? Recently, the Ministry of Education has issued "Compulsory Education Curriculum Plan", "Chinese" and other 16 curriculum standards (2022 edition). The new compulsory education curriculum plan and curriculum standards will be implemented in the fall semester of 2022. Where should Chinese teaching work under the new curriculum standard? The editorial department of this journal invites super-class teachers and famous Chinese teachers to deeply interpret the new Chinese curriculum standard.
Educator: Where is the new Chinese curriculum standard? What changes need to be focused on? What is the development trend of Chinese teaching?
? Dong Pei Junior: The new Chinese curriculum standard puts forward "six learning task groups", each of which contains "learning content" and "teaching tips"; The new curriculum standard adds the connotation and description of "academic quality", which provides an evaluation scale for the cultivation of Chinese core literacy to a certain extent; The new curriculum standard also adds the guidance of "teaching research and teacher training", so that all forces can participate in the research together and constantly optimize.
? These changes are the focus of the reform. First of all, we should further deepen our understanding of the connotation of core literacy and its relationship. Secondly, we should constantly think about and study the specific implementation of learning task groups, how to make learning task groups run through the teaching process organically, how to integrate teaching resources, design learning tasks and appropriate teaching evaluation, how to combine them into "groups", and so on. If one link is unclear, there may be a "bubble" in the implementation of the new curriculum standard. At the same time, the significance and relationship between the specific implementation of learning task group and the cultivation of core literacy need further attention, which is related to the effectiveness of teaching.
Chinese teaching should change from "knowledge-based" to "education-based", and cultivate people who can learn by scientific methods, do things with language and solve practical problems. Therefore, Chinese teaching should shift from designing teaching problems to designing real situations needed to promote learning.
? Cao: The "newness" of the new Chinese curriculum standard is mainly manifested in: perfecting the curriculum objectives and concentrating the four core qualities of the Chinese subject; Optimize the course content and put forward "six Chinese learning research groups"; Refine the implementation requirements and formulate Chinese academic quality standards; Strengthen guidance, realize the unity of teaching, learning and examination, and put forward concrete and feasible implementation suggestions such as teaching, evaluation, textbook compilation, resource development and utilization, teaching research and teacher training; The effective connection among children, primary school sections and primary schools has been strengthened, especially the 20 17 version of the Chinese curriculum standard for ordinary high schools, which has made the relationship between junior high schools and high schools closer.
? For ordinary teachers, firstly, we should correctly understand the relationship between the four core qualities of Chinese as a whole, and not simply divide them into four parallel curriculum objectives. In teaching, we should always keep in mind that students' cultural self-confidence, thinking ability and aesthetic creation need to be based on language use and realized in specific language practice. Second, according to the new curriculum standard, we should carefully design the specific requirements of each learning period and each learning task group, effectively implement teaching, step by step, and improve students' quality.
? Zhang: The "newness" of the new Chinese curriculum standard is mainly reflected in the following points: First, it focuses on developing students' core Chinese literacy and the fundamental task of cultivating new people with ideals, skills and responsibilities; Second, the learning process is more realistic, emphasizing practical, comprehensive and even interdisciplinary Chinese learning based on real situations; Thirdly, the course content is more systematic, and the spiral construction of "six learning task groups" has contributed to the integration of Chinese learning.
? The development trend of Chinese teaching is, in a word, "innovation". "Sticking to honesty" means keeping the fundamental bottom line of moral education, keeping the unique attribute and educational value of Chinese subject, pursuing the principle of "teaching by writing" and "educating people", and cultivating future China people who inherit Chinese excellent traditional culture, revolutionary culture and advanced socialist culture. "Innovation" means to truly combine Chinese learning with life, constantly update the situation of Chinese learning, broaden the channels of Chinese learning, integrate the content of Chinese learning, closely integrate Chinese learning with the times, constantly update Chinese teaching methods, optimize the technology of assisted learning, and improve the quality and efficiency of Chinese learning.
Educator: The new curriculum standard puts forward "six learning task groups" to promote the reform of Chinese education. How is the learning task group structured and what preparations should teachers make?
