Excerpt from Shi Licheng, junior middle school teaching and research section
The background of the news story
China's basic education curriculum reform was officially launched on 1999, and in 2000 10 to June, curriculum standards development groups of various disciplines were established through application and evaluation. From July 2000 to February 2006, 5438+0, each research group formed the first draft of curriculum standards on the basis of special research, and solicited opinions internally.
In March this year, the Department of Basic Education of the Ministry of Education solicited opinions from local teaching and research personnel, outstanding front-line teachers, experts and scholars in nine regions, and from senior leaders of dozens of large state-owned enterprises, Sino-foreign joint ventures, wholly foreign-owned enterprises and private scientific and technological enterprises. On this basis, the curriculum standards of various disciplines have been further revised and improved day by day. Recently, the Ministry of Education invited 75 academicians of China Academy of Sciences, China Academy of Engineering, historians, artists and educational experts to evaluate the new curriculum standards.
Foreign Language: Cultivating Comprehensive Language Use Ability
Students' comprehensive language use ability includes emotional attitude, cultural awareness, language ability, language skills and learning strategies.
Cultivating students' comprehensive language application ability has been the unanimous appeal of foreign language experts for many years. Experts believe that English curriculum standards emphasize the cultivation of students' comprehensive language use ability, including five requirements: emotional attitude, cultural awareness, language ability, language skills and learning strategies, which is a comprehensive and scientific expression of foreign language education in China's basic education stage. English curriculum standards absorb advanced theories and experiences at home and abroad, advocate taking students as the main body, respecting individual differences, implementing task-based learning mode and paying attention to process evaluation, which embodies the characteristics of foreign language education. In particular, the curriculum is divided into nine grades, of which grades 2, 5 and 8 respectively reflect the graduation requirements of primary schools, junior high schools and ordinary high schools, and reflect the compulsory foreign language education, including the curriculum of primary schools. At the same time, considering the high standards of foreign language schools and foreign language characteristic schools, some areas are allowed to make appropriate adjustments according to different conditions and needs, which not only reflects unity, but also reflects flexibility.
Guang Liu, a professor at Beijing Foreign Studies University, spoke highly of the Russian curriculum standard "emphasizing communication, paying attention to lines, giving priority to sentence patterns and developing in a spiral way", which symbolizes the law of Russian teaching. In particular, it emphasizes communication, close to students' life, close to reality and full of new ideas. This change will bring about a series of changes in teaching methods, learning methods and textbook compilation, which will certainly have a far-reaching impact on Russian teaching in primary and secondary schools in China.
Japanese teaching not only cultivates students' comprehensive language ability, but also emphasizes the development of students' feelings, attitudes and values, which has never been involved in the previous Japanese teaching syllabus. It is particularly worth mentioning that the curriculum standard runs through five parts: language knowledge, language skills, cultural accomplishment and emotional attitude, which fully embodies the new educational concept. Experts believe that the curriculum standard adopts the internationally accepted grading method, which breaks through the previous thinking mode in terms of target level and curriculum diversification, and breaks through the traditional mode of solving all problems with one textbook in terms of learning methods. It is very important to advocate students' autonomous learning and student-centered teaching to promote students' thinking development. The breakthrough of evaluation system is the most prominent feature of Japanese curriculum standards. In the past, teachers used to take the written test results as the most important evaluation. It is worthy of recognition to emphasize the importance of students' independent evaluation and give full play to the positive role of teachers, students and parents in evaluation. In addition, in the development and utilization of educational resources, the new curriculum standards are beneficial for students to acquire all kinds of knowledge beneficial to their future development through various channels and open their intelligence.
Chinese: Cultivating Literary Literacy
Give students the edification and education of truth, goodness and beauty, cultivate their literary accomplishment, and let them master just the right Chinese knowledge.
What is the task of education in China? Lu Jianming, a linguist and professor of Peking University, said that Chinese education is to cultivate and educate students' truth, goodness and beauty, cultivate students' literary attainments, and let students master just the right Chinese knowledge. Through Chinese, students can have a certain accumulation of Chinese, and let them know where an article is good and what words and sentences to choose under what circumstances. It is the tradition of Chinese teaching in our country to let students read model essays and imitate writing according to model essays. Professor Lu believes that the Chinese curriculum standard puts forward the unity of instrumentality and humanity. There was a wrong understanding of instrumentality in the past. He thought that emphasizing instrumentality meant talking more about Chinese knowledge, rather than turning Chinese knowledge into a burden for students' memory.
"If the students taught by our Chinese teaching don't like Chinese or don't understand Chinese, it can only be a failure of Chinese education." Yang Yi, a researcher at the Institute of Literature of China Academy of Sciences, was slightly excited. He said that Chinese learning should give students a sense of culture, art and beauty. It is necessary to enhance national cohesion through Chinese education. Humanistic spirit is related to the soul of China, the pulse of the nation and the power of the country. We should infiltrate the humanistic spirit into Chinese teaching and blaze a trail of modern Chinese teaching with China characteristics. Students should be allowed to read more classic works and recite more beautiful sentences in the best period of memory. Some of our textbooks provide children with second-rate and third-rate things, even vernacular, which wastes their most precious time.
The Committee members agreed that the Chinese curriculum standard conforms to the current trend of curriculum reform in various countries and the goal of curriculum reform in China, conforms to the law of Chinese teaching, and embodies the reform consciousness. How to develop students' personality, fully stimulate students' curiosity and cultivate students' imagination through Chinese teaching should be clearly explained. At the same time, how to play the leading role of teachers, improve teaching methods and reform examination methods in curriculum reform should also be paid enough attention.
Math: It's easier.
Free students from simple problem-solving skills and proofs, and let students learn real mathematics.
The innovation of the mathematics curriculum standard lies in carefully selecting the curriculum content according to the students' psychological and cognitive abilities, starting from the foundation, popularization and development of mathematics education in the compulsory education stage, overcoming the deep, narrow and old phenomena in the past curriculum, and transforming mathematics teaching from top students' education to mass education for all. This is the unanimous affirmation of mathematics curriculum standards by mathematics experts. They believe that the standard designs four learning fields: number and algebra, space and graphics, statistics and probability, and practical and comprehensive application, which embodies four aspects in the overall goal, namely, knowledge and skills, mathematical thinking, problem solving, emotion and attitude, so that mathematics learning presents a problem scenario-establishing a model-a basic model of explanation, application and expansion. At the same time, the curriculum standards and contents reflect the adaptability of mathematics education to different regions, schools and students, expand the transformation of students' learning methods, pay attention to the cultivation of students' learning emotions and attitudes, and show the teaching process of teacher-student interaction, students' active participation and active exploration.
Lin Qun, an academician of the Chinese Academy of Sciences and a researcher at the Institute of Mathematics and Systems of the Chinese Academy of Sciences, told the reporter with great joy: "Primary and secondary schools are the stage of laying the foundation. Mathematics should be mastered by most students and should be made easier. It is necessary to liberate students from simple problem-solving skills and proofs and let students learn real mathematics. " Academician Lin Qun praised the excellent standards of mathematics curriculum. In the past, mathematics education caused most students to have no confidence in mathematics. In fact, mathematics is a living science, which is closely related to life. Mathematics is the wealth of all mankind, not the patent of a few top students. By studying mathematics, students should increase their confidence and enjoy the most precious wealth of mankind.