What is the focus of the new curriculum standard on Chinese teaching in primary schools?

Guided by the spirit of "the State Council Central Committee's Decision on Deepening Teaching Reform and Promoting Quality Education in an All-round Way" and based on "Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft)", it was compiled for the first semester of the fourth grade in the experimental class.

In order to help teachers understand the writing intention of the textbook and better understand and use the textbook, this paper briefly introduces the basic structure and main features of the textbook, and puts forward concrete suggestions on how to improve Chinese teaching with the help of the textbook.

Basic structure of teaching materials

This textbook is arranged in groups. The book is divided into 8 groups. Each group consists of three parts: introduction, lessons and China gardens.

Textbooks continue to be grouped by theme. Special topics are rich in connotation, close to children's lives, rich in educational value and sense of the times, and highlight the characteristics of learning Chinese. The eight themes are: natural wonders, observation and discovery, Chinese and foreign fairy tales, animals written by writers, China's world heritage, human truth, growth stories and scientific and technological achievements. Among them, the third group (Chinese and foreign fairy tales) and the seventh group (stories of growing up) also arranged comprehensive learning, which made the learning contents and forms of these two groups more colorful.

The introduction at the beginning of each group points out the theme of the group and prompts the learning requirements. This lesson consists of 3-5 texts. Texts are written around special topics, which are divided into intensive reading and skimming. There are 32 texts in the book, including intensive reading 18 and skimming 14. There are thinking exercises after intensive reading of the text. Skimming the text has a conjunction before the text, connecting the previous and subsequent texts, prompting the learning requirements of skimming the text. At the back of some texts, there are "information kits" or "reading links" to help students understand relevant materials or enrich reading content. There are also 8 selected texts at the back of the textbook.

Each language garden consists of five columns. Four of them are fixed columns: oral communication, exercise, my discovery and accumulation. There are also "broadband network", "interesting language", "exhibition platform" and "idiom story", which are arranged twice in each of the eight language parks. Set up two "broadband networks" in the fifth and eighth groups to guide the collection and understanding of information about China's world heritage and scientific and technological achievements; The third group and the seventh group set up two "booths" for comprehensive learning, which provided a stage for students to exchange and display their comprehensive learning achievements.

This book requires knowing 200 words and writing 200 words. The words required to know are arranged in intensive reading and skimming texts and listed in the new words after class; The words you are required to write are only arranged in the intensive reading text and listed in the box after class. There are two lists of new words at the back of the textbook. "Table 1" is a word that needs to be understood, and "Table 2" is a word that needs to be written. There is a word list after each group of texts, which is divided into two columns: reading, writing and reading. "Reading, reading and writing" lists the words that appear in this group of intensive reading texts and are composed of words that can read and write; The words listed in "Reading Notes" are composed of words that need to be understood, and the words that appear in the text and are composed of words that can read and write are also listed in "Reading Notes".

There are several kinds of phonetic notation in this textbook: intensive reading and skimming of unknown words in the text, one phonetic notation at a time, until the word is included in the required words; Introduction, after-class exercises, information packages, reading links, and rare words in the Chinese Garden have only phonetic symbols when they first appear, but they will not be phonetic symbols when they appear later; All the words you don't know in the selected reading text are not phonetic. Parentheses are used for phonetic notation of new words and for phonetic notation of polyphonic words. The new words in the text are all phonetic symbols, and some words should be read aloud in a specific language environment, which should be prompted in the teaching reference for teachers to guide students to read aloud.

The main characteristics of teaching materials

The main features of the first volume textbook for grade four are the same as those for grade one, grade two and grade three. Teachers who have used the previous textbooks already know the main features of this set of textbooks. Here is a brief reminder from four aspects.

First, strengthen the goal consciousness and implement the Chinese teaching goal comprehensively and accurately.

The curriculum standard puts forward the basic idea of "improving students' Chinese literacy in an all-round way", and from this basic idea, it puts forward the Chinese teaching goal from three dimensions: knowledge and ability, process and method, emotional attitude and values, and puts forward the overall goal and stage goal. This is the basis for us to grasp the teaching objectives.

Some goals put forward in the curriculum standards are consistent, such as the goals of emotion, attitude and values, which are put forward in the previous section and implemented in the latter section; Some can be hierarchical. For example, the goals of learning methods and learning ability are interlocking and spiral. The previous study prepares for the next study, which is the deepening and development of the previous study.

