20 19 revision of Chinese textbooks for primary and secondary schools increases the proportion of excellent traditional culture.

Wang Xuming, president of the Language Publishing House, said at a meeting on the use and training of revised Chinese textbooks for compulsory education held on the 23rd that more than 4 million primary and middle school students across the country will start using the newly revised Chinese textbooks for the first and seventh grades by the Language Publishing House this autumn. The newly revised textbook attaches importance to the study of ancient poetry and prose, and reflects more than 30% of Chinese excellent traditional culture.

"At present, the lack of content that reflects Chinese excellent traditional culture is a common problem in Chinese textbooks." Wang Xuming said. At the same time, the textbook also pays attention to infiltrating excellent traditional culture education through after-school exercises, oral communication, exercises and comprehensive learning.

According to reports, Language Publishing House is the only professional language publishing house in China. On September 20 13, the revision of Chinese textbooks began. In Hunan, Henan, Guangdong, Liaoning, Sichuan and Ningxia provinces, a complete set of textbooks with volume 18 has been revised for students in grades one to nine of compulsory education.

The textbook reform emphasizes that about 40% of the texts keep pace with the times.

According to Wang Xuming, president of China Publishing House, compared with the previous edition, the revised textbook has replaced about 40% of the texts, and its replacement standard is whether it embodies the unity of instrumentality and humanity.

First of all, some excellent traditional appellations have been retained. For example, the titles reflecting patriotism and revolutionary tradition education, Wang Erxiao, the little hero, the national flag rising with the sun, the man who forgot to dig a well, Zhu De's pole, etc. , is reserved. "For the first-grade children, we have the responsibility and obligation to let them know that today's happy life is hard to come by."

Secondly, the revised textbook emphasizes the times more. Wang Xuming said that although some articles were good in content and style, they were replaced because they did not meet the requirements of the times. "For example, the article" Who's Brave "was taught by a teacher, who especially loved teaching, and hoped to stay, but we still won. Why? In order to protect other children from bee stings, one child jumped into the hornet's nest with his body. Although he protected others, he was injured. The conclusion of the text is that the child is the bravest. We don't think this is the best solution for children, and this kind of behavior should not be advocated. What's the best way to do it? Chinese is not like this, at least we don't choose this kind of article when we choose articles. " In addition, the "self-report of intercontinental missiles" in middle school textbooks is changed to "network emoji" to better adapt to the life of students in the network age; Lu Ti Zhi Chong Zhen Guan Xi was changed to Zhi Sheng Gang because it did not conform to the orientation of modern harmonious society. The Nanjing Massacre was replaced by a narrow escape.

At the same time, the revised textbook also pays special attention to the selection of texts that are beautiful and close to children's lives, and retains many traditional masterpieces of the original textbook, such as Euler who wants to do good, Olivia and Rita. "These articles can help children cultivate good sentiment and excellent moral character."

The content added by traditional culture accounts for 40% of ancient poetry in grades 7 to 9.

It is understood that the revised textbook has increased the proportion of ancient poetry and paid attention to the edification of traditional culture. For example, the relevant texts of grades one to six account for about 30% of all texts, and the last unit of each book focuses on the texts reflecting the excellent Chinese traditional culture; In the textbooks for grades seven to nine, two ancient prose units are still kept in each volume, and the proportion of ancient prose units is basically maintained at around 40%. At the same time, the newly revised textbook also makes up for other aspects, such as adding a vernacular novel unit, "This is actually learning ancient Chinese."

In addition, the newly revised textbook also pays special attention to the design of after-school exercises, oral communication, exercises, comprehensive learning and other content, infiltrating the education of excellent traditional culture, so that students can be subtly influenced by excellent traditional culture. For example, in the column of "Reading and Reciting" in "Hundred Flowers Garden" for grades one to six, ancient poems are arranged; In the whole set of teaching materials, 82 ancient poems are arranged to be recited in Baihua Garden, which is 40% higher than the previous teaching materials.

In addition, the motto of communication, talking about the gentleman in your mind in oral communication in grades 7-9, the spirit of reading the ancients in my writing, the preliminary study of a hundred schools of thought contending in comprehensive study, modern society and Confucianism are all closely related to the traditional culture of China.

After-class exercises focus on understanding and use analysis to explain more than half of the problems.

In after-class exercises, the revised textbook focuses on guiding students to understand the content and feelings, and at the same time strengthens the understanding and application of language, so that there are a certain number of exercises to read and understand the text content, and the practice of understanding and using language accounts for a large proportion, and many of them are both. For example, the revised textbook has designed more extracurricular reading and writing exercises; At the same time, in practice, topics such as "speaking in your own words" and "writing in your own words" have appeared many times, and students' ability to express themselves in their own words has been cultivated since primary school.

According to statistics, in the whole set of textbooks, the use of language, that is, the use of language to analyze and explain various problems, accounts for more than 50%. Reflected in oral communication, exercises and comprehensive learning, the topic form takes more consideration of students' needs: oral communication strengthens interaction, such as "persuading" by reading pictures and telling stories in grades one and two, and holding a debate contest on "whether a penny should be prosecuted" in grades seven and eight; Exercises strengthen practicality, such as strengthening practical writing guidance for grades one to six and arranging eight practical writing exercises; Comprehensive study has strengthened practicality, such as compiling short plays for grades seven to nine, running tabloids and investigating the use of Chinese characters in society. According to Wang Xuming, the revised textbooks want to use these links to prevent students from learning "empty language" and "extinct language".

Reduce quantity, improve quality and reduce burden. The number of articles decreased 15%.

It is understood that when the textbook was revised, the Ministry of Education held a special meeting, demanding that one of the spirits to be reflected in this textbook revision is "reducing the burden". So, how to reduce the burden on students? The most direct way is to reduce the amount.

According to statistics, the number of texts in the Chinese version of the newly revised textbook is about 15% less than before. However, Wang Xuming said that reducing the burden is not the fundamental way. "Therefore, on this basis, we put forward' improving quality', that is, from the perspective of Chinese learning, designing exercises with appropriate difficulty, reasonable gradient and natural connection, and seriously considering students' acceptance, so as to improve students' interest in learning. At the same time, screen out non-Chinese or low-value Chinese learning content. The purpose of doing this is to guide students to love, enjoy and learn Chinese, and effectively reduce the burden on students. "