Catalogue of Chinese texts for primary schools before the new curriculum reform

The changes in the new curriculum standards of primary school Chinese are in the teaching direction and cultural positioning.

1. Guide the direction of teaching and focus on students' learning.

Focusing on students' learning, this is the direction of the new curriculum standard, the original knowledge points, knowledge teaching, turned to the students' learning methods and learning ability training, the new curriculum standard points out: the compulsory education language curriculum around the fundamental task of moral education, give full play to its unique educational function and foundation role.

For the purpose of promoting the development of students' core literacy, the literacy-based curriculum objective system is comprehensively constructed with literacy and writing, reading and appreciation, expression and communication, combing and other language practice activities as the main line. This has brought a very big challenge to our teachers, and it has also pointed out a very clear path for us Chinese teachers.

Second, grasp the cultural positioning, focus on cultural self-confidence, the new curriculum standard points out: the core literacy cultivated in the Chinese curriculum of compulsory education in Kuzhou is accumulated, constructed and expressed in the real language use situation of students in active language practice activities, and is a comprehensive embodiment of cultural self-confidence and language use, thinking ability, and aesthetic creation.

Cultural self-confidence refers to students' identification with Chinese culture and their firm confidence in the vitality of Chinese culture. Through language learning, students should love the common language of the country, love Chinese culture, inherit and carry forward the excellent traditional Chinese culture, revolutionary culture and advanced socialist culture, pay attention to and participate in contemporary cultural life, and have a preliminary understanding and reference for the excellence of human civilization.

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After the founding of the People's Republic of China, with the changes of the times, the primary school Chinese textbooks have also been continuously revised. The primary school language textbooks used in various parts of Chinese mainland include the teaching version, the Sujiao version, the Beijing Normal University version, the Xiangjiao version, the Erang Imitation Teaching Edition, the Western Teachers Edition, and the Chinese version. Since September 2017, the Chinese textbooks for primary schools have been changed to the Ministry Edition.

The interpretation of the new curriculum standards of the 2022 version is as follows:

The 2022 new version of the curriculum standard focuses on "core literacy" and optimizes the structure of the course content, thus putting forward higher requirements for Chinese teaching. The reading part puts forward new requirements for the improvement of students' reading themes and carriers, reading volume and reading ability, and pays more attention to the reading of the whole book and constructs a learning task group. The expression part requires students to fully express their own innovative views and opinions on the basis of comprehensive language use, and pay attention to the expression of students' real ideas.

1. For the first time in the compulsory education stage, the core literacy of Chinese was proposed.

The curriculum standards for Chinese core literacy are expressed as cultural self-confidence, language use, thinking ability and aesthetic creativity.

2. The four sections of language learning are clarified.

The four sections are literacy and writing, reading and appreciation, communication and expression, and combing**. In the fourth section, the "Literacy and Writing" section adds requirements for appreciating calligraphy works on the basis of copying the calligraphy of famous masters. The "Reading and Appreciation" section adds the exploration of personalized reading methods, sharing reading feelings, carrying out special topics**, and constructing the experience of reading the whole book; Feel the artistic charm of classic masterpieces and enrich your spiritual world.

This suggests that we should add corresponding examination points in the selection of topics.

3. Clarify the learning theme and main carrier of the course content.

The learning themes of three aspects (Chinese excellent traditional culture, revolutionary culture, and advanced socialist culture) and their corresponding carriers are clarified. According to the characteristics of different school periods, the relevant learning content of various themes should be arranged as a whole, and the works that embody the excellent traditional Chinese culture, revolutionary culture, and advanced culture of social leaders and friends should account for 60%-70%; Applications, illustrations, and narratives that reflect science and technology, nature, life, etc., as well as excellent foreign cultural works, account for 30%-40%.

4. The concept of learning task group was put forward for the first time in the compulsory education stage.

Construct a group of Chinese learning tasks in the compulsory education stage, and pay attention to the phased and developmental nature of the curriculum.

Set up 6 task groups at three levels:

1) 1 basic learning task group, i.e., language and writing accumulation;

2) Three developmental learning task groups, namely, reading and communicating practical texts, reading and creative expression, and speculative reading and expression.

3) Two extended learning task groups, i.e., reading the whole book and interdisciplinary learning.

5. The standard of academic quality has been increased.

In the past, the main purpose of the Chinese language was to clarify what to take in the examination, and the segmentation was relatively vague, but in the future, it will be clear what students should learn in each grade from the two aspects of academic quality connotation and academic quality description. In the process evaluation, clear standards and requirements for operation evaluation and phased evaluation are given; In the proposition requirements of the academic proficiency test, there are clear requirements for "reading and accumulation", especially the ability to comprehend and analyze texts. This means that in the future, the after-class homework and stage tests will become more and more scientific and quantitative, and students need to master new rules of questions.

Because everyone will always have some solidified understanding of the textbook, and now the new textbook is different from before, and it will definitely go to the rationality of such a change.

The compilation of textbooks is very professional, not only considering the development of the discipline itself, but also reflecting the changes in national cognition, and at the same time reflecting the latest development trend and achievements of our country. With the latest research results in the discipline, the teaching materials are bound to change. It can be said that this change in the textbook is more in line with historical facts.

The new history textbooks are mainly arranged in a way that combines dots and lines. The so-called points are some specific and important historical events, such as events, people, historical phenomena, etc. The so-called line is the basic context and basic law of the development and evolution of historical society.

In this way, the dots and lines are connected to each other, the dots are strung by the lines, and the dots are connected, so that the students can not only understand the basic clues of the poor boy god to grasp the historical development, but also have an understanding of some important historical events in history, so that the students can lay a good foundation for history.