Differences between 20 1 1 and 2022 Chinese Curriculum Standards

The revision of compulsory education curriculum began on 20 19 and lasted for three years. During the period, the revision team, consisting of nearly 300 academicians of the two academies, subject experts, subject education experts, backbone teachers and educational administrators, organized basic research and international comparative research on the current situation of compulsory education curriculum implementation and curriculum content construction. Nearly 60,000 students from Zhejiang, Henan, Gansu and other provinces 15 were organized to test the curriculum standards, and opinions and suggestions were widely solicited from provincial education administrative departments, experts and scholars, front-line principals, teachers and researchers. After continuous revision and improvement, the Ministry of Education officially issued the Compulsory Education Curriculum Plan and Curriculum Standards (2022 Edition) in the form of a notice on March 25, 2022.

The revision of the 2022 edition seriously summarizes the achievements and experiences of Chinese curriculum reform in compulsory education since 200 1, and deeply analyzes the outstanding problems existing in curriculum implementation. The revision group of "Curriculum Plan and Curriculum Standards" believes that the curriculum reform in compulsory education in China has made some progress in the past 20 years. For example, the overall development of Chinese literacy has been highlighted, the overall understanding and practical exploration of three-dimensional goals have been deepened, the whole book reading has presented gratifying practice, and the cooperative concept of students' learning has been deepened in practice; At the same time, there are many outstanding problems in the reform. For example, many teachers are still accustomed to fragmented knowledge teaching and skill training, limited to the analysis and interpretation of a single text paragraph by paragraph, top-down indoctrination is still common, the awareness of curriculum content integration and problem inquiry design is weak, the cooperative inquiry learning method is not in-depth and prominent, and the content and form of the examination have not changed much.

Compared with other courses, the revision of Chinese standards in compulsory education is more challenging in content construction, and it is extremely difficult and controversial to determine the dimensions, elements and presentation methods of Chinese curriculum content. The development of academic quality standards for literate Chinese is even more groundbreaking. However, it is undeniable that with the increasing emphasis on the educational value of Chinese curriculum in the new period, the curriculum concept has undergone fundamental changes, which will inevitably lead to a series of overall curriculum changes, and the objectives, contents and examination evaluation of the new curriculum will inevitably be revised.

Second, new ideas.

(1) "Casting Soul with Intellectuals and Bacon"

The 2022 edition of Chinese Curriculum Standards for Compulsory Education inherits the tradition of "teaching by writing" and "educating by culture" in Chinese curriculum, strictly implements the contents of relevant documents of the Central Committee and the State Council, especially the Guide to Teaching Materials of Chinese Excellent Traditional Culture in Primary and Secondary Schools and the Guide to Teaching Materials of Revolutionary Tradition in Primary and Secondary Schools, and puts forward clear requirements on curriculum objectives, curriculum content and curriculum implementation, so as to promote students to inherit and carry forward Chinese excellent traditional culture, revolutionary culture and socialism.

(B) "core literacy-oriented"

After the promulgation of Chinese Curriculum Standard for Ordinary Senior High Schools (20 17 Edition), teachers and students have deepened their understanding of core literacy. The Chinese curriculum in compulsory education stage should not only be connected with the Chinese curriculum in ordinary senior high schools, but also highlight its own basic value and stage characteristics. These requirements should be fully reflected in the connotation interpretation of Chinese core literacy in compulsory education. At the same time, the new curriculum standards should be guided by core literacy, construct literacy curriculum objectives, and formulate academic quality standards that reflect core literacy characteristics. Therefore, it is necessary to design the course as a whole, focus on breakthroughs and construct structured course content.

(C) "Learning task group as the carrier"

The 2022 edition of Chinese Curriculum Standards for Compulsory Education is guided by core literacy, which runs through important links such as curriculum objectives, content and implementation, and pursues the comprehensive effect of multi-faceted and multi-level goal development such as knowledge, skills, thoughts, emotions and cultural literacy, avoiding simple linear arrangement of knowledge points and ability points, point-by-point analysis of subject knowledge and item-by-item training of subject skills; Taking Chinese practice as the main line, taking the theme as the guidance, taking the learning task as the carrier, integrating the relevant elements such as goal and content, situation and activity, process and evaluation, resources and technical support, the Chinese learning task group is designed, so as to strengthen the organic connection of listening, speaking, reading and writing, open up Chinese practice activities and social life, create a learning situation that meets students' cognitive level, and guide students to gradually accumulate learning to analyze and solve problems by completing challenging learning tasks. Through the implementation of the Chinese learning task group, we will promote the reform of Chinese teaching and learning methods, truly promote the development of evaluation and examination, pay more attention to students' learning attitude, participation and typical performance in Chinese practice activities, and reflect the diversity of evaluation subjects and evaluation methods.

