What is the basic development thread of the historical development of Chinese curriculum standards in China?

Chinese education in China has a long history.

Chinese education has started since there were words.

In the slave society, formal schools began to appear in China.

With a school, there are corresponding courses and teaching.

However, in the following two thousand years, although there was Chinese teaching in China, there was no special Chinese course, and Chinese was integrated with history and ethics.

In other words, as Mr. Cai Yuanpei said, "There is no homework except Chinese." China people in ancient times were omnipotent "the whole world".

It was not until 1904 that the Qing Dynasty promulgated the Regulations on Playing Schools that the Chinese curriculum in China was really established under the background of modern education.

Although it has been divided and combined and renamed several times since then, Chinese has become an independent subject course after all.

I. Modern Chinese Curriculum for Primary Schools (1904—1949) (1) Before the May 4th Movement,

After the Opium War, China became a semi-feudal and semi-colonial society.

At that time, the bourgeois reformists advocated learning from the west, put forward the slogan of "abolishing the imperial examination and rejuvenating the school", and advocated that "middle school is the body and western learning is the use"

190 1 * * In the Qing Dynasty, schools were clearly set up in various places, and the "Regulations of Imperial College" was promulgated the following year, and the primary school Chinese curriculum in the form of disciplines began to take shape.

However, although this constitution was published, it failed to be implemented.

1904 13 years 10 month 13, the Qing dynasty * * * promulgated the "regulations for playing schools" and formally established the modern primary education system in China. The history of education is called "Guimao academic system".

This school system was used until the demise of the Qing Dynasty, and the later school system evolved on the basis of this school system.

In terms of educational system, the articles of association divide primary education into two sections: primary school hall and higher primary school hall, which are 5 years and 4 years respectively, and the educational system is ***9 years.

In terms of Chinese courses, primary schools offer Chinese courses, and the teaching contents are literacy, reading and composition; China literature is offered in the senior grade of primary school, and the teaching content is reading, writing and learning Mandarin.

The articles of association combine literacy, writing, reading, composition and speaking into one subject, which is a big step towards the modern Chinese curriculum.

The promulgation of "Playing School Regulations" marks the beginning of modern Chinese education that pays attention to practicality and develops language ability, and the gradual end of ancient Chinese education that blindly reads classics and responds to the imperial examination.

As a historical product of "learning from foreigners, giving consideration to flexibility, and choosing the appropriate use", the Constitution of Playing School is mainly based on modern education in Europe and America, and the school system and curriculum introduced from Japan, although it is also mixed with the characteristics of traditional education such as feudal ethics and imperial examinations, which naturally reflects the germination of western scientific spirit and democratic thought.

As a result, it also created a precedent for studying foreign education, and it has been out of control ever since.

Chinese education in China has been deeply influenced by foreign educational ideas, and even almost depends on them to some extent.

The Revolution of 1911 overthrew the feudal system of more than two thousand years and established the Republic of China.

1912 In September, Nanjing Temporary Ministry of Education issued the Primary School Order, canceling the Bible Reading Department in primary schools across the country.

The following year, the "Principles and Curriculum of Primary School Teaching" was promulgated, stipulating that both junior high school and senior high school should offer Chinese classes, including reading, calligraphy, exercises and language practice.

The main idea is "to enable children to learn a common language, develop their ability to express their thoughts, and inspire their wisdom and morality."

(2) After the May 4th Movement

Although reading classics was abolished in the early years of the Republic of China, the feudal restoration thought was far from being eliminated, and classical Chinese still dominated as the content of Chinese teaching, and the fundamental contradiction that hindered the development of Chinese education remained unresolved.

As a profound revolution at the spiritual and cultural level, the May 4th Movement advocated vernacular Chinese and new literature, reacted to classical Chinese and old literature, and promoted Putonghua to become a national language.

1920, Beiyang * * * Ministry of Education issued a national school order, which changed the subject of "Chinese" to "Putonghua" and ordered all ethnic schools in the country to change "Chinese" to literary style (that is, vernacular) in the first and second grades of primary schools.

Soon, the whole country was ordered to change the textbooks of all subjects in primary schools into stylistics from 1992.

"Mandarin" replaces "Chinese", which shows that the classical Chinese has been eliminated in primary school textbooks and changed into vernacular Chinese; Primary school Chinese learning vernacular, training standard mandarin.

1922, Beiyang * * * promulgated the case of educational system reform, that is, the new educational system, which was called "Ren Xu Educational System" in the history of education.

This school system stipulates that the primary school system is six years, which is divided into two parts, four years in grade one and two years in grade two.

Junior high school and senior high school each have 3 years.

This academic system has been used in China for decades.

Driven by the spirit of the May 4th Movement, the American democratic education thought, represented by Dewey, flooded into China and became the dominant theory that influenced China's education at that time and for a long historical period.

