1. From the perspective of curriculum, the specific Chinese classroom has been determined and should have its corresponding curriculum content.
The forms of Chinese curriculum are diverse, and the so-called "all roads lead to Rome"-if the goal of Chinese curriculum is compared to "Rome", the form of Chinese curriculum is compared to "road". "All roads lead to Rome" means that there are many forms of Chinese courses, which can help students effectively achieve the goals of Chinese courses under their own conditions. For example: pay attention to Chinese knowledge teaching, or pay attention to students' self-development in Chinese activities; Conduct skills training alone or seek all-round development; Based on reading, or dominated by writing, and so on. Under appropriate conditions, all kinds of ideas may be fully justified, so different curriculum forms will be formed, and the structure, content and organization of the curriculum will naturally be different. The form of Chinese curriculum should have the possibility or even necessity of multiple choices.
However, the diversity of Chinese curriculum forms does not mean randomness. Each course form has its corresponding course content and organizational form. For front-line Chinese teachers, the main problem is not how to choose several curriculum forms. To a great extent, the course form of the Chinese course where the teacher is located has been selected, although the appropriateness of this course form, the rationality of its course content and organization need to be reconsidered.
The specific form of Chinese curriculum should have its corresponding Chinese curriculum content. In the eyes of some Chinese teachers, it seems that Chinese teaching can be taught at will, and it doesn't matter whether it is more or less or not.
2. From the perspective of teaching materials, specific Chinese courses should use designated teaching materials, and the course content and organization should be determined.
The content and organization of Chinese courses are carried by Chinese textbooks. Chinese teaching materials should be diversified, including diversification based on different curriculum forms, diversification of using different "curriculum resources" in the same curriculum form and diversification of using different teaching material compilation strategies. However, the specific Chinese courses and textbooks we are in have been designated. A specific Chinese textbook should have clear teaching content and organizational structure.
The content of Chinese course mainly includes three aspects: one is "fixed text", that is, literary and cultural classics referred to by humanistic literacy and their interpretation. The second is "China knowledge", including facts, concepts, principles, skills, strategies and attitudes. The third is "experience", which refers to some Chinese practice activities that students must experience in a certain learning period. The content of the Chinese curriculum in the above three aspects should be affirmative, and I am afraid there will be no different opinions on this in principle. According to the truth, Chinese textbooks should have a clear answer to the teaching function of a unit and a text and what the course content is, and present it concretely through the call and organization of various teaching resources.
Chinese teachers' doubts are mainly caused by two aspects: first, the development of Chinese courses is backward. At present, it is not clear what is "fixed text", what "knowledge" is taught and what "experience" is needed. Knowledge has not yet taken shape and is still in the process of "reconstruction". Second, the compilation of Chinese textbooks is not reasonable. At present, the mainstream Chinese textbooks are all anthologies, the main body of which is anthology. However, what to teach a composition seems to have unlimited possibilities when the teaching function is uncertain. When choosing reading materials for the content of Chinese class, it is largely a question of "what to teach" in a certain text under the realistic condition of single text teaching as the leading factor. As for "what to teach", the current Chinese textbooks often give no answer, or only a general answer.
This leads to a very unreasonable phenomenon: on the one hand, teachers who use different versions of Chinese textbooks have almost no difference in the core teaching content in the same text. On the other hand, teachers who use the same Chinese textbook have similar texts, and the specific teaching contents are varied and even strange.
3. From the teaching point of view, there should be a high degree of convergence between specific Chinese courses and the same Chinese course in different classes.
There is a popular concept among Chinese teachers, which is called "Eight Immortals crossing the sea, each showing his magical powers." The so-called "crossing the sea" means Chinese teaching, such as reading teaching and writing teaching; The so-called "mutual demonstration" means what to teach and how to teach. It seems that teachers can do it according to their personal opinions, personal specialties and personal wishes. This concept is an abuse of teachers' professional autonomy and a distortion of Chinese teaching. On the one hand, it shifts the foothold of Chinese teaching from students to teachers; On the other hand, it regards the national curriculum "Chinese" as a teacher's personal matter, and the choice of teaching content and teaching methods seems to be free.
From the perspective of teaching, the content of Chinese teaching is "what to teach". It includes not only the use of ready-made teaching materials, but also the "reconstruction" of teaching materials by teachers-processing, processing, adaptation and even addition, deletion and replacement; It includes not only the implementation of curriculum content, but also the creation of curriculum content by teachers in the course implementation. There are obviously two aspects here:
First, the limited side. Restricted by the curriculum objectives. Proper curriculum development and textbook compilation will be restricted by textbooks. Classroom teaching should have a high correlation with the textbooks used, and the teaching contents of different classrooms using the same Chinese textbook should have a high cohesion.
Second, the newly created party. Or it needs to be revised because of improper curriculum development and illegal textbook compilation; Or according to the specific learning situation of students, it is necessary to add, subtract, expand and shorten the course content. The revision mainly depends on the writing style, and there may be several schemes, but not so many that people are different. The change must be based on the learning situation. The learning situation of students may appear in various ways, but it will not become endless and unpredictable. In other words, under the dual constraints of text style and students' learning situation, the teaching content can be determined to a great extent. Therefore, the same Chinese lesson in different classes and the same text taught by different teachers should also have a high degree of convergence.