Chinese composition requires twelve volumes.

Around the theme of "Wandering in the Kingdom of Chinese Characters", this set of teaching materials guides students to conduct comprehensive study, get a preliminary understanding of the characteristics and development history of Chinese characters, deepen students' feelings about Chinese characters and China traditional culture, and improve their consciousness of using Chinese characters correctly. At the same time, cultivate students' ability to plan and carry out activities and to discover and use materials.

Wandering in the Kingdom of Chinese Characters is divided into two sections: Interesting Chinese Characters and I Love You, Chinese Characters. The main body of each section is "activity suggestions". I hope that students can carry out activities independently according to these suggestions and local actual conditions. "Reading materials" are provided for students to read during activities, which is very helpful for understanding the necessary knowledge and inspiring ideas. Of course, the activity materials are not limited to this. Students can collect it by themselves, and teachers can supplement it. This is the first time for students to study comprehensively for a long time. In order to ensure the effect of the activity, we should make a good plan before the activity. After the activity, show and exchange the results of the activity. After each section, there are some words that need to be recognized, so that students can learn to recognize them by reading, or they can recognize them collectively after the activity.

The main activities that can be carried out in this comprehensive study are: (1) group discussion and activity planning. (2) Holding crossword puzzles; Collect allegorical sayings and jokes with homophonic characteristics of Chinese characters; Collect information about the origin of Chinese characters and understand the origin of Chinese characters. (3) Collect information about the font characteristics and changes of Chinese characters, and understand the history of Chinese characters; Conduct a survey of social Chinese characters and write a simple survey report; Collect calligraphy works and hold calligraphy exhibitions. (4) Show the results of comprehensive learning in various ways.

The teaching materials of this teaching group can be used for 12- 14 class hours, and generally one section is completed every week. At the beginning 1 class hour is used to make and communicate activity plans, and at the end 1-2 class hour is used to show and communicate learning gains. In order to facilitate activities, classes can be adjusted appropriately to connect several Chinese classes.

Second, the teaching objectives

1. Plan and carry out simple group activities and learn to write activity plans.

2. By understanding the characteristics of crossword puzzles and homophones, we can appreciate the richness and interest of Chinese character culture. Understand the origin of Chinese characters and stimulate students' interest in Chinese characters.

3. Understand the evolution of Chinese characters, learn to appreciate China's calligraphy art, and cultivate students' pride in the language and writing of the motherland; Improve the understanding of the pure language of the motherland and form the habit of preventing and correcting typos.

4. Learn to write a simple investigation report or analysis report.

5. Know 2 1 new words.

Three. Activity suggestion

(A) the basic idea

Comprehensive learning is a new way of learning, and the teaching method is different from the text. In the comprehensive study of this group, the following ideas can be adopted: (1) Reading unit introduction to stimulate learning interest. (2) Read the "activity suggestions" in the two sections carefully and browse the "reading materials" to find out what activities can be carried out and what materials to refer to. (3) Make an activity plan. There are many suggestions for activities listed in the textbook. You can choose one or two activities in each section according to local conditions. (4) Group activities. As far as a class is concerned, group activities can be "parallel" and "staged". "Parallel body" is the content selected by each group, and different activities are carried out at the same time, such as 1 crossword puzzle. The second group collects two-part allegorical sayings, the third group collects homophonic jokes, and the fourth group understands the source of Chinese characters. Because of the different group learning tasks, teachers can compile "activity suggestion cards" to prompt the main points of activities with different contents and send them to relevant groups for reference when students make plans and activities. "Staging" means that according to the needs of most students in the class, two or three activities are concentrated and carried out item by item according to local conditions. The activities of each group are the same, but the specific materials and activities are independent. Like crossword puzzles, the crossword puzzles collected and guessed by each group will not be exactly the same, and the whole class will concentrate on activities on the basis of group activities. No matter which way is adopted, teachers should keep abreast of the progress of each group, give specific guidance and help, and guide students to make full use of "reading materials" for oral communication and practice in activities. (5) Choose tabloids, exhibitions and reports to show the learning results. * * * Read "I Love You, China's Chinese Characters" to enhance the feelings of Chinese characters, as a summary of this activity. Know the new words in the reading materials of the reading group.

