Analysis of primary school Chinese textbooks for middle and upper grades

Talking about the major revision of the People's Education Press's primary school Chinese textbooks for middle and senior grades

The major revision of the People's Education Press's primary school Chinese textbooks for middle and senior grades started in January 2001 and took more than two years to complete. . The revision period coincides with the promulgation of the Chinese Curriculum Standards (Experimental Draft). Therefore, the revision of textbooks not only strives to implement the spirit of the revised outline, but also permeates the spirit of the "Chinese Curriculum Standards" (experimental draft). The revised textbook will be a Chinese textbook that students love to read.

1. Choose texts that are affectionate, broad, and precise, so that students will love to read them.

Primary school students have their own standards for whether the texts they love to read. Being able to read and understand can satisfy emotional needs, satisfy curiosity and thirst for knowledge. All three are indispensable. If one item is missing, it will affect the extent to which students love to read. Therefore, the selection of articles should pay attention to emotion, and the lines should be full of interest; the themes of the selection should be broad, covering ancient and modern times at home and abroad, heaven and earth, all phenomena in the world, and scientific and technological development. In addition, the text selection must be precise, contain more cultural connotations within the limited space, be closely related to life, and be beautifully written and can be called a model of language. Therefore, the editor has worked hard to re-examine the Jiuyi teaching materials, including textbooks and "self-reading textbooks", and select the texts to be retained. The second is to select articles from newspapers, periodicals and anthologies that are suitable for inclusion in textbooks.

Most of the texts in the free education textbooks that students like are retained (of course, their positions in the textbooks are not fixed). The articles in the "Self-Reading Textbooks" are also suitable for selection into textbooks. Some of them were selected, such as "The Little Scribe", "Elsa the Little Lion", etc.

There are two main categories of new texts selected from newspapers, periodicals and anthologies: one is the most affectionate articles, which reflect the true feelings of the world, such as patriotism, family affection, teacher-student affection, friendship, and neighborly affection. , with sincere and touching emotions and high-quality writing; the first type is popular science articles, with a wider range of topics and closely related to modern life. In addition, there are selected articles on moral education, environmental education, and articles reflecting my country’s excellent traditional culture. These newly selected texts are all able to move people's hearts with emotions or images, and there is absolutely no boring and empty preaching. In addition, foreign works have been added to the above-mentioned categories of themes, so that students can more perceive the common beautiful emotions and common values ????of human beings.

2. Re-adjust the teaching material system to make students love reading

The adjustment of the major revision of the teaching material system reflects the following three rules:

1. Cognition of primary school students Laws and emotional rules

Primary school students have an advantage in memory and image thinking; primary school students’ cognition is also emotional. Therefore, Chinese language learning at the primary school level should focus on reciting and memorizing, focusing on comprehension and edification, accumulating a large amount of language materials and accumulating rich representations.

2. The learning rules of mother tongue

The characteristic of Chinese lies in its consistency. Understanding it and applying it depends on perception. Reading more is the basis for understanding. Cultivating language sense through reading more is an important rule in Chinese learning.

3. The rules of reading, writing and oral communication

Reading, writing, and oral communication each have their own rules. Reading is absorption, and the amount of absorption depends on the amount of perception; writing is expression , how much you express depends on how much accumulation you can mobilize; although oral communication is also an expression, it is expressed in interaction and does not allow for a long thinking process.

Based on the above rules, the People's Education Press textbook system has made major adjustments.

1. Reading, practice, and oral communication proceed in parallel

In the Jiuyi textbook, reading and practice are arranged cross-wise within the framework of key training projects. Oral communication (originally speaking obediently) is placed in a subordinate position. Arranging key reading and writing training projects was once considered a major feature of the People's Education Press textbook. The cross-corresponding arrangement of reading and writing training projects seems to be a close integration of reading and writing. From the actual effect, the negative impact of mutual constraints is not small. This revision of the textbook resolutely abandons this arrangement model, and instead advances reading, homework, and oral communication in parallel. As for the key training items, only reading items are retained, two in each volume, starting from the fifth volume. The homework training does not arrange key training items, but it is a self-contained system. Each homework exercise puts forward specific requirements according to the teaching objectives of the year. Oral Communication has 8 subjects per volume for middle grade students and 6 subjects per volume for upper grade students, which is also its own system.