? Zhou: Six learning task groups define and refine the teaching content of the subject, and run through the whole learning period, which will become a series of closely related activity combinations, emphasizing the comprehensiveness and unity of learning activities. Therefore, the learning process will change from "teachers teach one article at a time" to "students study in groups". In the case that the current textbooks are not revised according to the research group, teachers should make the following preparations-
? Renew the teaching concept. Earnestly study the new curriculum standard, update the teaching concept, put people first, establish a correct view of teachers, students and teaching materials, establish a sense of curriculum, and truly understand the connotation of subject core literacy. According to the description of learning task group in the new learning curriculum standard, the teaching materials are sorted out as a whole, and the teaching contents of "literary", "practical" and "speculative" task groups are tried to be divided according to the existing unit understanding, and the ability level is defined from three stages of ability development (foundation, development and expansion) in combination with unit objectives and auxiliary systems, so as to complete a self-study and do a good job in implementing the teaching objectives of task groups.
? Learning related theories and research. To complete the teaching task under the new curriculum standard, we must create a real situation. Situational creation and task activity design are new ideas and methods, and they are also unfamiliar teaching methods for most teachers. Teachers should learn relevant theories and research as much as possible, especially the research results on core literacy and learning situations in recent years, absorb and transform these research results, pay attention to life and the development of the times, and prepare for creating real situations that conform to the actual life. It is necessary to guide students to acquire knowledge and skills in the process of completing tasks in real situations, and at the same time avoid false situations and tasks that are divorced from subject study and do not conform to real life.
? Zhang: It is foreseeable that the "new textbook" to be revised and launched will definitely build "six learning task groups" and set up certain task support. However, it is not enough to rely solely on the setting of textbooks. Most importantly, teachers need to change the single teaching concept, lesson preparation methods and teaching methods in the past, actively adapt to the changes in new curriculum standards and textbooks, and make good use of flexible textbook layout and task design.
? Although the current textbooks are arranged in two lines, as long as teachers carry out in-depth and reasonable goal refining, plate construction, content integration and task design, they can also carry out certain task-based teaching. Under the new curriculum standard, teachers should take the initiative to change, fully study and redevelop the existing teaching materials, form a sense of big units, enhance the ability to interpret big concepts, and try thematic and project-based teaching of big tasks, so as to really improve the teaching quality that is suitable for the new curriculum standard of Chinese.
? Miao Xinkun: What is the difference between the classroom form under the new curriculum standard and the task-free group classroom? What are the same? We need to explore in practice. First of all, on the basis of the existing teaching reform experience, we should clearly understand the ontological law of Chinese and Chinese learning, and further explore how to follow the law in the "learning task group" and "learning task" and cultivate core literacy. Our understanding of "task" cannot be simply equated with learning theme, learning goal, exploring questions and general learning activities. It is a kind of literacy-oriented Chinese practice, which must rely on the use of language and characters in real situations. Secondly, Chinese teachers should seriously study the development and integration of resources, the transformation and implementation of teaching content, the design and application of real situations and learning tasks, and prevent the misunderstanding of "no deep reading of texts, superficial task solving", "irrational thinking is incomplete, instrumental rationality is biased" and "less real tasks and more pseudo tasks". In addition, we need to study how to use textbooks scientifically to conform to the spirit of the new curriculum standards, effectively avoid the disadvantages of a lot of explanation and analysis, make learning really happen in depth, and how to organically embed our teaching evaluation, so as to make "learning-research-evaluation" complete and unified.
Educator: The new curriculum standard emphasizes core literacy. How can students' core literacy be accumulated, constructed and displayed in real language use situations?
? Dong Pei Jr.: "Chinese practice" is the key word of Chinese learning. Active Chinese practice depends on specific Chinese "learning tasks". The first mission of "learning task" is to drive students to read deeply, expand their reading thinking, absorb rich nutrition in text reading, realize the transformation between meaning and meaning in reading and improve their metacognitive ability. Without a profound reading experience, to be eager to solve the task is to put the cart before the horse and lack accumulation and construction.
? Learning tasks should be close to students' development reality, comprehensive and practical, closely around the core of language, and do multi-dimensional ability training, so that students can fully listen, speak, read and write, so that their learning can be advanced; It should be situational, so that rational and irrational thinking complement each other and knowledge and emotion develop together. Therefore, to cultivate core literacy, it is necessary to "make great efforts in small classes." The design of tasks, situations and activities should be solid and specific, and should not be excessive. Teachers should help students accumulate pragmatic experience in a specific context, get out of the misunderstanding of imparting knowledge, recognizing knowledge and emphasizing instrumental rationality, so that knowledge can be effectively transformed into students' reading experience activities, return to students' hearts and return to the study of physical and mental unity.
