Read the fourth page of the text of Chinese Curriculum Standard for Compulsory Education (2022 Edition)

The fourth page of Chinese Curriculum Standard for Compulsory Education (2022 Edition) begins to talk about curriculum objectives. This page talks about the first point of the curriculum goal and the first two points of the core literacy connotation: cultural self-confidence and language use.

What is core literacy? Core literacy is the correct values, necessary character and key ability that students gradually form through curriculum learning, and it is the concentrated embodiment of curriculum education value. The core literacy of Chinese course training in compulsory education includes four aspects: cultural self-confidence and language use, thinking ability and aesthetic creation.

First, cultural self-confidence

Cultural self-confidence is put forward on the basis of China's characteristics and world standards, and it is the concrete embodiment of our motherland's strong economy and culture. Cultural self-confidence refers to students' recognition of China culture and their firm confidence in its vitality. Through language learning, I love the national common language and Chinese culture, inherit and carry forward Chinese excellent traditional culture, revolutionary culture and advanced socialist culture, and pay attention to and participate in contemporary cultural life. Although our 2022 version of the new curriculum has just come out, our textbooks have already reflected this point. For example, in the teaching materials, the content of our excellent Chinese traditional culture and revolutionary culture has gradually increased a lot, which is very necessary in terms of inheriting historical traditions.

Second, language use.

The use of language is in the original curriculum standard, and the new curriculum standard in 2022 pays special attention to it. The application of Chinese learning in the new curriculum standard means that students have a good sense of language by actively accumulating, combing and integrating in rich language practice; Understand the characteristics and application rules of the national common language, and form personal language experience; Have the awareness and ability to use language correctly and standardly, and be able to communicate effectively in specific situations; Feel the rich connotation of language and writing, and have deep feelings for the national common language and writing. Understanding this point, I feel that the idea of letting students read more books, read more books and read the whole book advocated in previous years embodies this point. Because a good sense of language is only formed imperceptibly in reading and writing more. When reading, you should actively accumulate, sort out and integrate, rather than instill relevant knowledge by the teacher.

In order to better understand this page, I recommend a book "From Teaching to Learning-Implementing Core Literacy in Classroom", which is waiting for Wang Chunyi, a special teacher, to be published by Renmin University of China Press. Based on the practicality and operability of core literacy, this book expounds the dimensions, strategies and methods of implementing core literacy in the classroom through specific cases from the perspective of teachers, provides paths, tools and scaffolding to help students learn and implement core literacy in the classroom, and prompts some misunderstandings that are easy to occur. By reading this book, we can combine highly abstract terms with the specific education and teaching of front-line teachers, and integrate theory with practice, which is worth studying.