Exercises and oral communication are all arranged in accumulation and application.

The two lines of reading and writing do not mean that the combination of reading and writing is no longer advocated. The combination of reading and writing is still an important rule in Chinese learning. The combination of reading and writing should focus on long-distance combination. The insights, edification and accumulation in reading will naturally be reflected in the exercises. The close combination of reading a group of texts or a model essay and writing an essay may appear to make it easier for students to write, but from a deeper perspective, it hinders students' free expression and hinders students' individualized expression. In addition, not arranging key writing training items does not mean that students cannot be guided to learn the expression characteristics of the text in reading teaching. On the contrary, the revised textbook has arranged many such exercises according to the characteristics of the text. For example, "Birds and Paradise" requires you to think about how the text describes the characteristics of the big banyan tree, and "Fanka" requires you to think about what inspiration this lesson has for you in terms of expression methods.

Oral communication is a line, which shows the importance attached to it in the revised textbook.

3. Major improvements in the introduction, preview and after-class reflections and exercises

1. Introduction

The rewritten introduction part uses students’ anticipation of reading , focusing on a certain aspect of the content, thoughts and emotions of this group of texts to stimulate students' thirst for knowledge. For example, the introduction to the third group of texts in the ninth volume of the six-year system says at the beginning that there is true love in the world. This group Between the lines of the text, the noblest and most beautiful emotions in the world surge. The word "love" runs through this group of texts. The four texts are four hymns of beautiful emotions. After reading this text, which student doesn’t want to study this group of texts well?

2. Preview

Read the preview part of the text intensively, or introduce the background knowledge related to the text (such as "Ten Miles to Send the Prime Minister off"), or introduce anecdotes related to the text Interesting stories (such as "The Five Heroes of Langya Mountain") are more about setting up a series of suspense for students to arouse students' desire to read.

3. Thinking·Practice

(1) A serious blow to content analysis

Thinking·Practice can be said to be an almost reincarnation. In the Jiuyi textbook, thinking and practice, content understanding accounts for a large proportion. In the major revision of the textbook, most of the questions that simply understand the text content have been deleted, and they have been changed to focus on recitation and understanding of key paragraphs. Cumbersome content analysis is one of the reasons why students dislike Chinese classes. A severe cut in content analysis is an inevitable result of the Chinese curriculum reform.

(2) Emphasis on inquiry learning

Emphasis on inquiry learning is one of the biggest highlights of this major revision of textbooks, and it is also the most difficult new exploration in the revision work. This is fully reflected in thinking and practice.

The first is to prompt questions for students to explore independently. This is reflected in every intensive reading text or skimming text.

The second is that it not only prompts questions for students to explore, but also provides guidance and guidance for students' inquiry.

For example, there are some profound sentences in the text "My Uncle Mr. Lu Xun". For example, don't you think it's easy to hit a wall when it's dark all around? , draw such sentences, connect them with the context or historical background, and understand the meaning of these sentences.

This question prompts questions for students to explore: sentences with profound meaning in the text, what is a sentence with profound meaning, and example sentences are used as prompts. At the same time, how to explore the profound meaning of the sentences is also the question. Instructions are provided, either in connection with the context or with the background of the times. With the crutch of after-class reflection and practice, it is not difficult for students to understand the text to a great extent. How can students get tired of learning if they can learn independently through independent inquiry?

The third is to pay special attention to students’ unique experiences in the reading process and respect students’ diverse reading feelings.

For example, the discussion question for the article "Sunset": What are the different feelings you have after reading "Sunrise on the Sea" and "Sunset"? It reflects the reading experience generated in comparative reading.

Another example is the "Guilin Landscape" thinking exercise: After reading this lesson, you may be deeply affected by the beauty of Guilin's landscape. You can try reciting a poem or writing a few sentences to express your feelings. It also stimulates students’ unique reading experience.

With such topic guidance, how can students not maintain their interest in learning Chinese?

(3) Advocate comprehensive learning

The idea of ??comprehensive learning should be reflected everywhere in the revised textbooks. In addition to two comprehensive Chinese language practices in each volume, the content and form of comprehensive learning are also arranged along with the text. For example, when reading ancient poems or articles describing scenery, you are required to draw a picture based on your own understanding of the poem; texts with strong storylines require you to experience the characters' hearts and act them out in different roles; reading travel notes requires you to write advertisements; reading explanatory texts, you are required to Collecting information related to the description object, etc., all reflect the idea of ??comprehensive learning.