In areas rich in Chinese education resources, classes with good foundation can adopt a "parallel" learning process. The general arrangement is as follows: ① Make a communication group activity plan (1 class); ② "Interesting Chinese Characters" group activities (2 class hours); (3) Communicate with the whole class about Interesting Chinese Characters, and read Cangjie's Word-making and The Origin, Canon and Deletion of Books; (2 class hours) ④ "I love you, Chinese characters" group activity (3 class hours); ⑤ Classroom communication of "I love you, Chinese characters" (2 class hours); ⑥ Read I Love You, China's Chinese Characters, identify the new words in the reading group, and show and evaluate this comprehensive study (2 class hours).

Classes with relatively scarce educational resources and poor foundation in China can adopt a "phased" learning process. The general arrangement is as follows: ① The whole class discusses and makes an activity plan (1 class hour); 2 "crossword puzzle", first group activities and then class activities (2 class hours); (3) Class activities "interesting homophonic" (1 class); (4) Read "Cang Jie Zao Zi" and "The Origin, Canon and Deletion of Books" (1-2 class hours); ⑤ The evolution of reading Chinese characters and the discovery of Oracle Bone Inscriptions (1-2 class hours); ⑥ Investigate the typos in classmates' homework (if possible, investigate street typos) and write a simple investigation report (3 class hours); ⑦ Appreciation (1 class hour); ⑧ Read "I Love You, China's Chinese Characters", show and evaluate this comprehensive study (2 class hours).

(2) Key points of implementation

1. Make an activity plan. In order to carry out the activities in an orderly way, it is necessary to make an activity plan, so that each member of the group can clearly define the time, content, method and division of labor of the activities. Activity plan is a kind of practical writing with a certain format, and teachers should give guidance on how to make an activity plan. Generally speaking, the activity plan is divided into two parts: the title and the text. The title should clearly explain what units and activities are carried out. The text should clearly state "when", "what to do" (goals, tasks), "to what extent" (requirements), "how to do" (measures) and "who will do it" (participants, division of labor), or list the things to be done one by one, which looks orderly. Write the planned date at the end.

Comprehensive study should cultivate students' cooperative spirit. Teachers should strengthen the guidance of cooperative learning and ask the group to have a clear division of labor, and each member has specific tasks. This is the first time for students to make an activity plan, which can be relatively simple. The plan should be communicated in the whole class or posted in the classroom.

Crossword puzzles are students' favorite games. The focus of this activity is to make students feel the interest of Chinese characters. Therefore, students should be encouraged to design interesting activities to attract students, such as making riddles, holding a crossword garden party, building a crossword platform, and crossword relay races. There are various forms of puzzles, such as word puzzles, painting puzzles and action puzzles. Activities should be divided into different levels and can be divided into several stages: guessing crossword puzzles in textbooks, collecting and guessing crossword puzzles outside textbooks, and guessing crossword puzzles by yourself. There are many Chinese characters, and crossword puzzles are difficult to guess. Ask students to talk about how they think about guessing words, and pay attention to the thinking process. Sometimes teachers need to give examples to illustrate the way of thinking. When writing crossword puzzles, students are encouraged to fill in more than one word to activate their thinking.

Comprehensive learning should advocate inquiry. Students should be guided to try to explore the methods of crossword puzzles. The three main methods of crossword puzzles are combination method, image method and tacit method. Combination method is to add and subtract existing strokes or components according to the tips of riddles to form a word. For example, "bite off the cow's tail". "Mouth" bites off the tail of "cow" and becomes "accusation". Image method is to compare the strokes of Chinese characters to things, and the game of crossword puzzles needs observation and imagination. For example, "a dragonfly by the river, two geese in the sky", guess two words. Dragonflies are slender wings and a head, like the word "dry". Together with the river water, they are a cluster of "sweat" geese. There is a horizontal line above the sky, which together is a "cluster". The tacit law requires the guesser to associate according to the meaning of the puzzle. For example, guess the word "full". There are too many people, and the answer is "expensive". These methods are often combined when guessing riddles.

3. There are many forms of homophonic expressions, and two-part allegorical sayings are more common, which students can collect through reference books and the Internet. It should be noted that in the "interesting homophonic" activities, homophonic allegorical allegorical allegorical allegorical allegorical sayings should be collected, such as "Pig and Eight Rings look in the mirror-inside and outside are not people". Ask the students to guess the collected two-part allegorical sayings. You can show the former part and guess the latter part. It can also be displayed in the form of wall newspaper and blackboard newspaper, so that the whole class can enjoy the resources. There are not many ancient poems, couplets and jokes, which may not be collected by students. Some jokes are vulgar, so students need to choose after collecting them to avoid introducing vulgar jokes to the whole class.

