On How to Improve Students' Chinese Literacy in Curriculum Reform

Dong Lili of Changqing Experimental Middle School in Shandong Province I. Connotation of Chinese Literacy The Chinese curriculum standard clearly points out in the preface that "the Chinese curriculum in the nine-year compulsory education stage must be geared to all students, so that students can acquire basic Chinese literacy." "Improving students' Chinese literacy in an all-round way" is an epoch-making concept, which includes two main points: first, improving the Chinese literacy of all students (that is, every student); The second is to improve students' Chinese literacy in an all-round way. "Chinese Curriculum Standard" also points out: "Chinese curriculum should cultivate students' thoughts and feelings of loving the motherland's language and characters, guide students to correctly understand and use the motherland's language and characters, enrich language accumulation, cultivate a sense of language, develop thinking, and enable students to have the ability to read, write and communicate orally to meet actual needs. Chinese courses should also focus on improving students' moral cultivation and aesthetic taste, so that they can gradually form a good personality and a sound personality, and promote the harmonious development of morality, intelligence, physique and beauty. " This passage clarifies the connotation of Chinese literacy and fully embodies the comprehensive and practical characteristics of Chinese. It is put forward from three dimensions: emotion, attitude, values, knowledge, ability, methods and habits. It is "the synthesis of Chinese knowledge, language accumulation, thoughts and feelings, thinking quality, aesthetic taste, learning methods and learning habits". That is to say, Chinese literacy includes not only language abilities such as listening, speaking, reading and writing, but also language accumulation, language sense, thinking quality, methods and habits, cultural taste, aesthetic taste, emotional attitude and moral cultivation, which requires us to cultivate students' ability to use Chinese in life and constantly update their knowledge. This is a specific requirement put forward according to the thought of quality education, which comprehensively covers the goal of Chinese education. Second, the necessity of improving students' Chinese literacy In the curriculum reform 1, the requirements of curriculum standards clearly point out: "Chinese literacy is the basis for students to learn other courses well, and it is also the basis for students' all-round development and lifelong development. The multiple functions and basic functions of Chinese course determine its important position in the nine-year compulsory education stage. "Here, the curriculum standard has raised the status of Chinese courses to an unprecedented height." Chinese literacy is the basis for students to learn other courses well. "In the past, a teaching outline has been put forward. It is the foundation of all-round development and lifelong development ",but this is newly put forward by this curriculum standard. The curriculum standard emphasizes the "multiple functions and basic functions" of Chinese curriculum, which not only develops students' Chinese ability, but also develops their emotions, attitudes and values. It not only lays the foundation for students' language ability, but also lays the foundation for lifelong learning. The curriculum standard defines the teaching objectives of Chinese curriculum as knowledge and ability, process and method, emotional attitude and values. The process and method are included in the teaching objectives, which were not included in the previous syllabus; Putting emotional attitudes and values in the prominent position of teaching objectives is even more absent in the past syllabus. For example, the curriculum standard puts forward "in the process of Chinese learning", "gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste"; "Understand the richness and broadness of China culture", "care about contemporary cultural life and respect diverse cultures"; "Cultivate self-confidence and good study habits in Chinese learning"; "Gradually develop a scientific attitude of seeking truth from facts and advocating true knowledge, and initially master scientific thinking methods"; "Have the ability to read independently and pay attention to emotional experience", "be able to initially understand and appreciate literary works, be influenced by noble sentiments and interests, develop personality and enrich one's spiritual world"; "Initially learn to conduct interpersonal and social communication in a civilized way and cultivate the spirit of cooperation". All these reflect the new orientation of curriculum standards, that is, while paying attention to improving students' ability to understand and use Chinese, special attention should be paid to enriching students' humanistic quality. According to the development of the times, some other new requirements are put forward for students' Chinese literacy and curriculum standards. For example, it emphasizes skimming and browsing, and requires students to master, collect and process information (including online learning); Highlight oral communication ability, especially put forward oral communication and communication requirements; Put forward the speed requirements of reading, writing and writing, with quantitative indicators. Another example is to ask students to care about the changes and development of contemporary culture and strive to absorb the nutrition of human progressive culture. For another example, pay attention to cultivating innovative spirit. Put forward the learning mode of comprehensive learning; Advocate independent reading, independent reading, inquiry reading and creative reading; Encourage independent writing, free writing and creative expression; Encourage original ideas and learn with methods and strategies that suit you. These new requirements are put forward by curriculum standards on the basis of paying attention to updating concepts, drawing lessons from foreign curriculum theories and summing up the experience of Chinese education in China. By doing so, the modern consciousness of curriculum standards is effectively enhanced, which is conducive to cultivating talents to meet the needs of 2 1 century. 