How to correctly interpret teaching materials

First, what is the textbook? Textbooks are the basis of completing teaching tasks, the concrete embodiment of the objectives of Curriculum Standards, the carrier of teaching content, the support of teaching and learning, and the support of teaching process. Therefore, Chinese teaching should be carried out around Chinese textbooks. Second, the scope of textbook interpretation Textbook interpretation is no longer a narrow interpretation of textbook content, but an overall interpretation of students' development and school social background, so as to grasp the direction of teaching design. The interpretation of modern textbooks should be carried out from the following five aspects: teaching environment analysis, curriculum goal setting, curriculum content organization, curriculum implementation and curriculum evaluation. The interpretation of teaching materials under the new curriculum concept is particularly important for the analysis of teaching environment. Teaching environment analysis refers to the internal and external environment analysis of each school. Among them, the analysis of the internal environment of the school mainly includes the analysis of students, teachers and school conditions; The analysis of the external environment of the school mainly includes the analysis of the village community, information, geographical environment and natural environment around the school. Teaching is aimed at specific groups of students in schools, grades and classes, and the environment of each school is different. When conducting teaching material analysis, we should not simply start with the teaching materials, but first analyze the internal and external environment of the school. The more objective and accurate the analysis of the internal and external environment of the school, the more helpful it will be for us to interpret the teaching materials. This can not only accurately grasp the teaching background, but also make full use of the resources inside and outside the school, laying a solid foundation for the integration of teaching materials. Third, how to interpret the textbook? (a) the content of the textbook interpretation 1. Find out the concrete embodiment of the requirements of the textbook for "curriculum standards" 2. Understand the arrangement system of teaching materials. 3. Grasp the characteristics of teaching materials. 4. Clarify the teaching objectives of the textbook. 5. Clarify the key points and difficulties in the textbook. 6. Solve the doubts and problems in the textbook. (2) The form of textbook interpretation 1. Interpretation by famous teachers. Give full play to the leading role of famous teachers. 2. Teachers' personal interpretation. Reflect personalized understanding. 3 by the preparation group or teaching and research group collective explanation. Build a platform for communication. (3) The level of textbook interpretation 1. Overall interpretation. Overall interpretation of teaching materials. Grasp the textbook as a whole, including the interpretation of the textbook during the study period, the interpretation of the whole textbook, the arrangement characteristics of the whole textbook, and the overall arrangement. 2. Unit interpretation. Understand the characteristics and requirements of unit layout. 3. Text interpretation. Including texts, notes, illustrations, after-school thinking, etc. (4) Ways to interpret teaching materials: To interpret teaching materials, we should "talk to the author", "talk to the text" and "talk to the editor". Think about "What did the text say?" "What do you want to say in the text?" "What can the text say?" "What should the text say?" 1. To realize the dialogue with the author is to understand and grasp the author's writing intention, what kind of thoughts and feelings the author wants to express and what kind of information he wants to convey. Find out the author's "What do you want to say?" In other words, there must be some related factors behind the author's expression; This description must have a relevant background. Therefore, we must pay attention to the author's personal life and historical background, as well as his thoughts at that time, so as to "know people and discuss the world." Only by talking to the author can we realize the accurate interpretation of the text. At the same time, we should learn from the author's other related works and understand the author's work style. 2. Dialogue with the text. Reading the text carefully is an important prerequisite for teachers. No matter whether you have read or taught a text before, you should read it carefully several times to form your own reading experience. The dialogue between teachers and students in the classroom is, to a great extent, the dialogue and collision between teachers' understanding of the text and students' understanding of the text. The depth of teachers' interpretation of the text greatly affects the depth of students' understanding of the text, and the uniqueness of teachers' interpretation of the text affects the development of students' thinking. There are only tens of thousands of words in The Analects of Confucius. However, according to the textual research of Mr. Fu Peirong, a famous philosophy professor in Taiwan Province, there are at least 400 annotations since ancient times. There are five or six solutions to each sentence in the original text, and each one makes sense. In other words, every sentence in The Analects is alive, and it can flourish through the experience of researchers in different times. It can be seen that different people often have different understandings when reading the same book, especially in humanities books. As the saying goes, "A thousand readers have a thousand Hamlets". Once the work is published, it is like a baby leaving its mother's body. Whether it looks good or not depends on others. Sometimes there is "over-interpretation"-even the author didn't think of it, but it was interpreted in many ways. In fact, it is the rich "explanation" that makes it a classic. However, when understanding the text, we must show our position and what kind of interpretation is appropriate and correct. Even if our interpretation is divorced from the author's original intention, we must have our own things. I want to remind you that after you bring the textbook, you should first read it yourself and read it aloud constantly. "Read this book a hundred times, and its meaning will emerge." Everyone understands this truth. It is a waste of time to see some teachers' teaching materials in my hand, and to be busy looking for information, reading teaching reference materials and searching for various teaching plan designs on the Internet before reading articles. 