The Lu Xun’s Viewpoint Of Chinese Curriculum View Of Education Thoughts

Lu xun’s language curriculum includes four aspects: the curriculum goal, curriculumcontent, curriculum implementation and curriculum evaluation. Specifically to fosterall-round development and personality development of the couple as the goal, with thecontent of the material is for students with personal significance, through mobilizingstudents’ learning enthusiasm, contact the actual social life, to set up the "raw" class,cultivate students’ critical spirit and innovation spirit, guiding research method such ascurriculum implementation to establish the subject status of the students’ learning, previoussummative evaluation with formative evaluation, and measurement to achieve the goal ofChinese curriculum. Closely around the "people" the core, the Chinese course of the fouraspects into an organic whole.Lu xun’s language curriculum view of the current Chinese curriculum reform has aconceptual and practical significance.On concept, first of all, the revelation of Chinese curriculum to the public as thestandard, develop their ability to correctly understand and use the motherland language,most of the national Chinese accomplishment, and improve the mastery of language in thesocial communication tools. Second, Chinese course should take "people" as the core,training independent spirit and critical spirit of modern people, play a unique role ofChinese humanistic spirit of self-restraint. Again, Chinese course should with practical forthe purpose, to cultivate students’ listening, speaking, reading and writing ability, is goodfor students’ social demand, use it. Finally, Chinese course for science to philosophy,language is a behavioral science, our Chinese course should also be included in thesequence of science, according to the logic order of Chinese subject arrangement ofcurriculum content, curriculum implementation of the organization. In practice, first of all, first should choose to suit student reading the course content ofrecent development area, method guidance, from the second to third, timely summarizewhat they have learned, consolidate the gains. Second, writing the first pay attention to theaccumulation of at ordinary times, direct experience and indirect experience, for writingmaterial. Second to arouse students’ interest in writing, creative desires. Third advocatedself modification, students participate in change their composition, increase the writing ofperceptual experience, sum up lessons, to raise the level of writing. Fourth from positiveand negative contrast rule groping in writing, from the famous writers in the draft andrevised, organizing, phrasing, etc. Writing skills.