4. Students can skim the two short essays "Creating Characters in Cangjie" and "The Origin, Canon and Deletion of Books". On the basis of reading Cang Xie Jujube, we can do two things: first, talk about the inconvenience of not having words, encourage students to imagine the benefits and problems of "tying rope records" and "telling stories", and realize the importance of inventing words; The second is to tell the story of Cangjie's word-making and cultivate students' oral expression ability. Don't just assign a few students to tell stories, but give each student an opportunity to tell each other at the same table, and the group members take turns telling stories. Absorb the words and expressions in the reading materials in storytelling. The origin of "book, canon and deletion" should let students learn to extract the main information, understand the original meaning of the words "book, canon and deletion", and then understand the origin of other Chinese characters by consulting materials. Knowing the origin of some Chinese characters can help us understand the meaning and write correctly.

It is necessary to cultivate students' problem consciousness. "Cang Xie Jujube" is just a legend. Students will think of legends about the origin of Chinese characters and how Chinese characters originated in the long history of the Chinese nation. Students who want to know the origin of other Chinese characters after reading Book Source, Correct Errors and Delete should be encouraged to continue searching for materials after class and study independently.

5. Understand the evolution of Chinese characters. To carry out this activity, we should make full use of two "reading materials".

When reading and studying the table "Evolution of Chinese Characters", students should know what stages Chinese characters have gone through from ancient times to the present, and if possible, they can look up the materials to find out when these different fonts came into being. Students should also be guided to find the evolution trend of Chinese characters from the table. From this brief table, we can feel that the development of Chinese characters is gradually from pictograph to symbol, from multi-stroke to stick figure, and writing is faster and more convenient.

Oracle Bone Inscriptions's discovery can tell this story on the basis of skimming, and then talk about feelings. I hope students can understand that Chinese characters have a long history, and Oracle Bone Inscriptions is the earliest existing writing system. At the same time, I also realize that careful observation and good thinking in life may lead to new discoveries.

6. Know the harm caused by typos, and prevent and correct typos. This content can be used for the following activities: (1) Read "A Little Worth Ten Thousand Gold" and then exchange feelings. (2) Collect examples and jokes with typos or serious consequences. (3) investigate the words used in signboards and advertisements in the streets; Check the irregular use of TV subtitles (this activity is too long, and watching TV subtitles for a long time will damage students' eyesight, so you can use the method of memory). The activity of investigating Chinese characters in society is suitable for cities. Rural schools can let students analyze typos in composition classes or homework and put forward suggestions to prevent and reduce typos. For the problems found in the survey of Chinese characters in society, you can write a proposal to the relevant store or local government, suggesting to correct the typos in the street. Teachers should give special safety education to those who go to the streets to investigate Chinese characters in society to avoid accidents.

After investigating Chinese characters in society, students can be instructed to write a simple investigation report. The investigation report can generally be divided into three parts: (1) the time and place of the investigation, and the purpose of the investigation-to find out the typos in the signboard advertisements and put forward suggestions for improvement to the relevant units. (2) Analysis of the discovered materials, mainly statistics and classification. For example, how many shops have been investigated and how many typos in signboard advertisements have been found; What are the general types of these typos? What are the reasons for these typos? (3) Put forward rectification suggestions.

7. China's calligraphy appreciation. This activity can start with reading textbooks: first, appreciate the excellent calligraphy works provided in textbooks and tell me why I like them; Read Zan Chinese characters carefully, and use the words in the poem to prove the calligraphy works. The running script is smooth, the regular script is dignified, and the cursive script is unrestrained. Then expand to extracurricular activities, collect inscriptions, visit calligraphy exhibitions, visit local people with calligraphy expertise and hold small calligraphy exhibitions. The requirements for appreciating the art of calligraphy are not too high, and students can also appreciate their well-written words. We should make full use of educational resources inside and outside the school and hire teachers and parents with professional knowledge of calligraphy as guidance.

8. Exercise. After the activity, students are encouraged to record the harvest of the activity in any form with a pen. Can describe the process of activities, such as "crossword puzzles" and "street doctors with typos"; You can express your feelings, such as "I am proud of Chinese characters" and "the beauty of China's calligraphy"; It can also be written into simple investigation reports and research reports, such as "Analysis of typos in my composition" and "Investigation report on advertising words of a certain road". Exercise doesn't care about the length, but you should write down what you feel most in your activities, with the aim of developing the habit of writing and being willing to communicate with people in words.