The first volume of the fourth grade textbook not only pays attention to the implementation of the goals that must be consistent, but also pays attention to the implementation of the goals that are obvious in stages. To carry out the consistent goal, we must first make great efforts in selecting articles, and carefully select articles with beautiful literary quality, rich cultural connotation and spirit of the times as texts, so that students can learn Chinese, cultivate interest, and be inspired and educated in emotion, attitude and values. Ancient poems, famous sayings and epigrams, couplets and idiom stories are also systematically incorporated into the "Chinese Garden", so that students can feel the profoundness of Chinese culture and thus love the language and culture of the motherland more. At the same time, the arrangement of teaching materials also pays attention to the relationship between emotion, attitude and knowledge and ability, so that the correct guidance of emotion, attitude and values can be integrated with the cultivation of Chinese learning ability and habits. As the training focus of this book, there are specific arrangements in the teaching materials for the obvious goals of stages. Attention should be paid not only to the stage, but also to the connection and transition between the stage objectives, so that the teaching objectives stipulated in the curriculum standards can be fully and accurately implemented.

Second, strengthen integration and organize teaching materials around special topics.

This textbook continues to be compiled in groups according to topics, and the idea of determining topics is broadened compared with previous books. In addition to ideological topics, Fairy Tales at Home and Abroad is a topic from a stylistic perspective, while Animals Written by Writers focuses on understanding the expression forms of articles.

According to the idea of "the content of teaching materials should be simplified and integrated" put forward by curriculum standards, we should pay attention to strengthening integration when compiling teaching materials according to special topics. The texts of each group are written around special topics, and the contents starting from Introduction to China Gardens are also arranged around special topics. Moreover, all the learning contents and activities arranged around the topic are interlocking, taking care of each other and interlocking. In this way, the whole group of teaching materials and even the whole book teaching materials have become an organic whole.

Third, strengthen the learning guidance function and guide students to study independently, cooperatively and exploringly.

When compiling this textbook, we should consider both teachers' teaching and students' learning, and strive to make the textbook not only a "teaching book" for teachers, but also a "learning book" for students to carry out independent, cooperative and inquiry learning. This feature is presented in many ways in the textbook: first, before, during or after the text, students are guided to read and think while spitting bubbles, and since the enlightenment reads by himself; Second, in the thinking practice of intensive reading, arrange topics to guide autonomy, cooperation and inquiry; The third is to arrange a "word list" at the back of each group of texts, so that students can check and test the words they have learned in each group; Fourthly, in the China Garden, there are columns such as my discovery, exhibition platform and broadband network, which embody autonomy, cooperation and inquiry learning.

My Discovery, the first volume of the fourth grade, expanded the scope of "discovery" and arranged four discoveries about reading and writing methods and habits, namely, imagining pictures when reading articles, asking questions while reading, consulting dictionaries to understand words in context, and carefully observing and expressing them clearly. The presentation of My Discovery column has also changed, from the original form of spitting bubbles to the dialogue between Kobayashi and Xiaodong. These two children can be understood as the student himself and one of his study partners. In teaching materials, their conversation usually only raises a topic, which leaves a lot of room for students to exchange their findings in a certain aspect.

Fourth, strengthen openness and close the connection between Chinese studies and real life.

Chinese learning is the learning of mother tongue, and learning resources are everywhere. Therefore, Chinese learning must not be limited to textbooks and classrooms, but should guide Chinese learning to life and broaden the ways of Chinese learning. Based on this concept, the compilation of teaching materials has strengthened openness and closely linked Chinese learning with real life. Mainly manifested in: first, pay attention to guide students to use examples in life to deepen their understanding of language; Secondly, from the actual needs of life, refine the topic of oral communication and practice writing; Third, combine text learning to guide extracurricular reading, focusing on Grimm's Fairy Tales and Education of Love to guide students to read the whole book; Fourth, through comprehensive study, carry out various forms of Chinese practice activities. This arrangement fully embodies the integration of various Chinese learning activities such as listening, speaking, reading and writing, and the close connection between Chinese learning in and out of class, which broadens the channels of Chinese learning and enables students to learn and use Chinese in various practical activities.

Specific teaching contents and teaching suggestions

The characteristics of the above four aspects are the similarities and differences of each part of the textbook. Because of the different teaching contents and requirements of each part, there are also some different characteristics in arrangement.

First, textbooks and reading and writing teaching

The literacy in the first volume of the fourth grade is arranged with the text. Whether you read the text intensively or skim it, you have arranged the words you need to know. After three years of study, students have certain independent literacy ability, and all the new words in the text have phonetic notation, so the task of literacy mainly depends on students' self-study and self-examination. Teachers can conduct appropriate inspections on the basis of students' self-study and self-examination, and give appropriate guidance to a few words that are difficult to read or easily confused. The new words in the attached selected reading text are not phonetic, in order to guide students to use their existing independent literacy ability to find unfamiliar words in the dictionary and solve them themselves.

