A Study On The Change Of Chinese Curriculum Organization In Primary School

From the perspective of curriculum design, curriculum organization can be defined as an organization of curriculum objective, content, learning experience and assessment teclinique. The choice of a particular curriculum organization mode lies on the orientation of the curriculum. Nowadays, the curriculum organization of Chinese in primary schools is undergoing a series of change. There are certain variations between practice curriculum and standard curriculum. In some cases, the variation is a result of some reasonable adaptation, which reveals various organization modes of the standard curriculum, while others are unreasonable variations. The variations result from various factors, among which unsolved problems in history and the curriculum reform are crucial ones. In the case of curriculum organization of Chinese in primary school, both reasonable and unreasonable variations exist. In order to improving the development of Chinese curriculum, it is definite necessary to research into curriculum practice and provide appropriate advice for curriculum design.The current objective of Chinese curriculum is in conformity with the curriculum reform, while the curriculum design is not satisfying. Therefore, in the implementation of Chinese curriculum, we have to make sure that the objective is appropriate and the organization mode adapt to particular curriculum context. In return, such practice will improve the curriculum design.Considering the extent and complexity of curriculum organization, the study focuses on curriculum content and organization of Chinese in primary school, and examines the appropriateness of curriculum objective. Oral curriculum organization is not included in the study.Starting from unsolved problems in the curriculum organization of Chinese, the study gives much emphasis to the status quo and tendency of curriculum organization change of Chinese. Specific research issues include the change of Chinese characters and reading curriculum organization, reconstruction of writing curriculum and construction of integration-oriented Chinese curriculum organization mode.In current Chinese characters curriculum organization, Chinese characters progress rate is in conflict with the need of children's reading and writing ability development and learning pressure. However, computer-based Chinese characters curriculum provides a solution to the problem. Integrated with social needs and the characteristics of Chinese character, the Chinese characters curriculum should be based on children's needs and experience. In the IT context, Chinese pinyin is applied as a Chinese input tool. In that case, practice of Chinese characters, reading and writing can be integrated. And it is also effective preventing students from producing wrongly written characters. Chinese characters curriculum change should be carried out in the IT context. Students in developed areas should be encouraged to use Chinese character as early as possible.The current reading curriculum is confined to the textbook. In a reading class, teachers are accustomed to reading and analyzing the content paragraph by paragraph, which is not favorable for information integration. Considering factors as reading mentality, study mentality and content difficulty, content reading in low and mid grade is supposed to be a Top-down processing, and then coordinating Bottom-up processing and Top-down processing . Reading curriculum organization has to balance between literature text and practical text. Children's literature reading curriculum should be strengthened. The objective of the practical test reading curriculum in first and second section is still absent and should be supplemented. With the dramatically increasing amount of reading, the unit of reading curriculum organization has transformed from a piece to a combination of several pieces. Language and literature concepts or reading knowledge constitute each unit. Whole-book reading is a new form of reading curriculum organization. There are four types of whole-book reading: reading knowledge-oriented form, works meaning-oriented form, problem-based exploration form and topic discussion-oriented form.Because of unspecific curriculum objectives in writing, inappropriate dimension of writing in practice and unsuitable organization of curriculum content, students' expression desire cannot be fully excited. As a result, writing curriculum is faced to reconstruction. Experiences from curriculum practice provide a example, like this, writing curriculum in primary school should be organized on the base of exciting the desire for expression. In primary school, especially in the first few years, cherishing and inspiring expression is more fundamental task than teaching knowledge about writing. The dimension in reading/writing integrated pursuits reciprocity between these two. A large amount of reading offer Content Knowledge and Discourse Knowledge for writing; and writing is seen as a learning way of reading. The unit of reading and writing can adopt two basic forms of organization, reading -guide and writing-guide.Study of Chinese curriculum in the primary school has been limited at one textbook and in one classroom for a long time. To make the curriculum more correlated to children, to life, integration-oriented curriculum organization style should be built. It means the integration of Chinese curriculum and others fields. Its essence is not adding something to Chinese, but referred to students to learn language meanwhile learning through language, to acquire multi-dimension development of language, cognition, and affection, in the context correlated to real life and learning need. Integration-oriented curriculum organization style pivots on life experience and development need of children, on which integrates social need, subject content and so on. Organizational centre of curriculum must be able to point to language experience. Language knowledge is the essential organizational factor, might be organized by two dimensions of content and method.Constructing multi-organization forms in implementation of National Chinese curriculum is a project needed multi-facet collaboration involvements of teachers and curriculum researchers and supports from other educational and social forces.