? Cao: First, we should guide students to read more books and do less problems. When you usually assign homework, you should also assign more reading tasks and less brushing assignments. Through extensive reading, we can cultivate students' comprehension ability, language and writing ability, cultivate students' thinking and quality, and improve students' core literacy of Chinese. Secondly, Chinese class is a practical class, and students should be organized to carry out various Chinese practical activities, such as reading reports, speculative discussions, poetry reading contests, debate contests, speech contests, drama festivals, news interviews, and research activities. Through rich Chinese practice activities, students can improve their Chinese literacy in real activity situations. Third, all Chinese learning activities are based on the use of language. By reading, appreciating, understanding, accumulating and using language, students' thinking can be developed, their aesthetic taste can be improved, and their cultural self-confidence can be established.
? Zhou: "Literacy" is a long-term cultivation, which is naturally manifested in life, pointing to the internalization characteristics of education and teaching and the cultivation of students' ability. "Cultivation" is a subtle process. Students need to devote themselves to Chinese practice activities closely related to social life and have long-term experience, perception and training. Such a learning process requires teachers to have good academic literacy and be able to design active and effective activities. Active and effective activities should have real and comprehensive characteristics, but also pay attention to appropriateness. For example, to achieve the literacy goal of "cultural self-confidence", it is necessary to design the situation according to the content of the textbook and the ability training point. The classic works in textbooks bear the comprehensive values of thought, language, aesthetics and culture. "Cultural self-confidence" should be perceived and cultivated in the recognition of comprehensive values, and gradually form concepts.
? Educator: The new curriculum standard regards thinking ability as one of the core qualities of Chinese subject. Earlier, the Ministry of Education also said that the current Chinese teaching pays more attention to thinking in images and lacks the cultivation of logical thinking ability. What can teachers do to strengthen their thinking ability in Chinese subject?
? Zhang: First of all, teachers should actively optimize the curriculum structure of Chinese reading and writing, shift the excessive emphasis on literary reading and writing in the past to the balance of all task groups, especially practical reading, speculative reading and interdisciplinary learning mentioned in the new curriculum standard, and cultivate logical thinking in reading and writing practice with logical thinking.
? Secondly, thinking ability is a whole concept, and intuitive thinking, image thinking, logical thinking, dialectical thinking and creative thinking are integrated and promoted each other. This requires teachers to help students build a comprehensive, logical and exploratory learning structure, cultivate students' thinking habits and optimize students' thinking structure in continuous thinking construction.
? Finally, teachers' teaching thinking will exert a subtle influence on students' learning thinking. The independence of teachers means the independence of students, and the sobriety of teachers means the sobriety of students. Teachers should constantly improve their design literacy in preparing lessons in depth, cultivate the ability of text interpretation and independent thinking in lifelong learning, make their teaching clear, in-depth, rigorous and interesting, and let students get a profound and happy Chinese learning experience.
? Zhou: Chinese teachers need to fully understand the characteristics of this subject. The reason why Chinese teaching pays more attention to image thinking and ignores logical thinking is caused by long-term fragmented sentence analysis and single fragmented knowledge point teaching. Chinese is actually a powerful starting point for cultivating students' logical thinking ability. Every writer's expression hides rational thinking. Narration pays attention to the logic of things, while discussion pays attention to the logic of thinking, which shows that it needs the logic of things. Even poems with jumping language forms have emotional lines to follow. Reading literary works needs to be perceived and experienced by thinking in images, while increasing the mind on the basis of enriching emotions requires rational speculation. This ability is related to whether students can become rational citizens with temperature and thinking ability.
? Chinese teachers should also pay attention to their own thinking process of organizing learning activities. Every class should be orderly and logical. For example, the whole class should have a thinking track of "connecting the preceding with the following" and a "question string" that conforms to the cognitive law, from shallow to deep, from one to two. "I am the language", the teacher is the object of students' learning, and all the expressions are the "role models" for students to subtly infect. The organization of learning activities and the transmission of knowledge all reflect the teachers' thinking ability.
