Liu student sued Nichols.

It led to the emergence of bilingual education in the United States, which began in San Francisco. 17 years ago, San Francisco founded the first Chinese bilingual immersion program in the United States, which enabled Chinese learning in public primary and secondary schools to include not only Chinese or other ethnic students born in the United States, but also students who immigrated to the United States from Chinese mainland, Hongkong and Taiwan Province.

In March, 20001,the board of directors of public schools in San Francisco, California, USA adopted the English version of China Chinese Teaching Standard in Joint Campus. The full English name is Pre-K- 12 China Language and Art Content and Performance Standard, that is, China Chinese Content and Operation Standard from kindergarten to 12 grade. This level of Chinese teaching in China is believed to be the highest outside the countries and regions where Chinese is used. As a member of China Chinese Teaching Standards Committee, the author participated in the formulation of the standards. Now I will share our work process with my colleagues in China, so that our Chinese teaching colleagues can know the latest trends of Chinese teaching in American primary and secondary schools.

From 65438 to 0995, under the leadership of the state legislature and the state education department, California put forward the requirements of "standardization" for public primary and secondary schools in the whole state. For a long time, public schools in California have decided what textbooks to use and have no requirements for what to teach. Therefore, many high school graduates can't read newspapers and do not understand the four operations, which has caused great pressure on universities, because many freshmen who have been admitted can't attend university courses at all, and have to attend cram schools in universities and go to middle schools or even primary schools to make up lessons. The strongest voice of dissatisfaction comes from the factory directors of various enterprises, because not everyone goes to college, and many high school graduates go to work in enterprises. If they can't understand instructions, workflow and basic arithmetic, enterprises must spend a lot of money to retrain employees. For an ultra-modern country like the United States, almost all employees are illiterate, which is simply unacceptable. Therefore, enterprises and institutions of higher learning spend a lot of money lobbying state legislators and state government officials, asking the state government to formulate unified academic standards for all disciplines and grades as soon as possible, and to formulate unified examinations throughout the state, so that primary and secondary school students in the state can reach the same academic level when they graduate. Their initiative was strongly supported by the California Teachers' Union. At the same time, the Ministry of Education organized a delegation led by the minister to study abroad. They went to several European countries and Japan and Singapore in Asia. After returning home, the Minister of Education said at a news conference that she was "very shocked" to find that all the countries they visited had unified teaching standards, unified textbooks and unified examinations, and the academic level of students of all grades was guaranteed. With the support of the governor and the state legislature, the "standardization movement" was launched vigorously.

California's "standardization movement" requires all public campuses in California to teach according to the standards of various subjects set by the state government, and to take the statewide unified examination within a certain period of time. If it is not implemented, the state government will cancel the budget allocation for the campus. However, if the standards set by the campus meet or exceed the national standards, it can apply to become a "challenge campus" without teaching according to the national standards. San Francisco United Campus is one of the earliest campuses that put forward the "standardization" movement, and has also begun to formulate campus teaching standards. California's statewide English and math standards are based on the standards of the San Francisco campus. Therefore, the San Francisco campus has naturally become a "challenge campus", which can set its own teaching standards for some teaching subjects that are not available in the state, and China Chinese is one of them.

Chinese education in San Francisco public joint campus started very early. In 1970s, the famous case of "Liu Student v. Nichols" in the Supreme Court of the United States led to the rise of bilingual education in the United States, which began in San Francisco. 17 years ago, San Francisco founded the first Chinese bilingual immersion program in the United States, which enabled Chinese learning in public primary and secondary schools to include not only Chinese or other ethnic students born in the United States, but also students who immigrated to the United States from Chinese mainland, Hongkong and Taiwan Province.

San Francisco is the city with the largest number of Chinese outside the eastern world. At present, 34% of the more than 60,000 primary and secondary school students in the San Francisco Union Campus are Chinese. In order to make China students bilingual and bicultural, the campus decided to organize a committee to formulate a high-level Chinese teaching standard in China, so that all Chinese courses in the campus (including Chinese as a foreign language, Chinese bilingualism, Chinese immersion programs, etc.). ) are unified under this standard. Starting from 1997, under the leadership of the office of "Curriculum Development and Teachers' Continuing Education" (now known as "Discipline Leadership Office"), the Committee began to formulate standards, and some schools even used the requirements of the standards to carry out experimental teaching while participating in the formulation of standards. After more than three years' efforts, we finally completed the formulation of this set of Chinese teaching standards with a thickness of 100 pages.

The members of the China Language Standards Committee of San Francisco United Campus are teachers from different Chinese programs in primary and secondary schools in the city and the Chinese Commissioner of the bilingual office of the campus. Some members have worked in the Curriculum Committee of the Hong Kong Education Department and participated in the formulation of Chinese standards. Some of the members have a master's degree in Chinese, and some are primary and secondary school teachers with many years of Chinese teaching experience.

