Compared with the experimental draft, the Chinese curriculum standard for compulsory education (20 1 1) has both inheritance and development. What remains unchanged are the four basic concepts and three-dimensional curriculum objectives of Chinese curriculum, the cultivation of students' innovative spirit and practical ability, and the positive promotion of children's reading. Outstanding changes mainly include several aspects:

The nature of Chinese curriculum is more clear.

The revised curriculum standard clearly puts forward "Chinese course": "Chinese course is a comprehensive and practical course for learning the use of language and characters." This definition highlights the use of language and writing, that is, students should not only learn "language" and "writing" in this course, but also learn "the use of language and writing".

"The use of language includes listening, speaking, reading and writing activities in life, work and study, as well as literary activities, which exist in all fields of human life." This requires that Chinese learning and teaching should pay more attention to "the use of language and characters". In other words, teachers should set up a view of Chinese in teaching and set teaching objectives, teaching contents and teaching strategies from the perspective of pragmatics.

Highlight reading and writing education

The revised curriculum standard says: "Literacy and writing are the key points in the first stage, and they are also important contents throughout the whole compulsory education stage." This has broken the old idea that "literacy and writing are only the tasks of the lower grades of primary schools". In other words, literacy and writing are not only important contents of all grades in primary schools, but also should be paid attention to in junior high schools. Because the survey in recent years shows that not only the teaching of literacy and writing in primary and secondary schools is not in place, but also many highly educated adults have serious writing problems, which are concentrated in three aspects: the situation of typos is serious (including primary and secondary school students and adults); The writing quality is generally low; In some areas, students in the lower grades of primary schools are overburdened with writing and learning.

In order to solve this problem, the revision of curriculum standards has strengthened reading and writing education from two aspects:

1. Lighten the burden appropriately. For example, the teaching goal of primary school students' literacy and writing, in the past, the first learning period (grade one and grade two) required "knowing 1600- 1800 commonly used Chinese characters, of which 800- 1000 can write", but now it requires "knowing 1600 commonly used Chinese characters. The amount of correction has been off-line, and it can meet the standard according to the actual maneuver. On the basis of the existing concept of "recognize more and write less", the teaching of literacy and writing puts forward 300 basic words of "recognize first and then write" (there is a word list in the appendix). It should be noted that these reductions in "quantity" actually ensure the acquisition of "quality". Chinese teachers should change the concept of Chinese character education, stimulate students' interest in learning with scientific methods, teach learning methods and improve the efficiency of literacy teaching.

2. Strengthen writing guidance. The revised curriculum standard points out in specific teaching suggestions: "Writing Chinese characters carefully according to the requirements of the standard is the basic requirement of teaching, and the process of practicing Chinese characters is also the process of cultivating students' temperament, attitude and aesthetic taste. Students should be instructed to write Chinese characters well in each period. Ask students to write correctly, guide students to master basic writing skills, develop good writing habits and improve writing quality. In the first, second and third periods, Chinese classes should be arranged for 10 minutes every day, and classroom exercises should be carried out under the guidance of teachers, so as to practice every day. It is necessary to enhance the awareness of practicing calligraphy in daily writing and pay attention to the effect of practicing calligraphy. "This newly added content clearly illustrates the importance of writing, how teachers guide in each period, from what aspects, and even stipulates the writing time to ensure students' daily practice. Special emphasis is placed on writing posture and habits, which are easily overlooked by teachers in daily teaching. Therefore, the revised curriculum standard also highlights "correct writing posture and good writing habits" in the second, third and fourth stages. This is not in the experimental draft. In other words, students' double postures (sitting posture and pen-holding posture) and the habit of writing carefully should be guided from the time when students enter primary school to graduation from junior high school, and teachers should pay attention to them. Under the guidance of teachers, students should form the habit of practicing calligraphy.

Attach great importance to the role of "reading"

The revised curriculum standard attaches great importance to reading "interest, habit, taste, method and ability"; Recommended reading lists and reading items have also been adjusted and supplemented; The third and fourth issues also put forward the requirement of "discontinuous text reading"; In the teaching suggestions of reading, it is clear what is "reading aloud with emotion", advocating nature and abandoning artificial tone. These changes require teachers to arouse students' interest in reading and guide them to read more, accumulate more and practice more.

In addition, the revised curriculum standards are more hierarchical in learning objectives, teaching and evaluation suggestions. For example, regarding silent reading, the first learning period is "learning to read silently", and the second learning period is "learning to read silently at first, so as to be silent and not refer to reading." The third stage requires that "silent reading has a certain speed, and the general reading material is not less than 300 words per minute." This reflects a gradual feature of Chinese learning, and the gradient of goals and requirements in each learning period is clearer, which is convenient for teachers to grasp and implement in teaching.

Through the study of Chinese curriculum standard 20 1 1, combined with years of teaching experience, I have a further understanding of the educational concept of the new curriculum reform and feel a great responsibility. The core idea of the new curriculum reform is "people-oriented". People-oriented, always keep in mind the educational concept of "all for students, all for students", take students as the starting point of education and teaching, and take students' development as the foundation to promote students' all-round development.