The required words are only arranged in the intensive reading text. In intensive reading teaching, writing tasks should be arranged reasonably in the teaching process, so that students can have more leisure writing time in class, and don't leave all writing homework outside class. Teachers should give specific guidance to strokes that are not easy to write well, structures and strokes that are easy to write wrongly, so that students can write correctly and beautifully. For the new words that appear in the intensive reading text and are composed of words that can already be written, students can also find and copy them to enrich the accumulation of words, and they can also use dictation to check students' mastery of words.

In the first volume of the fourth grade, the textbooks for pens and brushes are still written separately. With these textbooks, we should strengthen the guidance for students to write with pens.

Second, reading materials and teaching

In the reading textbook of the first volume of the fourth grade, in addition to assigning literacy and writing tasks, we also pay attention to the following five aspects of guidance: practicing reading aloud and reading silently; Understand the content and feelings; Comprehend the method of expression; Accumulate language; Extend to extracurricular activities.

1. Practice reading aloud and silently.

Reading aloud is the most important and common practice in reading teaching. Reading the text correctly, fluently and emotionally in Mandarin is not only an important ability, but also the most commonly used method to understand the content and feelings. Many texts in the textbook put forward specific requirements for reading aloud. In reading teaching, we must read more and talk less, and give students more time to read, so that students can read and understand the text mainly through their own entries. And through the practice of reading aloud, gradually improve the level of reading aloud.

The practice of silent reading is also the focus of the first book reading teaching in grade four. Through repeated practice, students should gradually learn to read silently There are many skimming texts in the textbook, which clearly requires understanding the content of the text through silent reading. Although there is no explicit requirement for silent reading, many exercises must be completed on the basis of serious silent reading. There is a training process to improve the ability of silent reading, which requires students to set aside enough time for silent reading, so that students can really read the text silently and think seriously as required. Pay attention to the inspection effect after silent reading, and don't rush to make silent reading a mere formality.

2. Understand the content and experience the feelings.

According to the different characteristics of the text, the first textbook for grade four uses various forms to guide students to understand the main content of the article and experience the thoughts and feelings expressed in the article. The main methods to guide the understanding of the content are: to understand the content by understanding the keywords; Expand your imagination while reading and form a picture of the content described in the text in your mind; Clear up the organization of the article, and then describe the content of the text in your own words. The way to guide students to experience feelings is mainly to let students read from their own standpoint and then exchange their reading feelings.

Students should attach importance to their independent reading, whether they understand the content or feelings. The important thing is not to let students get a ready-made conclusion, but to let every student go through such a learning process, so that they can read the text independently and have some own experiences, and then inspire each other, complement each other and deepen their understanding and feelings through discussions and exchanges between teachers, students and students. To discuss and communicate on the basis of autonomous learning, we should respect students' personalized experience and not restrict students with a so-called standard answer. In fact, different people will have different feelings about the same article. The unique experience gained by students from the article should be affirmed as long as it is well-founded and reasonable. Of course, if students' discussion and communication deviate from their understanding of the text, entangle in irrelevant side issues, or students' feelings are obviously inconsistent with the ideological content of the text, teachers should guide them in time, which is an important condition for students to learn effectively and the best place to reflect teachers' guidance.

3. Understand the method of expression.

Through reading, we should not only understand the content and feelings, but also understand and learn the author's expression and expression methods. The compilation of the first volume of the fourth grade textbook embodies this idea. The guidance of understanding and expression in textbooks involves many aspects: first, the accuracy of understanding and wording; The second is to understand the concrete image of the sentence; The third is to experience the clear expression of the article; The fourth is to experience the uniqueness of material selection. The textbook also specially arranges the group of "animals written by writers" which focuses on learning and expression. After reading "White Goose" and "White Goose", we will feel that the white geese described by the two writers have the same characteristics and vivid images, but their expression techniques and language styles are quite different; Lao She's Cats and Hens both express the author's love, but they are written in completely different ways. Through comparative reading, students will be inspired a lot.

Heuristic methods are used in textbooks to understand the expression methods. Some guide students to find out by themselves, and some give one or two examples first, and then let students find similar examples to read. Teachers should pay attention to this feature in teaching and ensure that every student goes through such a process of understanding.

