-Interpretation of the Curriculum Plan and Curriculum Standards for Ordinary Senior High Schools (2017 Edition)

　　Today, the Ministry of Education released the curriculum plan for ordinary senior high schools and 14 curriculum standards (2017 edition). The new curriculum plan and curriculum standards further strengthen the educational function of the discipline, reflect the distinct educational orientation, and obviously enhance the ideological, scientific, contemporary and holistic nature. What are the new highlights of the new curriculum plan and curriculum standards? How to strengthen the connection between the new curriculum plan and curriculum standard and the comprehensive reform of college entrance examination?

　　Multi-disciplinary increase excellent traditional culture and revolutionary traditional education content.

　　Strengthening the education of Chinese excellent traditional culture is a major focus of the revision of the curriculum plan and curriculum standards. Among them, the Chinese curriculum standard is the most prominent, and the content of Chinese excellent traditional culture runs through compulsory, selective compulsory and elective parts, with more comprehensive content, more weight and higher requirements.

　　For example, in the part of "Suggestions for reading in and out of class", in addition to retaining the original Analects of Confucius, Mencius and Zhuangzi, cultural classics such as Laozi and Historical Records have been added, requiring students to read all kinds of ancient poems extensively, covering all periods from pre-Qin to late Qing Dynasty. It is clearly stipulated that "China’s excellent ancient works should account for 1/2 of the reading items in class".

　　At the same time, the new Chinese curriculum standard also sets up a special topic for studying Chinese excellent traditional culture, and conducts in-depth study and discussion on classic works of Chinese traditional culture. The original standard "suggestions for reading articles" was changed to "recommended articles for reciting ancient poems", and the number of recommended articles increased from 14 (the first) to 72 (the first), which improved the learning requirements.

　　In addition, the curriculum standards of fine arts, music, physical education and health, mathematics, etc. have increased the content of traditional culture education. For example, "China Painting and Calligraphy" is added to the fine arts curriculum standard, which involves the appreciation of China’s traditional paintings, calligraphy, seal cutting and other classic works and traditional painting theory, so as to promote students to stick to China’s cultural stance and enhance their cultural self-confidence.

　　Strengthening revolutionary traditional education is another major focus of this curriculum revision. The new curriculum standard of Chinese combines comprehensive strengthening with special study in revolutionary traditional education. While the content requirements of revolutionary traditional education run through compulsory, selective compulsory and elective parts, it also sets up a special topic of "revolutionary traditional works" to concentrate on study and discussion.

　　The new curriculum standard of Chinese combines extensive reading with intensive reading, requiring students to widely read the famous poems of revolutionary ancestors, excellent papers and essays explaining revolutionary spirit, news, newsletters, speeches and comments on revolutionary traditions in and out of class. The recommended reading items in and out of class involve Mao Zedong’s poems, and a group of writers such as Lu Xun, Guo Moruo, Mao Dun, Ba Jin, Ai Qing, Cang Kejia, He Jingzhi, Guo Xiaochuan and Zhou Libo reflect revolutionary traditions.

　　In addition, the history curriculum standard clearly requires students to systematically study the course of new-democratic revolution, socialist revolution, construction and reform and opening up, and "know and carry forward the national spirit with patriotism as the core and the spirit of the times with reform and innovation as the core". The theme activity of "Veteran’s Story" was added to let students feel the thoughts and actions of ordinary people in the historical background and appreciate the lofty spiritual realm of revolutionary soldiers.

　　Provide selective courses for students with different development directions.

　　Around 2012, there was a discussion about the functional orientation of ordinary senior high schools in China. At that time, there was a view that senior high schools were preparatory education for university entrance. Wang Zhan, chairman of the Expert Working Committee on Basic Education Curriculum and Textbooks of the Ministry of Education, still remembers the discussion vividly.

　　Wang Zhan said: "In view of the long-standing tendency of one-sided pursuit of enrollment rate, the newly revised curriculum program emphasizes that ordinary high school education is not only to prepare for college, but also to prepare students for social life and career development, and to lay the foundation for students’ lifelong development."