The reading prompts at the beginning of the skimming text combine to stimulate interest and raise reading requirements, which reflects the difference in arrangement from intensive reading of the text.

4. Replace basic training with accumulation and application

Replacing basic training with accumulation and application is not only a change in name, but also a major change in content. The pinyin, characters, words, sentences, repairs, logic, and points that reflected the training of basic Chinese knowledge in the original textbook basic training have not even left traces in the accumulation and application of the revised textbook. They have been replaced by reading and memorizing. In reading, reading and memorizing, , there are five thousand years of Chinese famous sayings, folk proverbs, couplets and ancient poems, etc., to strengthen the edification of students' excellent traditional Chinese culture. The purpose of canceling the training of basic Chinese knowledge, not deliberately pursuing the system and completeness of Chinese knowledge, and not conducting systematic and concentrated grammar and rhetoric teaching is to embody the spirit of reading more and solving less questions. The cumbersome and mechanical language-based exercises performed by students during or after class have no basis in the teaching materials.

The absence of various types of basic Chinese knowledge exercises in accumulation and application does not mean that basic Chinese knowledge is not important. In the compulsory education stage, which is characterized by the primary school stage, we must pay attention to the basic skills of Chinese learning and lay a solid Chinese foundation. Therefore, the major revision of the textbook has arranged thinking and exercises about language bases along with the texts to enrich students' perceptual understanding of language bases. For example, in the lesson "Sunset", what is the setting sun compared to in the text? Find out the relevant sentences and read them. Read (the purpose of this question is to guide students to understand metaphorical sentences perceptually). There are many questions like this. In addition, each lesson has requirements for reading and excerpting words and phrases, which also guide students to lay a solid foundation in Chinese language.

Whether a Chinese course can become a favorite subject for students depends not only on the editor’s teaching materials to attract students, but also on the teacher’s teaching methods to attract students. If the teacher's teaching method is improper, the joy of students who have just come into contact with the new textbooks will also disappear. Therefore, the new textbooks must also have new concepts and new teaching methods.

First of all, teachers must accurately understand that the major revision of the textbook’s grasp of the laws of Chinese education is prominently reflected in the emphasis on accumulation, emphasis on the overall perception of the article, downplaying analysis and operations, and strengthening the emphasis on recitation, accumulation, perception, The requirements of edification should be weakened, and the mandatory training for students should be weakened, and cumbersome analysis and trivial, mechanical and repetitive exercises should be avoided. Therefore, in teaching, teaching should be carried out according to the characteristics of new textbooks and the negative effects of habitual thinking should be eliminated. The teaching methods with content analysis as the main feature that have been formed over the years are still likely to be tenaciously expressed in the process of using major revised textbooks. The original textbook has a small number of articles. Although most of the time is spent analyzing and asking questions about the text content, students still have a certain amount of time to read. The total number of texts in the revised textbook has increased. If the teaching method based on content analysis is still used, the time students spend reading will be almost zero. Students are not even familiar with the text, so how can we talk about the advantages of revising textbooks?

Secondly, we should focus on the teaching methods of inquiry learning and cooperative learning. For example, what are the characteristics of inquiry in Chinese language learning? What's special about it? How should the teacher guide? In particular, how to keep students motivated to explore? These issues require in-depth exploration and practice. For example, how to deal with the relationship between independent inquiry and cooperative learning? In cooperative learning, how to mobilize the enthusiasm of every student so that every student can benefit from it? These problems are also issues that need to be solved urgently. The new curriculum reform should take changing students' learning methods as a breakthrough. Where is the entry point? I think it's right here.

Finally, we need to find ways to encourage students to read more. Teaching according to the characteristics of the major revised textbooks means that there are fewer questions, but we must not forget that doing less questions is to free up time to read more. Without the guarantee of reading more, the result of doing less questions may be a decline in the quality of Chinese teaching.

The major revision of the textbook reflects the spirit of the Chinese curriculum standards to a large extent. If you make good use of the revised textbooks, you will be able to transition to the use of standard textbooks more smoothly. Adapt to the major revision of textbooks as soon as possible, time waits for nothing!