Under the profound influence of this educational trend of thought, the modern Chinese curriculum in primary schools has formed a modern curriculum paradigm with democratic and scientific characteristics, which embodies the new value orientation based on students' personal development after bidding farewell to the era of reading classics.

1923, the first curriculum outline of our country, the curriculum standard outline of the new academic system of primary schools, was born under the guidance of the National Education Federation, and its mission is to publicize the educational systems and concepts in Europe and America.

Among them, the Outline of Chinese Curriculum for Primary Schools, edited by Wu, marks the basic objectives of the course from two aspects: practicing the use of common languages, cultivating emotional virtues and stimulating imagination and thinking; Stimulate reading interest; Establish a good foundation for Chinese learning; Cultivate the ability to express yourself. "The specific teaching content and requirements of each academic year are stipulated, and the content of teaching materials is centered on children's life, which makes the Chinese curriculum mature.

Since then, 1929, Nanjing National Ministry of Education revised and officially promulgated the Interim Standards for Primary School Curriculum, 1932, 1936 revised the Standards for Primary School Curriculum (both independent chapters), 1942.

Every time it is promulgated, there are some changes in the content, but there is no qualitative change in the framework system.

In other words, the American color of its curriculum paradigm has never changed substantially.

During the same period, Putonghua education in the Central Soviet Area, the Border Region and the Liberated Area led by * * * was fruitful.

1934, the Education People's Committee of the Central Soviet Area promulgated the Outline of Teaching Principles of Primary School Curriculum, which pointed out: "The purpose of Chinese curriculum itself is not only to make children know how many new words, but also to enable them to gradually express their thoughts and feelings in their own words and even words, and to cultivate children's productive morality."

Second, modern primary school Chinese class (1949-2001)

(A) before the reform and opening up

After the founding of New China 1949, the newly established textbook editorial committee decided that the primary school Chinese curriculum should be revised based on the textbook Guoyu in North China Liberated Area, and the revised Guoyu should be changed into Chinese.

In this regard, in the textbook Editor's Summary published by 1950, there is such an explanation: "Speaking is a language, writing is an article, and an article depends on language, and' language' and' text' are inseparable.

Chinese teaching should include listening, speaking, reading and writing.

Therefore, this set of textbooks no longer uses the old name of' Chinese' or' Putonghua', but is called' Chinese textbook'. "In August 1950, the Ministry of Education promulgated the Provisional Standards for Chinese Curriculum in Primary Schools (Draft), and in June 1952, it promulgated the Provisional Standards for Chinese Curriculum in Primary Schools (Revised Draft).

On the basis of learning Russian teaching experience from the Soviet Union and summing up the practice of Chinese education in China since liberation, the Chinese Teaching Committee submitted a report to the Central Committee, holding that "teaching language and literature in different subjects" is the way to reform Chinese teaching.

Under the above background, the Ministry of Education formulated and promulgated the first Chinese syllabus for primary schools in New China in June 5438+0956 and June 5438+00.

It is clearly pointed out: "the work of developing children's language is carried out from two aspects: one is to teach children to learn from the rich expression of language; The first is to teach children the laws of learning a language. " This syllabus was formulated on the basis of studying the Soviet Union and has two characteristics: first, Chinese teaching, which stipulates that Chinese classes should be added after grade three, and two classes should be arranged every week to teach Chinese content; Secondly, reading teaching, "reading teaching by combining speaking with reading", played an important role in strengthening reading teaching at that time, but it also had a negative side, that is, it played a certain guiding role in later teaching Chinese as a literature class, reading teaching as a cross talk and complex text content analysis.

After 1958, the tendency of Chinese politicization was serious, Chinese teaching was one-sided and politicized, and Chinese lessons were taught as political lessons and moral lessons, resulting in equal emphasis on ideological education and Chinese knowledge teaching.

After summing up the experience and lessons, the Ministry of Education formulated and promulgated the "Full-time Primary School Chinese Teaching Outline (Draft)" on 1963.

It is clearly pointed out in the syllabus that "Chinese is the basic tool for learning all kinds of knowledge and doing all kinds of work", which shows the importance of learning Chinese. For the first time, the instrumentality of Chinese curriculum is clearly defined in the syllabus, which theoretically solves the long-standing problem of the nature of Chinese subject.

In addition, it emphasizes the strengthening of "double basics" and the cultivation of reading and writing ability, and puts forward strict requirements and training for students.

From 1966 to 1976, China experienced the "Cultural Revolution".

Primary and secondary education has suffered the most serious damage since the founding of the People's Republic of China, and the syllabus and textbooks of Chinese in primary schools have been completely denied, completely subverting the proper system of Chinese education.

Pure mandatory "political indoctrination" completely replaced Chinese education itself, which is the most unforgettable "traumatic memory" in the history of Chinese education.