Chinese classroom teaching in primary and secondary schools

Chinese classroom teaching in primary and secondary schools has laws to follow. According to

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Wang Xuming’s

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, Chinese primary and secondary schools have the most “chaos” and many schools. Are there any rules and regulations? yes! Over the years, a strange phenomenon has prevailed: the good documents made by countless elites through multi-level checkpoints and consuming a large number of people and property have been put on the shelf after less than two years. Few people mention them again, let alone implement them. What are people doing? People are busy concocting new concepts, theories and standards. In this way, many of our work is often in a state of fashion and follow-up, resulting in a state of impetuous mentality and abnormal seeking for new and different.

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take Chinese class for example. Do primary and secondary school teachers have standards for Chinese class? Does it take so many schools of thought to explain one from the east to the west? Of course, there are standards, and there is no need to explain them so much. This standard is the Chinese curriculum standard issued by the state for many times after the founding of the people’s Republic of China. The latest version is the Chinese curriculum standard for compulsory education formulated in 2001 and revised in 2011. In my opinion, this standard is the most authoritative, scientific and operational standard at the national level. Unfortunately, after just a few years of bustle, this standard is rarely mentioned or implemented in Chinese teaching. Where the author popularizes the real Chinese activities, the classes he listens to, the leaders he sees, the experts and the teaching researchers, most of them do not mention this standard, let alone listen to the class evaluation and acceptance according to this standard. The quality of a class depends entirely on the personal judgment or nonsense of the so-called famous Chinese teachers. How can this be done? For a country’s mother tongue education, there is a standard but not a strong promotion and implementation, everyone is scattered in a group, each singing their own tone, is the most correct Chinese education at present.

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based on this, I clearly put forward the 12 character standard of Chinese teaching in 2016 real Chinese activities: according to the curriculum standard, holding teaching materials, focusing on learning situation, and testable. Among them, according to the curriculum standard is the command and need to be carried through all the time. Taking oral communication as an example, in the curriculum standard, there are very specific requirements and contents for oral communication from curriculum objective to content, from overall objective to stage objective, from teaching to evaluation. However, in all the surveys where the author has been, almost few students express that they have specialized in oral communication, and from grade one to grade nine, they are basically zero. The students in my school and class told me that they didn’t have a special oral communication class. I’m not surprised at this kind of answer, just want to cry without tears. Let’s take oral communication in junior high school as an example. The curriculum standard not only sets the content and standard, but also emphasizes the knowledge points clearly. That is to say, we can examine students’ oral communication level from the aspects of narration, response, retelling, reporting, impromptu speech, keynote speech, problem discussion, etc. See how specific it is. In the first stage, students’ attitudes and habits in oral communication are mainly evaluated, and students’ confident expressions are encouraged. In the second and third stage, students’ basic abilities in daily oral communication are evaluated, and they learn to listen, express and communicate. In the fourth stage, it is necessary to promote students’ interpersonal communication and social interaction according to different objects and contents through various evaluation methods. I stubbornly and “naively” used this standard to face the oral communication of the ninth grade students, asking them to tell, retell, paraphrase and keynote speech, but I found that they were all at a loss. Can it blame the students? Of course not. Who is to blame? It’s our fault that we have such a good curriculum standard, but we haven’t forcefully promoted and implemented it at all levels. If it is done according to the standard, it is OK to give a lecture according to the standard; if it is not given according to the course standard, it is OK to give a lecture even if the oral communication class has not been carried out. So who takes standards seriously? The standard is like traffic law enforcement. If there is no law enforcement by the police, you can imagine how chaotic the situation will be when you get off the road. To some extent, the current Chinese teaching is just such a chaotic situation in which there are no laws and the law enforcement is not strict. What are the methods of

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Chinese teaching and Chinese teachers? This law is the Chinese curriculum standard formulated by the state. I have said on many occasions that the curriculum standard is a law that Chinese teachers must abide by, just like the implementation of traffic regulations by drivers, this law is unique, compulsory and supreme. You can have opinions in one way or another, and even experts can express academic opinions in one way or another. However, like traffic regulations, you must follow this Law until the next new standard comes out before it is changed. I find that such consciousness, idea and consciousness are indifferent or even blank in the minds of many Chinese teachers, including leaders, experts and researchers. The phenomenon of not teaching, evaluating and testing according to the curriculum standard is widespread, and even some so-called excellent teaching achievements, to be blunt, are freaks who violate the curriculum standard.

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in Chinese education and Chinese teaching, there is a trend of “random flowers gradually attract the eyes”. The most experts, the most activities, the most books and the most audiences are probably Chinese, but the effect of teaching and learning is not satisfactory. There is also a constant shouting, discussion and observation of where language education is going, which is a lively scene, in fact, a scene of chaos. I don’t think it’s necessary for the Chinese education and teaching in primary and secondary schools held by the state. The method is very simple, that is, according to the national Chinese curriculum standards, holding the national approved Chinese teaching materials, according to the different situation of students to give lectures, 45 minutes to finish, to detect how many knowledge points students have mastered. This idea sounds simple. Why it’s so difficult to do it? It’s difficult because some people have confused Chinese education and teaching, and fish in troubled waters. When I advocated the real Chinese activities a few years ago, I always stressed and appealed that the real Chinese is to advocate the return, that is, to return to the original appearance of the Chinese, the surname, the name and the text. After all, it’s still those 12 words: according to the curriculum standard, holding the teaching materials, focusing on learning, and testable. As I said, I sincerely hope that real Chinese will quit the stage as early as one day, because it is not a new method, faction and theory originally, but is proposed for these new strange theories in the society.

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also have a phenomenon that should be particularly vigilant, that is, some so-called experts and scholars are particularly keen on new concepts and new ideas, fooling leaders to make comprehensive promotion and implementation decisions

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