2. Adapting to the new characteristics of new textbooks According to the spirit of curriculum standards, the new junior high school Chinese textbooks have increased the proportion of humanistic factors. In terms of unit organization, we no longer pursue the systematization and integrity of Chinese knowledge, but arrange units in a relatively concentrated way according to the theme and content, generally according to "life, nature, science, family and imagination", and make a new attempt to strengthen humanities education in the overall framework. The newly compiled Chinese textbooks also have new features in the design of "discussion and practice". Every class is basically arranged with activities or exercises aimed at overall understanding and experience, which is full of humanistic education connotation and pays attention to the cultivation of Chinese quality. Take the second topic of "Discussion and Practice" after class in Unit 2 "Two Essays" (Street Trees and It's Good for the First Time) of the first volume of the seventh grade as an example: discuss the following issues in connection with your own life experience. Everyone tells his "first time" to see who is the most touching and wonderful. The design of "discussion and practice" like this runs through the newly compiled Chinese textbooks, both in the text and outside the text; It is both China's and humanistic. If humanistic quality is brought into the cultivation of Chinese ability, the cultivation process of Chinese ability will become the cultivation and education process of humanistic quality. The newly compiled Chinese textbook selects beautiful articles with rich humanistic connotation, casts its perspective on family, society, affection and friendship, and guides students to connect with their own reality and realize various life philosophies. It pursues the cooperation and complementarity between humanistic education and Chinese ability training, and enriches students' humanistic quality in the process of Chinese ability training; At the same time of humanistic education, improve students' cultural taste and Chinese accomplishment. 3. Exam-taking needs (analysis of the examination questions of Jinan senior high school entrance examination in 2004, omitted) 3. On the Methods of Improving Students' Chinese Literacy (1) Creating a relaxed learning environment. In terms of psychological environment, students must have a relaxed environment for study and exploration, and be able to study and explore freely without too many restrictions and constraints. A foreign scholar thinks: "80% of learning difficulties are related to stress. Release the pressure and you can solve those difficulties. " Practice has proved that teachers' democracy and tolerance can create a relaxed learning environment. This is a necessary prerequisite for improving students' Chinese literacy. The object of education is people with rich emotions, and the fundamental goal of quality education is to improve people's quality. Therefore, teachers should have democratic consciousness: teachers fully respect students' personality and independent consciousness; I believe that every student has great wisdom potential. As long as the education methods are proper and dependent, they can all become valuable people in the process of self-development. Can fully understand students' psychology and learning state (that is, their knowledge base, intelligence level, personality needs, learning attitude), and give different ways of guidance in time for different levels of students. In this way, students of different levels are willing to cooperate with teachers and actively participate in classroom teaching. The premise of tolerance is to allow students to have different opinions and show their individuality, and teachers should not engage in "centralized teaching" and "paternalism". "Chinese Curriculum Standard" clearly points out in the preface: "We should pay attention to the influence of Chinese, pay attention to the value orientation of teaching content, and respect the unique experience of students in the learning process." "Chinese courses must be based on the characteristics of students' physical and mental development and Chinese learning, pay attention to students' individual differences and different learning needs, cherish students' curiosity and thirst for knowledge, and fully stimulate students' initiative and enterprising spirit. "The final evaluation of teachers is not final, but open, with positive evaluation as the main factor. In this way, every student can develop his potential and personality freely and happily. A teacher taught me the course of faith. When talking about Madame Curie's refusal to apply for a patent for radium, she asked a question: "What would you do if you were Madame Curie? "In the process of cooperation and exchange, many students agree with Madame Curie's practice. A student put forward his own opinion: "If I were Madame Curie, I would apply for the patent right of radium and use the reward to improve the experimental conditions." The teacher's evaluation is: "This classmate has a strong sense of law. "Teachers not only respect students' different opinions, but also make appropriate comments on them, which is conducive to deepening the discussion. (2) Based on the classroom, it is a good way to cultivate students' Chinese literacy to bring students into textbooks and let them directly experience the humanity and instrumentality of works in the process of reading textbooks. Chinese course contains rich emotion and rich humanistic connotation. The influence on people's spiritual field is profound and extensive, and the shock to students' hearts is extremely far-reaching. Therefore, we should pay attention to the influence of Chinese course on students' thoughts, emotions, thinking quality and judgment.