3. Dialogue with the Editor The teacher should talk with the editor. Only by talking with the textbook editor can we understand the writing intention of the textbook. It is very important for teachers to be clear about the intention of editing. Only by understanding the intention of editing can we set the "position" of the text. Only by talking to the textbook editor can we determine the correct teaching objectives. Any article, placed in a specific section and unit, has its function and reason. And this is an important basis for you to determine the teaching objectives. Clear the intention of the textbook writer, you can determine the teaching objectives and gradually implement your teaching. To realize the dialogue with editors, we need to read through the textbooks and understand the training system of the whole textbooks. Textbook compilation is very systematic, and knowledge accumulation and training are also gradual from easy to difficult. This system can be found in curriculum standards and reference books. When teachers master the systematicness of textbook knowledge, they first master the fundamentals of textbooks. When teaching, he knows what knowledge should be taught, should be thoroughly taught, and should be extended, so that he will not be at a loss in class, but be targeted for learning. Fourth, the general steps of textbook interpretation Everything does not exist in isolation, but is related to the surrounding things or phenomena. Reflected in the interpretation of teaching materials, it is necessary to fully interpret and deal with teaching materials in a school-based way. The ultimate goal of textbook interpretation is to better choose the teaching suitable for the students in our school, this grade and even this class. Generally speaking, reading textbooks should start from the position and function of reading textbooks, read the content and structure of textbooks, make clear the teaching objectives, key points and difficulties, tap the scientific methods, ability training and ideological education factors of textbooks, understand the embodiment of instrumentality and humanism in Chinese textbooks, analyze the learning psychological problems in textbooks, design appropriate teaching plans or put forward reasonable teaching suggestions. Its basic steps can be summarized as "five readings". (A) Chinese curriculum standards-learning curriculum standards is a guiding document for subject teaching, a programmatic document, and a basis for compiling teaching materials and teaching. It specifies the nature, tasks and teaching objectives of the course in detail. Whether in cities or villages, central schools or small villages, classroom teaching should be guided by curriculum standards. Therefore, the interpretation of teaching materials should be based on curriculum standards and aim at the requirements of curriculum standards. Seriously studying curriculum standards is the premise for teachers to correctly interpret textbooks. (2) Relevant materials-extensive reading, to clarify the status and tasks of the course. The so-called extensive reading refers to reading the interpretation of Chinese curriculum standards, teaching reference books, Chinese textbooks, newspapers and magazines related to textbooks, etc. When reading textbooks, the so-called accumulation is truth. At present, the library of the central school has begun to take shape, basically completed, with tens of thousands of books and materials, as well as various CDs and network cards of the distance education center of Northeast Normal University, for the majority of village primary school teachers to consult and study. There are also central distance education model resources for everyone to learn. (1) Through reading these materials, the position and tasks of Chinese textbooks in the whole primary education are clearly defined, and the spiral rise of Chinese knowledge in various teaching stages is clearly defined. For example, the spiral rise of primary school students' writing requirements (pencils, pens and soft pens) and the spiral rise of Chinese tools (oral communication, writing a paragraph, writing a short article, writing a complete article, writing an article with a certain center and a certain literary talent). (2) Clarify the relationship between Chinese and other disciplines. For example, ideological and moral education in moral classes and ideological education factors in Chinese textbooks; Aesthetic education in art class and requirements for cultivating students' understanding and appreciation of beauty in Chinese textbooks: for example, Laba porridge, dancing dandelions, the way of poor people, the worship of Tibetan antelopes, online help and other texts involve all aspects, some of which are unfamiliar to primary school students in the village and need extensive reading by primary school teachers in the village. Through extensive reading, teachers have a deep understanding of curriculum standards, so that the interpretation of textbooks is not limited to textbooks, but also a comprehensive and profound understanding of the intention of compiling textbooks, and the implementation of the goal of Chinese teaching in primary schools. Through extensive reading, teachers can understand the contents of Chinese textbooks for junior and senior grades, choose a suitable starting point for Chinese teaching at this stage, and realize the smooth connection with the teaching contents of the previous stage and the latter stage. Through extensive reading, teachers can understand the content and progress of Chinese, mathematics, morality, comprehensive practice, science, English, music, physical education, art and other related disciplines, so as to better determine the focus and difficulty of Chinese teaching, reasonably arrange the order of Chinese teaching content and choose appropriate Chinese exercises. For example, after reading a lot, some village primary school teachers found that the first unit of Chinese and the first unit of morality have something in common and creatively integrated the teaching materials. (3) the whole textbook-through reading, we have a general understanding of the textbook. The so-called complete reading means that the teacher has read all the primary school Chinese textbooks he has taught. It doesn't need to study the details of the textbook, but through reading through all the textbooks, it can understand the basic content, knowledge system, structural characteristics of the whole textbook, as well as the internal relations and logical relations among various parts of knowledge, understand how the contents of the textbook are organized step by step, and analyze the writing intention, content selection, degree requirements and style characteristics of the textbook in combination with the spirit of curriculum standards. Read through the textbook, and have an overall understanding of the system structure, position and function, text content and language expression of the textbook. Only by being fully familiar with and thoroughly understanding the teaching materials can we master the skill system of the teaching materials and understand the goals to be achieved by the teaching materials, which is conducive to the analysis and processing of the teaching materials. If teachers are familiar with the system structure and target orientation of teaching materials, they can take care of the overall situation in teaching design, integrate the content and penetrate repeatedly, and it is easy to string together the clues of teaching materials.