First, the construction and application of language.
This is the unique and essential content of Chinese subject. Curriculum Standard requires students to construct a language application mechanism, improve their Chinese learning level, and strive to learn to use Chinese correctly, skillfully and effectively.
The second is the development and promotion of thinking.
It is emphasized that students can develop several thinking abilities through the use of learning language, including intuitive thinking, image thinking, logical thinking, dialectical thinking and creative thinking. In addition, there is the improvement of thinking quality, including profundity, agility, flexibility, criticism and originality.
The third is aesthetics and creation.
Chinese New Curriculum Standard requires that correct aesthetic consciousness, healthy aesthetic interest and appreciation interest be formed through aesthetic experience, evaluation and other activities, and in this process, the methods of expressing beauty and creating beauty are gradually mastered.
Fourth, it is cultural inheritance and understanding.
Curriculum standards require students to inherit and carry forward Chinese excellent traditional culture, revolutionary culture and advanced socialist culture, learn from the cultures of different nationalities and regions, broaden their cultural horizons, enhance their cultural consciousness, enhance Socialism with Chinese characteristics's cultural self-confidence, love the language and writing of the motherland, love Chinese culture and prevent cultural national nihilism.
The Significance of Discipline Core Literacy
The core literacy of Chinese course training in compulsory education is accumulated and constructed by students in active Chinese practice activities, and displayed in real language use situations, which is a comprehensive embodiment of cultural self-confidence and language use, thinking ability and aesthetic creation.
The core literacy of Chinese in senior high school is the language ability and quality accumulated and constructed by students in active language practice activities and displayed in real language application situations; It is the comprehensive embodiment of language knowledge and language ability, thinking method and thinking quality, emotion, attitude and values acquired by students in Chinese learning.