After democratic discussion before the standard was formulated, the Committee unified several principles according to the teaching history and present situation of the campus:

First, in order to ensure the high level of China language standard, the standard requires that students who have received Chinese education from kindergarten to 12 * * 14 grade must have a Chinese level equivalent to or only one or two years lower than that of high school graduates in Chinese mainland, Hongkong and Taiwan Province.

Second: In order to reach this level, all contents are revised according to the characteristics of Chinese with reference to the requirements of English standards in various States and campuses. The principle is: don't treat Chinese as a "foreign language", but treat Chinese as a language with the same status as English to require students to master it. Students who choose to study Spanish, French, Russian and Filipino have the same requirements for their respective languages. )

Third, the treatment of dialects: For a long time, Cantonese has been the official Chinese in the Chinese bilingual project in San Francisco campus. Although Mandarin is the official language of China, the standard does not specify which dialect to use for teaching. According to different Chinese schemes, you can use Mandarin or Cantonese.

Fourthly, with regard to traditional Chinese characters and simplified Chinese characters, the Committee adopted the principle of "writing complex and knowing simple", that is, in the selection of teaching materials, students are required to learn and write traditional Chinese characters, while at the same time knowing and reading simplified Chinese characters. The Committee agrees that under the current conditions, there is no social environment of "writing simply but knowing complex things", but this issue will be reconsidered in the near future.

Fifthly, the standard of China language must be a standard with American characteristics and meet the conditions and requirements of local students. Therefore, although the Committee has made reference to the standards of Chinese syllabuses in the three places, it has not adopted the standards of any one place as a blueprint.

Sixth, regarding the differences of words used in the three places, such as "homonym with different meanings" or "synonymous with different meanings" and Chinese names of place names, scientific and technological terms and biological names, students are clearly required to master different usages according to reference books, and decide the standard usages at any time according to the official standards recognized by UNESCO or relevant world organizations.

Seventh: Is China's surname Yu or Wen? Because English teaching in the United States has long solved this problem: primary school and junior high school focus on "language", that is, the composition and grammatical rules of language, while senior high school focuses on "text", that is, the literary connotation of language and how the mechanical nature of language reflects literariness. Therefore, the Committee decided that the same principle should be applied to the language standards in China.

China Chinese teaching standards in San Francisco United Campus are divided into three parts, namely, reading, writing and speaking standards. Each part has three "content standards", and each "content standard" is divided into several "operation standards", and each "operation standard" is further subdivided into several indicators for users' reference. The so-called "content standard" refers to the knowledge content that students must master, which is usually abstract. The "achievement standard" refers to what knowledge and skills students must learn when studying, which is more practical.

The following are nine "content standards" of this teaching standard:

Reading:

Standard 1: Students can experience the reading process by reading a series of high-quality, diverse and different cultural reading materials, and can submit evidence that they have understood what they have read.

Standard 2: Students use a series of reading methods to understand, review and extend the meaning of diversified reading materials.

Standard 3: Students can read independently with confidence according to a series of different purposes. These purposes include: entertainment, aesthetics, seeking information, understanding content, analysis and evaluation.

Writing:

Standard 4: Students write for different purposes and readers, and cultivate the fluency, style and voice of writing.

Standard 5: According to different purposes and readers, students use a series of writing skills to organize their own ideas and information, create the first draft, and edit and modify the works.

Standard 6: Students use correct writing methods and written language to write.

Spoken language:

Standard 7: Students actively, comprehensively and critically listen to different information.

Standard 8: Students can exchange opinions and information orally. According to different purposes and audiences, oral communication should be more confident, more creative and use more and more complicated expressions.

Standard 9: Students communicate effectively and creatively and participate in various discussions.

Only from the above "content standard", we can't see the degree and content of this China Chinese teaching standard. Below, the author focuses on the characteristics of some standards, so that colleagues can understand:

1. The number of words read and the number of books read are clearly written in the standard:

The standard stipulates that students should be able to speak, read and write several Chinese characters every year from preschool to fifth grade. For example, kindergarten (K grade) needs to know 120 Chinese characters, first grade needs to know 180 Chinese characters, second grade needs to know 250 Chinese characters, and fifth grade needs to know 1400 Chinese characters. (Operation Standard 2.2.6) The number of books read is also clearly stated in the standard: in the operation standard 1. 1. 1, it is stipulated that students in pre-school class K should read 100 Chinese books, and then, starting from kindergarten, they should read at least 50 Chinese books every year. The standard also stipulates that all students must read the books listed in "Chinese Reading Bibliography from Kindergarten to 12 Grade" published by California Ministry of Education. (This recommended reading list of Chinese books for primary and middle school students published by California Ministry of Education not only reflects the stories, legends and famous novels of China traditional culture, but also includes the works of modern and contemporary famous writers in China, such as Chi Li's Coming and Going. )

2. The systematic study of China's calligraphy wrote:

Even in China, calligraphy may not be one of the requirements of Chinese teaching. However, in the writing part of this standard (standard 6), it is stipulated that students of every grade should learn calligraphy from kindergarten, from painting red to pasting to writing various fonts.