The syllabus is a guiding document for the national education administrative department to stipulate the objectives, tasks, teaching contents and teaching implementation of various disciplines in the school. It embodies the basic requirements of the country for textbooks and teaching of various disciplines, is the main basis for compiling textbooks and teaching, and is also an important standard for checking and evaluating teaching. As far as Chinese subject in primary schools is concerned, five syllabuses have been promulgated since the founding of People's Republic of China (PRC). They are: 1956 "Draft Chinese Teaching Syllabus for Primary Schools" issued by the former Ministry of Education, 1963 "Draft Chinese Teaching Syllabus for Full-time Primary Schools", 1978 "Full-time Ten-year Chinese Teaching Syllabus for Primary Schools" and1988.

Since the founding of the People's Republic of China, the above five Chinese syllabuses for primary schools have their own characteristics, but they have played an important role in clarifying the nature of the subject, the requirements for teaching purposes, guiding the compilation of teaching materials and promoting the improvement of teaching quality. Today, by comparing these five syllabuses and studying their advantages and disadvantages, we can not only sum up historical experience, but also find some rules for compiling teaching materials and teaching, so that the revision of Chinese syllabus and the compilation and teaching of teaching materials in compulsory primary schools in the future can be based on a more conscious and scientific basis. Therefore, this study is very meaningful.

Since the founding of New China, five Chinese teaching syllabuses for primary schools have been promulgated, which reflect the political, economic and cultural background of each syllabus and record the tortuous development path of Chinese teaching and reform in primary schools. Reviewing the background of each outline and understanding how the outline evolved step by step is an important prerequisite for understanding the essence of each outline.

Before the outline of 1956 was drawn up, the Ministry of Education had already drawn up the "Provisional Standards for Chinese Curriculum in Primary Schools (Revised Draft)". This is the predecessor of 1956 outline. To talk about the outline, we have to start with the tentative standards of this course.

(A) 1952 "Provisional Standards for Chinese Curriculum in Primary Schools (Revised Draft)"

With the founding of New China, the history of China has entered a brand-new era. Education returned to the hands of the people. What are the guiding principles of human education? According to the common program of China People's Political Consultative Conference, China's cultural education is national, scientific and popular. It is necessary to improve the people's cultural level, train talents for national construction, eliminate feudal, comprador and fascist ideas and develop the idea of serving the people. This policy is very correct. Because the people of the whole country have just pushed down three mountains under the leadership of the party, the ideological influence of imperialism, feudalism and bureaucratic capitalism will persist for a long time. Therefore, "eliminating feudalism, comprador and fascism and developing the idea of serving the people" is the primary problem in developing education and cultivating talents, which is not only the need of building the motherland, but also the need of consolidating the new regime. Since it is urgent to start to heal the wounds of war and resume and develop industrial and agricultural production immediately after the founding of the People's Republic of China, it is necessary to "improve the people's cultural level" to meet the demand for talents for restoring the national economy and the upcoming large-scale economic construction. The above is the background of drafting the Interim Standards for Chinese Curriculum in Primary Schools.

In addition, politically, shortly after the founding of the People's Republic of China, the movement to resist US aggression and aid Korea and the movement against five evils were launched. In order to cooperate with the above campaign, schools at all levels have extensively carried out new patriotism education in 195 1. This put forward clear requirements on how to strengthen ideological and political education in school education at that time; It also directly affects the ideological education in the teaching of various subjects, especially Chinese teaching. ?

In education, there are two things directly related to Chinese teaching in primary schools in the early days of the founding of the People's Republic of China. One is that the primary school "Mandarin" was renamed "Chinese". In this regard, Mr. Ye Shengtao, who was in charge of teaching materials at that time, had a good explanation: "At that time, I thought that spoken language was' language' and written language was' writing', and writing in language could not be biased, so I said it together. Please also note that this course should attach equal importance to listening, speaking, reading and writing. Reciting textbooks and practicing composition are all about reading and writing. If you ignore listening and speaking and do not pay attention to training, the effect of reading and writing will also be damaged. " (See Ye Shengtao's Collected Works of China Education, Education Science Press, p. 730) This passage of Ye Lao has two important ideas: "Writing in the language" and "paying equal attention to listening, speaking, reading and writing". "Words in the language" means that the read "words" are typical and catchy words in the language. It also means that the "text" of writing is based on language and is a composition with "I write my mouth by hand" as the standard. This is of great guiding significance to the selection of teaching materials and composition teaching. "Pay equal attention to listening, speaking, reading and writing" hit the key point of traditional Chinese teaching: "suddenly attach importance to listening and speaking" and only attach importance to reading and writing. Ye Lao believes that listening, speaking, reading and writing are the four basic skills of Chinese, and all of them should pay attention to training; If you don't pay attention to training listening, speaking, reading and writing, the training effect will not be good. Unfortunately, Ye Lao called "Mandarin" Chinese in 1949, which was not fully understood and reflected in teaching.

The other is the reform of the academic system. The primary school system was originally six years. 1951August, the State Council, the central people's government, passed the "decision on the reform of the educational system", stipulating that "the primary school system will last for five years, and the consistent system will be implemented, and the primary and advanced stage systems will be abolished." The implementation of the five-year consistent system is to facilitate the broad masses of working people, especially the children of farmers, to receive a complete primary education. This is undoubtedly conducive to promoting people's education, improving the scientific and cultural level of our people and cultivating talents needed for construction. Starting from 1952, this new educational system has been implemented in a planned and focused manner throughout the country. However, due to insufficient preparation of teachers and teaching materials, there are some difficulties in implementing the new academic system in various places. The State Council instructed to suspend the implementation of the new academic system from the autumn of 1953.

Under the above situation, the Ministry of Education has formulated the "Provisional Standards for Chinese Curriculum in Primary Schools (Revised Draft)". On the premise of criticizing and inheriting historical experience, this curriculum standard is drawn up on the basis of the "Provisional Standard for Chinese Curriculum in Primary Schools (Draft)" published in 1950. The framework of curriculum standards is: first, objectives. Besides setting standards for reading, listening, speaking and writing. Students are also required to "love the motherland and the people and have new morality and new ideas for serving the motherland and the people." Second, the syllabus. Including reading, writing (listening, speaking and writing), writing and other specific standards that each grade should meet, as well as the arrangement of teaching hours such as reading, writing and writing every week. Third, teaching principles. Including the main points of textbook compilation and teaching methods. This curriculum standard includes not only the contents of the syllabus, but also some contents of the teaching plan (such as the curriculum schedule). It is not only a programmatic document guiding Chinese teaching in primary schools in the early days of the founding of the People's Republic of China, but also an important reference material for compiling teaching plans and formulating Chinese teaching syllabus in primary schools.