? Miao Xinkun: Chinese teaching has always been a shortcoming in cultivating thinking. This question should first be found by the teacher himself. On the one hand, front-line teachers are easy to get lost in text interpretation; On the other hand, due to the lack of teaching design ability, the course content cannot be effectively transformed into learning content and learning activities that highlight the learning logic of the subject. In the classroom, teachers occupy the main position and students do nothing. It is a great challenge to cultivate students' thinking ability.
? To strengthen the cultivation of thinking ability, first of all, teachers should strengthen the reading ability of the text and interpret the text in a stylistic way, so that rational thinking and irrational thinking can be transformed into procedural and strategic knowledge of specific reading guidance in text interpretation. Otherwise, the task of cultivating students' logical thinking ability will be nowhere to be found in the classroom. Secondly, the teaching situation, comprehensive learning content and language practice activities designed by teachers should include clear thinking training objectives, methods, strategies and evaluation mechanisms. At the same time, these activities should be close to the nearest development area of students' thinking, which is the key link to develop students' learning behavior and logical thinking ability. Third, scientific and effective teaching dialogue is the central link to promote the sustainable development of students' thinking ability. In the dialogue, the teacher's evaluation comes in, reshaping and constructing students' thinking.
? Educators: What aspects of Chinese teaching should be changed under the guidance of the new curriculum standard?
? Xiao: for the new curriculum standard, my first concern is the "unchanged" things. I am worried that the proliferation of new ideas and new terms will make many Chinese teachers misinterpret or misunderstand Chinese teaching. For Chinese and Chinese teaching, it is very important to keep the essence and initial heart. Before "changing", think clearly about what we hold and what we insist on. Teaching should keep pace with the times, but not follow the fashion.
? "Chinese class is a comprehensive and practical course to learn to use the national common language. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. The expression of the nature of Chinese curriculum is slightly different from the past, but the whole remains unchanged and moving. On the basis of adhering to the nature of Chinese curriculum and the law of Chinese learning, we should reflect more on our own teaching, keep up with the pace and requirements of the new era, have new ideas, new thinking, new knowledge and new horizons, actively seek changes in teaching concepts and teaching behaviors, constantly update, develop and enrich ourselves, and be Chinese teachers with learning ability, thinking ability, creativity, research ability and execution ability to meet the needs of the times.
? Cao: Implementing group teaching of Chinese topics. Teachers should have the overall consciousness of the unit, and put every lesson and every point of learning content into the overall framework of the unit, which is actually considered by the learning task group, in order to give full play to the teaching value of the learning task group. Of course, we can build a learning task group based on teaching materials, or we can break through the arrangement of teaching materials and rebuild a new learning task group according to actual needs to achieve the classroom teaching goal driven by learning tasks.
? Create real and concrete learning situations. We should try our best to create concrete and real learning situations for students, so that students can learn and use the language in meaningful activity situations and cultivate their practical ability to use the language flexibly, instead of blindly memorizing and mechanically pursuing the so-called "scores". At the same time, Chinese learning should also attach importance to the creation of language environment. Learning and using language in a specific context is an indispensable condition for Chinese teaching.
A variety of class types are combined with each other. We should break through the single teaching class in the past and adopt multiple classes. In reading teaching, it is especially necessary to break through the concise form of a single text and organically combine different classes such as single text teaching, group text reading teaching and whole book reading teaching to cultivate students' reading literacy in an all-round way. The new curriculum standard advocates the whole book reading, and the whole book reading teaching should focus on guiding students to really read.
Miao Xinkun: First of all, the role of teachers should be further changed. Only by changing from a single teacher in the past to a leader, collaborator and organizer of students' learning can teaching change from "knowledge-based" to "educating people" and from paying attention to one's own teaching to paying attention to students' learning. Secondly, teachers' attitude towards knowledge should also be changed. Knowledge is no longer transitive, but is generated based on activities, and is involved in time when "people" need it. It needs us to turn it into an effective strategy to help people solve problems. In this process, evaluation should be advanced and run through classroom teaching dynamically. Thirdly, in the use of textbooks, single teaching can no longer meet the teaching requirements of the new curriculum, and learning units need to be constructed in further integration. Finally, the problem design based on single teaching is far from meeting the teaching needs. We should turn to the development and design of teaching situations including learning objectives, learning contents, learning activities and learning evaluation, so that the teaching unit can turn from time to learning events and form a closed-loop structure.
-Published in The Educator, No.324, May 2022.