4. Accumulate language.

Language learning is a cumulative process. When reading a beautiful text, students will come into contact with a large number of distinctive and expressive sentences and paragraphs. Only by keeping them in your mind can you become your own wealth, and you can blurt them out or flow into your pen when you need them.

There are two main ways to guide language accumulation in textbooks, one is reciting and the other is copying. In the intensive reading text of 18, 10 puts forward the requirement of reciting, some of which are specified parts, and some of which students choose to recite their favorite parts. 18 In the intensive reading of the text, 10 put forward the requirement of copying. Students are generally required to find out well-written sentences, read more, understand and then copy them down.

These recitation and copying exercises arranged in the textbook should be implemented through communication and inspection, and attention should be paid to cultivating students' interest in accumulating languages and their habit of actively accumulating languages. In textbooks, students are often asked to recite their favorite parts and copy the sentences they are interested in. The intention is clear, that is, to guide students to actively accumulate, cultivate interest and gradually form habits.

5. Extend to extracurricular activities.

In order to let students learn to read gradually, enrich and deepen the content and harvest of learning, the textbook has also been properly guided in extension. Starting from the reality of specific texts, some lead to extracurricular reading and data collection, some lead to extracurricular observation, some arrange small exercises in reading and writing, and some lead to thinking in connection with real life and ideological reality.

The above five aspects reflect the teaching focus of intensive reading. This is from the whole textbook to a text, according to the characteristics of the text. Teachers can refer to the arrangement in the textbook, which varies from text to text, and design and arrange the teaching process from the students' reality, so that intensive reading teaching can not only grasp the key points, but also teach the characteristics of each lesson.

Skimming is different from intensive reading. Generally speaking, you only need to have a general idea after reading the article. To guide the study of skimming the text, students can read the text carefully according to the reading tips first, and then organize exchanges appropriately, so that students can talk about their general understanding of the content and their feelings after reading. Those who are interested can read it again and those who are particularly interested can recite it. There is no need to put forward more requirements for the study of words.

Third, oral communication teaching materials and teaching

Oral communication pays attention to interpersonal communication, and it is necessary to cultivate students' listening, expressing and responding abilities in the two-way interaction of listening and speaking. The first volume of the fourth grade textbook noticed this feature of oral communication, and arranged various forms of two-way interaction, some of which focused on communication, such as exchanging natural wonders you know, animals you like, and your own whimsy; Some mainly discuss, such as how to protect cultural relics; Some people should practice communication by simulating life situations, such as thanking and comforting; Some have the nature of competition games, such as looking at pictures than eyesight; There are also stories and short plays, such as the third group telling fairy tales and acting fairy tales, and the seventh group telling stories of growth and acting stories of growth.

In the teaching of oral communication, we should fully embody the two-way interaction between listening and speaking, and adopt different ways of interaction according to the actual situation of each oral communication to reflect our characteristics. For example, to develop oral communication based on communication, we must first stimulate interest and arouse students' desire for communication; Then guide the students to know what they want to say; We should also try to deepen communication in two-way interaction. Another example is gratitude and comfort. In this kind of oral communication, teachers need to create situations or guide students to recall and reproduce situations in life. It may be better if we can capture specific related examples in school or class and introduce them into teaching, thank and comfort them in person, or simulate the situation to express gratitude and comfort them.

The oral communication of the "Story of Growing Up" group provides several choices, besides telling and performing the story of growing up, as well as the exchange of feelings after watching Wu Da and the discussion of the questions raised in Wang Hongxin. There are two ways to solve this problem. One is that teachers and students discuss with each other and choose a topic for oral communication. One is free combination, where the topics shared by * * * are discussed separately, and then the whole class reports and comments.

Fourth, exercise textbooks and teaching

The textbook in the first volume of the fourth grade is the same as that in the third grade, and the exercises are arranged in two lines. First, arrange an exercise in the "Chinese Garden" of each group, and arrange the whole book for eight times. In these eight exercises, four are combined with oral communication. Second, combined with the study of the text, I arranged four small exercise pens.

The homework assigned by China Gardens has the following four characteristics.

1. In the exercise type, both realism and imagination are taken into account.

Writing a natural landscape, observing, favorite animals, tour guides and growth stories arranged in textbooks are all practical realism; Writing fairy tales, looking at pictures and writing fantastic ideas are all exercises of writing imagination.

For the practice of reality, it is necessary to emphasize the real expression, that is, to write the real person, the real thing and the real life, and not to falsify or make things up. This can not only improve students' ability to grasp the characteristics of things and record facts, but also cultivate students' honest quality and good writing style.