Third, change the breakthrough.

(A) based on the development of students' "core literacy", build a quality-oriented Chinese curriculum objectives.

The 2022 edition of Chinese Curriculum Standard for Compulsory Education defines the core literacy and explains its connotation, and defines its key performance characteristics, orientation and value. The students' core literacy to be cultivated in Chinese course of compulsory education is the concentrated expression of the educational value of Chinese course, and the comprehensive expression of cultural self-confidence, language application, thinking ability and aesthetic creation accumulated and constructed by students in active Chinese practice and real language application situation.

Compared with the core literacy of high school Chinese, such as language construction and application, thinking development and promotion, aesthetic appreciation and creation, cultural inheritance and understanding, the compulsory education Chinese curriculum emphasizes the phased characteristics of core literacy and educational value orientation, strengthens students' firm confidence in the vitality of Chinese culture, cultivates students' deep feelings of loving the national common language, advocates the quality of seeking truth and innovation, and cultivates elegant taste and healthy aesthetic consciousness and concept.

At the same time, according to the core literacy, actively build literacy curriculum objectives. Different from the idea and expression of "three-dimensional goal" in 200 1 and 20 1 curriculum standards, this revision refines key elements from four aspects: cultural self-confidence, language use, thinking ability and aesthetic creation to guide the overall goal of Chinese curriculum in compulsory education. The overall goal is ***9, the first is a general summary, and the second and third, fourth and fifth, sixth and seventh, eighth and ninth are respectively expressed from four aspects: cultural self-confidence, language use, thinking ability and aesthetic creation. In addition, the learning objectives are adjusted and integrated, and the learning objectives are presented by four Chinese practical activities: literacy and writing, reading and appreciation, expression and communication, combing and exploration. At the end of the goal of each period, the specific learning requirements for Chinese excellent traditional culture, revolutionary culture and advanced socialist culture in the process of implementing the goal were added.

(2) Strengthen the value orientation of "cultural people" and construct a structured Chinese curriculum content.

Adhere to the principle of "educating people by culture", highlight the themes and carriers of Chinese excellent traditional culture, revolutionary culture and advanced socialist culture, and choose themes and carriers that reflect the outstanding achievements of world civilization, scientific and technological progress, daily life, especially children's life. Consolidate the Chinese foundation, pay attention to cultivating students' good Chinese learning habits, and guide students to master Chinese knowledge and key abilities that meet the needs of social life and lifelong development in the process of learning to use language. In addition, following the law of students' growth and Chinese learning, based on students' life, taking Chinese practical activities such as "literacy and writing", "reading and appreciation", "expression and communication" and "combing and exploring" as the main line, integrating learning situations, learning themes and learning methods, we designed Chinese learning task groups to guide the reform of Chinese education methods.

According to the characteristics of the continuous improvement of the content integration of the four major sections of compulsory education Chinese curriculum, the 2022 edition of Compulsory Education Chinese Curriculum Standard has set up six learning task groups at three levels. Each task group runs through four periods and develops in a spiral way, which not only embodies the characteristics of each period, but also highlights the foundation of the compulsory education stage and connects with the Chinese curriculum in ordinary senior high schools. In practice, the arrangement of learning task groups can be emphasized according to the characteristics of different classes.

Each Chinese learning task group combines key elements such as learning theme, learning activities, learning situation and learning resources, and consists of a series of interrelated learning tasks, all pointing to the development of students' core literacy, which is situational, practical and comprehensive. According to the characteristics of the learning period, six learning task groups have realized the structuring of Chinese curriculum content, guided students to gain emotional experience through learning, mastered methods and strategies, and cultivated the core literacy needed by students for their future study, life and development.

(C) China's "academic quality standards" to describe the performance of students' academic performance.

The academic quality standard of Chinese course in compulsory education takes core literacy and its performance level as the main dimensions, and describes students' academic performance in each period according to the three language use situations of daily life, literary experience and interdisciplinary learning, combining with the curriculum content of four periods.

Academic quality integrates Chinese practical activities such as "literacy and writing", "reading and appreciation", "expression and communication" and "combing and exploring", which respectively describe the key performance of students' Chinese academic achievements in four periods and reflect the level that students should reach at the end of the period. The Chinese academic quality standards in the four periods are connected with each other, which embodies the hierarchy and integrity and provides a basic basis for evaluating the development level of students' core literacy.

