Interpretation of primary school Chinese teaching materials

From September, 2065438 to September, 2009, all grades of primary and secondary schools in China will use new Chinese textbooks in a unified way. What changes have been made in the new textbook? Come and have a look with me for your reference.

What changes have been made in the Chinese textbooks for primary schools? One change is that the number of texts decreases and the types of teaching increase. For example, in the first volume of the first day of junior high school, the PEP originally had 4 1 class, but now it has been reduced to 32 classes, and the Chinese pinyin class has also decreased, but the literacy class has increased; In the second volume of the first grade, the original 39 lessons in the People's Education Edition were also reduced to 29 lessons.

To reduce the number of texts, teachers should not simply understand it as "reducing the burden" (children's burden is often not increased by textbooks and teachers, but by society and parents), but by adjusting the teaching content and methods, so as to enrich the content presented by textbooks and pay more attention to oral English and reading, which is more conducive to the improvement of Chinese literacy. The new textbook pays special attention to excellent traditional culture, and the proportion of selected articles in this respect has greatly increased. I chose many ancient poems in my first grade.

From grade one to grade six, the whole text has changed a lot. The criteria for selecting essays emphasize the following four points, namely, classicality, beauty of literary quality, suitability for teaching and consideration of the times. You will find that some classic old articles are back, and there are fewer "essays" that have not settled down.

Why advocate reading teaching "1+X" The biggest drawback of Chinese teaching now is that students read less and don't read. Textbooks can only provide a small number of texts. If we just teach and read the text and don't expand the reading, then no matter how hard we try, Chinese literacy can't really be improved.

Compared with the previous textbooks, the "unified edition" Chinese textbooks pay more attention to extracurricular reading, but the reading volume is still insufficient. Therefore, I advocate increasing extracurricular reading, encouraging "massive reading", encouraging students to read some "scattered books", that is, books that are not necessarily "related" to exams or even writing, and encouraging them to read some "in-depth" books, so that they can read as if they don't understand, and read as if they were rolling around. Only in this way can we cultivate our interest in reading.

Of course, our Chinese class will be changed. We can't be satisfied with intensive reading and intensive speaking. We can't ask reading to be just writing. In addition to intensive reading and intensive reading, students should be given a variety of practical reading methods, such as fast reading, browsing, skipping, guessing, group reading, discontinuous text reading, retrieval reading and so on. The "Unified Edition" Chinese textbook has made some attempts in reading different styles and teaching various reading methods. This is a new topic, and I hope teachers will support it.

The so-called "1+X" method is to tell a text and add some articles for extensive reading or extracurricular reading for students to read by themselves. It doesn't matter if they don't understand, they will understand gradually. This is to increase reading and change the teaching habit of intensive reading and pointing and writing everywhere.

There will be extended reading in the new textbooks for the first and second grades, and more in the senior grades. Almost every unit in the middle and senior grades of primary and junior high school textbooks has an extension of extracurricular reading.

In fact, the unified textbook has incorporated the "extended reading" part into the teaching system and tried to set up some tests and evaluations. Front-line teachers can make great achievements in this respect, give full play to their initiative and explore feasible methods suitable for their own teaching. This is definitely an innovation in teaching. The teacher also wants to implement "1+X", but where can I find the text to expand my reading? Here is a Chinese literacy reader, compiled by Peking University Institute of Chinese Education and published by People's Education Society. The classics and readability of the selected articles are good, which can roughly meet the teaching objectives of the new textbooks in all grades and periods. From primary school to high school, there are 24 volumes, 2 volumes per academic year, which can be used for reference.

How to make good use of "Happy Reading" once or twice a semester, and arrange certain reading types each time, such as children's stories, fairy tales, fables, folklore, popular science books and so on.

The purpose of the course is to expose students to various stylistic types, have basic stylistic knowledge, stimulate students' interest in reading various types of books, and consciously let students master some reading methods. Teachers can give inferences about some related reading knowledge, including the types of books and reading methods, mainly to arouse interest and let students find their own books to read, instead of learning this lesson as a general text.