9. Report, exchange and summarize. Before the end of this comprehensive study, report, exchange and summarize. There are many forms of reporting and communication, such as editing tabloids, holding exhibitions, holding results reporting meetings, etc. In addition, you can also hold a "Chinese character knowledge contest", such as "How many Chinese characters do you know" and "Chinese characters with the most strokes". Considering that the teaching time is limited and the burden on students cannot be increased, it is best to determine a form of reporting and communication according to the wishes of most students. But no matter which form is adopted, all students should be involved. Tabloids or exhibitions can be organized in groups, fully embodying the results of group cooperative learning. The result report meeting is also prepared by the team and reported by all the team members or elected representatives. Here, it is particularly important to emphasize the interaction between students, not just one-way speaking and listening. Specific measures can be taken: (1) The reporter drives the whole class to do activities. For example, if a group recites Zan Chinese characters, it can invite other students to read the textbooks and read them together. (2) To supplement or express opinions on the report, such as appreciating calligraphy works. After the reporter expresses his opinions, he can invite other students to express their opinions. (3) When the audience asks questions, please ask reporters or other students to answer them. (4) The audience evaluates the report, such as scoring and rating the stars. Through these forms, all students can participate in and enjoy the learning results.

Reading "I love you, Chinese characters are in China" can be used as a summary of this activity to enhance students' feelings for Chinese characters and Chinese character culture.

Activity summary can be carried out in the cooperation between teachers and students, students talk about harvest and teachers talk about experience. Teachers' summary should fully affirm students' independent attitude, cooperative spirit and creative consciousness, and also properly sort out students' knowledge and ability.

10. Comprehensive learning evaluation. The evaluation of comprehensive learning should pay attention to students' exploration spirit and innovation consciousness. Evaluate both individuals and groups, and pay attention to the cooperative attitude and participation of individuals in activities. This kind of comprehensive research can adopt "growth record evaluation". There are several types of "growth record evaluation", and this activity should adopt "process growth record", that is, the data of each stage of the activity should be included in the growth record. The materials that can be included are: activity plans, activity records, collected materials, articles written by myself, tabloids compiled by the group, exhibits and report materials. After the whole growth record, there are self-evaluation, group classmate evaluation and teacher evaluation. Generally, qualitative evaluation is adopted, and teachers should use more encouraging comments, and they can also use grades or stars appropriately.

(iii) Activity cases

Case 1: group activity plan

The second group activity plan

Time:165438+1October 6 -7.

Location: Huang Yun's grandmother's house.

Activity content: rich and interesting Chinese characters

Activity flow: 1 crossword puzzle

Tell homophonic jokes and allegorical sayings

Three tabloids

Team leader: Ye Manqian

Division of labor: Chair: Ye Manqian collects information: Jin

Editor: Yang Wenwen: He Chenyang

Illustration: Yao

Activity Plan of "Evolution of Chinese Characters" Group

Team leader: Huang Kexin

Members: Wang Chen, Ye, Tang.

Time:165438+1October 6th.

Venue: Tangjia

Activity content: find the font and writing characteristics of ancient Chinese characters, compare ancient and modern characters and make tables.

Display method: paste the works on the class blackboard newspaper to understand the font and changes of Chinese characters.

Wang Chen, Ye searched for information, designed by Huang Kexin, and produced by Tang Computer.

(Provided by Chai Qunhong, Dongyuan Primary School, Hangzhou, Zhejiang Province)

Case 2: Don't write typos.

In the Chinese practice class, the students discussed "how to ensure that you don't write typos". Everyone expressed their opinions, resulting in two opinions: 1. Search for the root of typo. 2. Explore ways to correct typos. So students can combine freely, with 4-8 people as a group. According to the above two articles, the group leader organized everyone to investigate and study the causes and correction methods of their own and their classmates' typos and write a small investigation report. After a week of cooperation and exploration, the result came out, which really made me very happy. Please look at the students' summary of "the causes of spelling mistakes":

1. Homophonic confusion: such as baby, baby, aunt, self, public, public, etc. 2. Confusion between form and proximity: for example, Li, Li, Pick, Fall, etc. 3. More strokes and less painting: (1) more horizontal and less horizontal, such as wine sprinkling; (2) more vertical and less vertical, such as, etc.; (3) More skimming and less skimming, such as formula and willow. 4. Make mistakes without analyzing the meaning of words: such as images, images. Because of impatience, I should have written one word, but I was thinking about the next one, and I wrote it wrong. ...

