Nearly 20 years of Chinese language teaching reform theory and the new curriculum standards (Volume 2)

Author: Zou Yuanchang
Publisher:
Publish Date: 2004-07-01
Features: The "Chinese Language and Literature Curriculum Standards" did not just fall from the sky. It not only fully absorbs advanced concepts and experiences from foreign mother tongue education but also has a deep genetic relationship with China's Chinese language education theory and practice. Especially the Chinese older generation of Chinese language education experts and more than 20 years of Chinese language education reform have provided valuable theoretical resources and rich experience accumulation for the development of the "Chinese Language and Literature Curriculum Standards," serving as the starting point and foundation for the development work. It can be said that the process of developing, revising, improving, and experimenting with and implementing the "Chinese Language and Literature Curriculum Standards" is a process of continuously reflecting on and integrating the excellent Chinese language education theory and practice of the country to achieve transcendence. Of course, this reflection and integration work is not just for the developers of the "Chinese Language and Literature Curriculum Standards" and a few specialists; Chinese language teachers must also relearn the excellent Chinese language education theory and practice of the country and reflect on and integrate them to achieve transcendence if they want to truly enter the new curriculum, correctly understand and strive to experiment with and implement the "Chinese Language and Literature Curriculum Standards," and actively participate in the revision and improvement of the "Chinese Language and Literature Curriculum Standards." The editing of this book is to meet the needs of Chinese language teachers in learning, researching, experimenting with, and implementing the new curriculum, as well as to provide a refined and complete set of materials for education researchers at all levels. "Chinese Language and Literature Curriculum Standards" Education and Practice Series. The "Chinese Language and Literature Curriculum Standards" did not just fall from the sky. It not only fully absorbs advanced concepts and experiences from foreign mother tongue education but also has a deep genetic relationship with China's Chinese language education theory and practice. Especially the Chinese older generation of Chinese language education experts and more than 20 years of Chinese language education reform have provided valuable theoretical resources and rich experience accumulation for the development of the "Chinese Language and Literature Curriculum Standards," serving as the starting point and foundation for the development work. It can be said that the process of developing, revising, improving, and experimenting with and implementing the "Chinese Language and Literature Curriculum Standards" is a process of continuously reflecting on and integrating the excellent Chinese language education theory and practice of the country to achieve transcendence. Of course, this reflection and integration work is not just for the developers of the "Chinese Language and Literature Curriculum Standards" and a few specialists; Chinese language teachers must also relearn the excellent Chinese language education theory and practice of the country and reflect on and integrate them to achieve transcendence if they want to truly enter the new curriculum, correctly understand and strive to experiment with and implement the "Chinese Language and Literature Curriculum Standards," and actively participate in the revision and improvement of the "Chinese Language and Literature Curriculum Standards." The editing of this book is to meet the needs of Chinese language teachers in learning, researching, experimenting with, and implementing the new curriculum, as well as to provide a refined and complete set of materials for education researchers at all levels.