For writing imaginary exercises, students should be encouraged to imagine boldly. Children in the fourth grade are limited by their life experience and knowledge level, and their imagination is not necessarily reasonable, so the requirements in this respect should not be too high. As long as students dare to imagine and write down what they imagine.

2. Pay attention to stimulate interest and let students express themselves freely in an informal way.

The exercises in the textbook do not engage in propositional composition, and each exercise only puts forward a range, and the range mentioned is very wide, which gives students greater freedom in the choice of content and form. In particular, the two groups that arrange comprehensive study provide a variety of choices, some of which can be written on the basis of oral communication, and some can be written first. The purpose of this arrangement is to let students write whatever they want, and write in their favorite form, so as to create conditions for students to express themselves freely and creatively.

3. Pay attention to communication and demonstration after practice.

The curriculum standard specifically mentions such a thing in the homework requirements of the middle grade: "I am willing to read my homework to others and share the happiness of my homework with others." The first volume of the fourth grade textbook uses various forms to guide the communication and display after practice. For example, in the exhibition platform of China Garden 7: "This is my reply to wang hong. I'll read it to you. " Practice tips of China Garden II, so that students who write about the same animal can communicate together. For another example, "China Garden Five" practices writing tour guide words. "After writing, you can simulate the tour guide to explain according to the written tour guide words." I hope that through this practice, students can get the fun of homework from communication and display, and gradually improve their homework ability.

4. Pay attention to guide students to modify their own works.

The ability to revise is an important aspect of writing ability, and careful revision is also a good writing habit and a responsible attitude towards one's own works. Therefore, the exercise textbook for middle school students we compiled embodies the idea that the training of review ability and writing ability should start at the same time, and the habit of review should be cultivated from the beginning of the exercise. In the textbook of the first volume of the fourth grade, continue to guide the revision of your own exercises.

Of course, in the middle school, it is not too demanding to guide students to correct their own exercises. The curriculum standard mentioned in the homework requirements of the middle grade: "Learn to correct the words and expressions that are obviously wrong in the homework." What do you mean by "something obviously wrong"? We can't be strict from the grammatical point of view, which mainly means that others can't understand it, or it is obviously inconsistent with the facts, including some typos and obviously inappropriate words.

These characteristics of exercise textbooks reflect the spirit of reforming exercise teaching proposed by curriculum standards. Teachers can arrange the process of exercise teaching with the help of teaching materials. The guidance before writing should focus on stimulating interest and developing ideas. As for what to write and how to write it, the students decide for themselves. Comments after homework should mainly highlight the presentation and communication of homework and guide students to revise their homework. Some group exercises give students a variety of choices, and they should give consideration to several aspects when commenting afterwards. For example, the "Story of Growth" group, some write true stories of growth, some write "What I remembered from Uttar", and some write back. When commenting, we should not only consider these aspects, but also properly highlight the comments on writing letters, because this is the first time for students to practice writing letters. Although not every student writes, it is necessary to let every student gain something on how to write letters through post-communication and comments.

The main way to improve students' writing ability is to write more and practice more. Eight exercises should be done well every semester so that students can practice effectively. But these eight times alone are far from enough. Students must often practice writing in various forms. Writing and keeping a diary in combination with the reading of the text are all effective forms, and some arrangements have been made in the textbook. However, the arrangement in the textbook is limited after all, which requires teachers to give full play to their creativity while making good use of the textbook and provide students with more opportunities for writing and practice.

V. Comprehensive learning materials and teaching

The main feature of comprehensive learning is students' subjectivity. The textbook pays attention to this feature, and at the same time, considering that children are still young, the ability of independent activities has a process of cultivation and exercise. The compilation of the textbook embodies the idea of not only letting go, but also properly guiding. The specific steps to guide comprehensive learning in the textbook are: first point out in the introduction of this group, then make specific arrangements after the first text, and finally exchange and display in China Garden. Compared with the third grade textbook, the step of "comprehensive learning tips" is removed. This reflects the idea of gradually opening up.

According to the arrangement of teaching materials, teachers should focus on three links when guiding comprehensive learning: first, through arrangement, let students know their own tasks and know what to do and how to do it; Second, in the process of student activities, teachers should always care about and understand the activities, praise good practices in time, and help solve the difficulties encountered; The third is to fully demonstrate communication in various forms. Oral communication, practice and exhibition stand in China gardens are all forms of exhibition and communication. The exhibition platform only mentioned a few examples. The enthusiasm of students has been fully mobilized, and there will definitely be more creations. For example, students may also have interviews and photos. Teachers should provide students with a stage for full display.