden goals". As shown in the following figure, the structural system of Chinese curriculum objectives is roughly consistent with the three-dimensional objectives of "knowledge and ability, process and method, emotional attitude and values" advocated by the new curriculum.

(C) the expression of Chinese curriculum objectives

The evolution of Chinese curriculum objectives also shows that: from the explanation of "educational essentials" of "China characters" and "China literature" in the regulations of playhouse in the late Qing Dynasty to the stipulation of "curriculum objectives" in Chinese curriculum standards at the beginning of 2 1 century, the target items are more and more comprehensive, the requirements are more and more specific, and the quantitative consciousness is stronger and stronger.

In the compulsory education stage, under the overall goal of the curriculum, the stage goals are put forward according to the first stage (1 ~ 2 grades), the second stage (3 ~ 4 grades), the third stage (5 ~ 6 grades) and the fourth stage (7 ~ 9 grades). The stage goal is embodied in four specific teaching contents: literacy and writing, reading, writing (1 ~ 2 grade writing, 3 ~ 6 grade writing, 7 ~ 9 grade writing) and oral communication. In addition, the curriculum standard also puts forward the requirement of "all-round learning" to strengthen the connection between Chinese curriculum and other courses and life, and promote the overall improvement and coordinated development of students' Chinese literacy. In the expression of specific goals, it combines behavioral goals, expansion goals and expression goals. In this way, "three dimensions", "four learning periods" and "five aspects" penetrate each other, blend into one, spiral up, and finally realize the overall goal of Chinese curriculum in compulsory education stage.

In the stage of senior high school education, in order to further improve students' Chinese literacy and strengthen the integration of senior high school students' Chinese literacy goals, the designers of curriculum standards "design from the perspective of' process and method' and try to establish a new language model for senior high school Chinese curriculum goal system". Under the overall goal of the course, it develops into compulsory course goal and elective course goal. The goal of compulsory courses is described according to two clues: reading and appreciation, expression and communication. Elective courses are designed according to the characteristics of five series: poetry and prose, novel and drama, news and biography, language application and cultural works research.

The provisions of Chinese Curriculum Standards for Full-time Compulsory Education (Trial Draft) and Chinese Curriculum Standards for Ordinary Senior High Schools (Experiment) not only highlight the great goal of cultivating people, but also reflect the requirements of national education policy for subject courses, taking into account the characteristics of Chinese courses themselves and reflecting the special requirements of Chinese subject courses; Compulsory education and ordinary high schools are completely different, independent, spiraling and integrated.

20 1 1 The revision of Chinese Curriculum Standard for Full-time Compulsory Education emphasizes that Chinese curriculum is a comprehensive and practical course for learning the use of language and characters. The Chinese course in the compulsory education stage should enable students to learn to communicate with each other in the language of the motherland, absorb the excellent cultures of ancient and modern China and foreign countries, improve their ideological and cultural literacy and promote spiritual growth. The provisions of its curriculum objectives also reflect this idea.

In a word, with the efforts of generations of Chinese educators, our understanding of Chinese curriculum objectives is becoming more and more mature, the construction of Chinese curriculum objective system is becoming more and more perfect, and the expression of Chinese curriculum objectives is becoming more and more scientific. The goal of Chinese curriculum is not only a theoretical problem, but also a practical problem. On the premise of correctly grasping the nature of Chinese curriculum and the law of growth and development of primary and secondary school students, a relatively stable Chinese curriculum objective system should be established with the core of improving students' Chinese literacy required for all-round development and lifelong development, so as to guide Chinese teaching activities to be carried out in a healthy and orderly manner.

Authors: Xu Linxiang, Yang Jiujun,