(4) Clarify the requirements of "process evaluation" and highlight the guidance of evaluation and proposition.

Starting from students' core literacy, the 2022 edition of Chinese Curriculum Standards for Compulsory Education puts forward clear requirements in the process evaluation of Chinese curriculum implementation and the proposition of academic level examination. Evaluation should contribute to the timely improvement of teaching, arrange the evaluation content as a whole, highlight the key points and pay attention to the level progress of each period; It is necessary to give full play to the positive role of multiple evaluation subjects and comprehensively use various evaluation methods to enhance the scientificity and integrity of evaluation; It is necessary to broaden the evaluation horizon and advocate the integration of disciplines. Aiming at the outstanding problems such as the efficiency of classroom evaluation is paramount, the quantity of homework evaluation is the first, and the staged evaluation interferes with daily teaching, this paper puts forward specific suggestions with strong pertinence and operability respectively.

At the same time, the 2022 edition of Chinese Curriculum Standard for Compulsory Education puts forward concrete implementation suggestions on the proposition work of academic level examination from the aspects of proposition principle, proposition planning and proposition requirements, which leads the reform direction of examination evaluation. For example, it is proposed to combine the specific contents of each learning task group, emphasize the cultivation of students' learning attitude, will quality, communication and cooperation in compulsory education, and strive to be concise and practical, and give full play to the guiding role of examinations.

(5) Implement the requirements of the national "double burden reduction policy" to reduce the burden of students' Chinese learning.

First, emphasize the connection and combination between Chinese curriculum and students' life experience, slow down the slope and reduce the difficulty. For example, in the part of teaching suggestions, it is emphasized that "attention should be paid to the connection between children and children, and the slope should be slowed down to reduce the difficulty and enhance the interest and attraction of learning." The first teaching content of Chinese Pinyin should be interesting, with scattered difficulties, and the requirements of recognition, spelling and writing should be arranged step by step.

The second is to reasonably arrange the requirements of literacy and writing, such as "in the first stage of learning, we should recognize more and write less, and the words that students are required to recognize are not necessarily required to be written at the same time, so we should reasonably arrange the amount of literacy and writing." About 250 or 350 words can be recognized and half can be written in the first and second semesters of senior one. "Third, emphasize the connection between the young and the old, and emphasize the connection between the young and the old in terms of curriculum objectives, curriculum content, teaching requirements, and textbook compilation requirements.

IV. Key Points and Difficulties

(A) How to fully grasp the core literacy

Core literacy is the concentrated expression of the value of curriculum education. The cultivation of students' core literacy by Chinese course in compulsory education is a comprehensive reflection of students' cultural self-confidence, language use, thinking ability and aesthetic creation, which are accumulated and constructed in active Chinese practice activities and displayed in real language use situations. These four aspects are a whole.

It is a great challenge for front-line Chinese teachers to avoid simple division and comprehensive expression and put an end to the mechanical separation of "core literacy" in Chinese teaching practice when determining teaching objectives, selecting and presenting course content.

(B) How to implement the language learning task force

Chinese learning task group is the organization and presentation of curriculum content, which is composed of a series of interrelated learning tasks around a certain theme, and has the characteristics of situational, practical and comprehensive. Different themes have different carrier forms.

Therefore, how to deeply understand the content theme and carrier form; How to highlight the themes of Chinese excellent traditional culture, revolutionary culture and advanced socialist culture; How to arrange various topics according to the characteristics of different classes, especially the cognitive rules of students; How to fully grasp the connotation and extension of the six learning task groups, so that different classes can focus on it; How to innovate the content organization and presentation of Chinese textbooks and reflect the situational, practical and comprehensive nature of the learning task group is the focus and difficulty of the new curriculum standard.

(C) How to play the guiding role of evaluation

How to actively guide teachers to fully understand the value of process evaluation and actively practice and implement it in teaching; How to vigorously explore the practical strategies of process evaluation, effectively solve operational problems, and attract more teachers to practice and dare to practice; How to deeply understand and implement the principles and requirements of proposition and give full play to the positive guiding role of examination in teaching; How to create novel and rich proposition situations, set diversified tasks, stimulate students' learning motivation and interest in inquiry, and fully demonstrate the development level of their core literacy. It is also the key and difficult point in the implementation of the 2022 edition of China Compulsory Education Curriculum Standards.