What is the overall objective of the language curriculum at the basic education level?

Nine years of compulsory education language courses.

The language curriculum in the nine-year compulsory education stage must be open to all students, so that students can acquire basic language literacy.

The Chinese curriculum should stimulate and cultivate students' thoughts and feelings of loving the Chinese language, guide students to enrich their language accumulation, cultivate their sense of language, develop their thinking, initially master the basic methods of learning the language, develop good study habits, have the ability to read and write, read, write, and communicate orally to meet the needs of actual life, and correctly use the Chinese language. The Chinese curriculum should also promote the harmonious development of students through the influence of excellent culture, so that they can improve their ideological and moral cultivation and aesthetic taste, and gradually form a good personality and a sound personality.

The task of the compulsory education Chinese course is that students accumulate and construct in active language practice activities and express it in real language use situations, which is a comprehensive embodiment of cultural self-confidence, language use, thinking ability, and aesthetic creation.

The "Language Curriculum Standards" clearly states at the beginning that "the language curriculum should cultivate students' thoughts and feelings of loving the Chinese language, guide students to correctly understand and use the language of the motherland, enrich the accumulation of language, cultivate a sense of language, develop thinking, and enable them to have literacy and writing ability, reading ability, writing ability, and oral communication ability to meet actual needs."

The Chinese course is a comprehensive and practical course for learning the use of the national common language.

The objectives in the compulsory education language curriculum standards are divided into overall objectives and sectional objectives. The goal of the course is designed from three aspects: knowledge and skills, process and methods, emotional attitudes and values. It is divided into four sections:

Grades 1-2, 3-4, 5-6, 7-9. The objectives of each section are divided into five aspects: literacy and writing, reading, assignments, oral communication, and comprehensive learning. In fact, it can be said that there are four aspects of listening, speaking, reading and writing.

The structure of the compulsory education language curriculum is based on life, with learning tasks as the main line, and the structure of compulsory education Chinese curriculum is based on life, with language practice activities as the main line, with learning themes as the guide, and learning tasks as the carrier.

The structure of the compulsory education Chinese curriculum follows the internal logic of students' physical and mental development and the formation of core literacy, based on life, with language practice activities as the main line, learning themes as the guide, and learning tasks as the carrier, integrating elements such as learning content, emotion, wisdom, knowledge, methods and resources, and designing language learning task groups. The compulsory education Chinese curriculum highlights the contemporary nature of the content, pays attention to the connection between the curriculum content and life, and other disciplines, pays attention to the integration of listening, speaking, reading and writing, and promotes the overall development of knowledge and ability, process and method, emotional attitude and values.

The content of the compulsory education language curriculum is mainly organized and presented in learning task groups.

The content of the compulsory education language curriculum is mainly organized and presented in learning task groups. To design language learning tasks, it is necessary to identify language practice activities that are intrinsically logically related to specific learning themes. The Chinese learning task group is composed of a series of interrelated learning tasks, which jointly point to the development of students' core literacy, which is situational, practical and comprehensive.

The learning task group is based on the curriculum standard (2022) version, the content of the textbook, and the basic level of students, the teacher designs challenging tasks and advanced learning situations, and when the student foundation is solid, the teacher designs the task-driven, and the students complete the learning situation through listening, exploring, experimenting and other ways, so that students can master knowledge, form skills, develop thinking ability, improve the ideological and cultural level, and improve the core literacy of students.

The preparation phase is the design of the foundation. It can be seen that basic implementation is an essential attribute. The most important thing in the design of language task groups is to be relevant to the actual situation of students.

Different regions and different environments lead to certain differences in students' knowledge base, ability base, thinking methods, learning motivation, etc., but what remains unchanged is the essential attribute of basic implementation.

We must admit that there are inevitably a large number of repetitive and even mechanical exercises or training, such as writing, practicing words, reading aloud, etc., which are repetitive exercises, but these repetitions are essential. Repetition over a long period of time will form a habit, and habits can be made.

The objectives of the 2022 version of the compulsory education language curriculum standard are expressed in the following four aspects:

1. Language knowledge and skills: Emphasize that students master basic language knowledge and skills, including sound, shape, meaning, use, structure, etc., and be able to correctly use Chinese characters, words, grammar, punctuation, etc.

2. Language ability and literacy: It emphasizes that students have high language ability and literacy in practical use, including listening, speaking, reading, writing, translation, etc., can understand and express information, and are good at communication and cooperation.

3. Cultural Awareness and Values: It emphasizes that students have a certain cognition and auspicious perception of the cultural background and values involved in language activities, and can establish a correct view of history, life, values, etc., and cultivate patriotic feelings and cultural self-confidence.

4. Learning Methods and Strategies: Emphasizing the methods and strategies of students' language learning, including reading, writing, speaking, translation, etc., which can effectively obtain, process and express information, and continuously improve the effect and quality of Chinese learning.

The application of compulsory education language courses is mainly reflected in the following aspects:

1. Improve language literacy: The application of compulsory education Chinese courses can help students improve their language literacy, including pronunciation, intonation, vocabulary, grammar and other aspects. At the same time, it can also develop students' reading ability, writing ability and oral expression ability.

2. Inheritance and promotion of Chinese culture: The application of compulsory education Chinese courses can enable students to understand traditional Chinese culture and modern culture, so as to inherit and promote Chinese culture. By studying classic literary works, biographies of celebrities, etc., students can better understand the connotation and essence of traditional Chinese culture.

3. Cultivating comprehensive quality: The application of compulsory education Chinese courses is not only simple language learning, but also cultivates students' comprehensive quality. In the Chinese classroom, students can learn through listening, speaking, reading, writing and other ways, and it will also involve the cultivation of emotions, attitudes, values, etc.

In short, the application of compulsory education Chinese curriculum plays a very important role in the growth and development of students, it is not only a subject, but also an important content involving humanistic quality, social emotion and moral construction.