　　"The curriculum plan can’t follow the exam, but follow the education." Wang Zhan said. The new curriculum scheme further optimizes the curriculum structure. Considering the diverse learning needs of senior high school students and the requirements of entrance examination, under the premise of ensuring the common foundation, the course selectivity is appropriately increased to provide selective courses for students with different development directions.

　　Such changes include: first, retaining the original study subjects and adding German, French and Spanish on the basis of English, Japanese and Russian; The second is to adjust the course categories to compulsory courses, selective compulsory courses and elective courses.

　　"Compulsory courses are fully tested, and selective compulsory courses are optional. Elective courses, students can choose to study independently, and they can study without taking the exam or preparing for the exam, which provides reference for students’ employment and independent enrollment in colleges and universities. " Wang Zhan said.

　　The reporter learned that the relationship between the new curriculum and university majors, real life and vocational education has increased significantly. For example, five types of elective courses have been designed to meet the needs of students in science, engineering, economics, humanities and art; The course content of general technology "technology and occupation" has also broken the barrier between general education and vocational education.

　　"In the past, it was guided by knowledge point learning, and now it is to condense the core literacy of the discipline." Wang Zhan said. In addition, the new curriculum plan and curriculum standards condensed the core literacy of the discipline for the first time, and around the implementation of the core literacy of the discipline, selected and reorganized the teaching content, designed the teaching activities, and put forward suggestions for examination and evaluation.

　　For example, Wang Zhan said: "For example, the core literacy of history discipline is’ historical materialism, time and space concept, historical evidence, historical interpretation, and feelings for home and country’, which emphasizes that through learning, students can form correct historical values and establish a high sense of identity, belonging, responsibility, mission and pursuit of national prosperity and people’s happiness."

　　Seamless connection with the comprehensive reform of college entrance examination

　　At present, the country is vigorously promoting the comprehensive reform of the college entrance examination. How do the new curriculum plans and standards strengthen the connection with the comprehensive reform of the college entrance examination? Zheng Fuzhi, Assistant Minister of Education and Director of Teaching Materials Bureau, said that for talent training, curriculum plan and curriculum standards are the basic basis, and examination enrollment is an important orientation. It is necessary to organically combine the curriculum reform with the comprehensive reform of college entrance examination, make overall plans and make effective linkages to form a joint force.

　　The new senior high school curriculum plan and curriculum standards are organically combined with the comprehensive reform of the college entrance examination in terms of the relationship between teaching and examination, examination propositions and curriculum implementation. It is understood that this revision work is jointly revised by curriculum experts and examination evaluation experts to ensure the connection between the two.

　　Zheng Fuzhi said that in order to coordinate the curriculum reform of senior high school with the comprehensive reform of college entrance examination, on the one hand, we should give full play to the leading role of curriculum in talent training and selection, especially strengthen the correlation between examination content and senior high school curriculum to ensure the consistency of teaching, examination and evaluation; On the other hand, we should give full play to the correct guiding role of college entrance examination reform in senior high school curriculum reform, such as promoting the use of comprehensive quality evaluation in college enrollment and urging senior high school education to pay more attention to the cultivation of students’ comprehensive quality.

　　As a highlight of the revision of the curriculum plan and curriculum standards, the "academic quality" section has been added to each subject, which clarifies the grade level of the core literacy of the subject after students complete the learning content of the subject and puts forward the academic quality standard. Wang Zhan said: "The academic quality standard divides the academic quality into different levels, which helps teachers to better grasp the teaching requirements, teach students in accordance with their aptitude, and pay more attention to the effective implementation of educational goals. At the same time, the proposal of academic quality requirements also provides an important basis for phased evaluation, academic proficiency test and entrance examination proposition, promotes the organic connection of teaching, learning and examination, and forms a joint force for educating people. "

　　At the same time, the subject content of each subject’s curriculum standard is composed of "content requirements", "teaching tips" and "academic requirements", and the evaluation objectives are refined according to the requirements of academic quality. Most subjects also increase teaching and evaluation cases, strengthen the specific guidance on textbook compilation, teaching implementation and examination evaluation, help teachers accurately understand and grasp the essence of curriculum standards, and enhance guidance and operability. (Reporter Liu Bozhi)