Then look at the "correction method" proposed by students;

1. Everyone prepare a typo correction book. Anyone who finds his own typo will be registered and corrected three times. Dictate the words every other week. 2. Classify your confusing and error-prone words and review them frequently. 3. Conduct sentence-making training for homophones and similar words. 4. Pair up at the same table, help each other, urge each other, and correct typos in time. 5. It is suggested that the teacher hold a typo correction contest in the class and select "the star of eliminating typos".

Through a period of practice, the number of typos among students has been greatly reduced. The joy of success enhanced their self-confidence and stimulated their thirst for knowledge. Therefore, some students pointed out that school blackboard newspapers, advertisements, signboards in streets and shops, community slogans, and some newspapers and periodicals often have typos, which pollute the language of the motherland. They are willing to be "little guards" to purify the language and writing of the motherland. Some students suggested that you can look up and read newspapers and periodicals on the Internet to find ways to eliminate typos. I can't help but immediately organize everyone to discuss the methods and precautions of the activities, and use the holidays to carry out activities with my classmates.

The activity has achieved new results: students have increased their knowledge and improved their ability to use the language of the motherland; Help businesses correct typos and learn methods and skills to deal with people; I wrote a letter to the newspaper and suggested correcting the typo. I also increased my reading capacity in looking for typos in newspapers, and formed the habit of reading carefully. I also collected and sorted out many mnemonics, such as "Jingle" method: "I win when I die", "When I stand in the air" and "When I seal it all, it is half sealed, but I don't seal myself" ... I collected and recorded easy-to-understand surnames and easy-to-understand idioms. Students' enthusiasm for standardizing the use of Chinese is unprecedented.

(Zhang Changhui, Experimental Primary School, Changting County, Fujian Province)

Fourth, the interpretation of teaching materials.

(A) interesting Chinese characters

The reading materials of Interesting Chinese Characters are divided into three parts: crossword puzzles, interesting homophones and the origin of Chinese characters.

Crossword puzzle is a unique game form in China. The crossword puzzles provided by Seven crossword puzzles are some examples, which have three forms: ①-④ Literary crossword puzzles, all of which are like a poem, vividly describe the characteristics of a Chinese character and are catchy to read. The answer is "Japan, Xiang, Li and Man". This is an action riddle. The four athletes are surnamed Lin, Du, Liu and Meng respectively. Through guessing, students can feel the interest of Chinese characters, and a preliminary understanding of glyphs often means something. Students know the form and composition of crossword puzzles, and they can also collect or sort out crossword puzzles themselves.

"Interesting homophony" introduces several traditional forms of Chinese characters that use homophony, so that students can feel the magic and interest of Chinese characters. Two-part allegorical saying is a lively spoken language, which consists of two parts: approximate riddle and answer. There is a pause between these two parts. When speaking, we often only say the first part, and hide the second part (the real meaning) for the listener to guess, so it is called a two-part allegorical saying. Two-part allegorical sayings can be divided into figurative and homophonic. What appears in the textbook is a homophonic two-part allegorical saying. They are characterized by the use of homophones or near-phonetic conjunctions, resulting in playful and humorous expression effects. For example, when Confucius moved, we would think that he had many books, and "book" was homophonic with "lose", so it implied the meaning of "lose both". It is humorous to use this two-part allegorical saying to describe that a game or a battle always loses. Homophones are sometimes used in ancient poetry to achieve pun effect. "Loquat" and "Loquat" tell us that there are many homophones in Chinese, so we can't use them indiscriminately, otherwise they will become jokes.

Cangjie's word-making is a legend, and the origin of Chinese characters is introduced. The first and second paragraphs of the article mainly talk about the long-term absence of words in early human beings. In order to help express and remember, methods such as "knotting notes" and "telling stories" have been used, but they are inconvenient and "hinder the development of human society". These two paragraphs are about the world. In the third and fourth paragraphs, it is said that Cang Xie created Chinese characters. He started by imitating the footprints of birds, and then created Chinese characters according to the shapes of things. The Chinese characters created by Cang Xie have various forms and rich meanings, which are very popular among people. Reading this legend, let students tell stories in their own words, mainly to let students know that it is inconvenient to have no words; Chinese characters have a very long history; The earliest Chinese characters were created by imitating the shape of things. Although the legend of Cangjie's word-making has been recorded in Xunzi, Hanfeizi and Lv Chunqiu, most modern experts believe that Chinese characters are gradually produced and formed in long-term social practice and cannot be created by one person. Cang Xie may just be a famous person who arranges texts.

The origin of Shu Dian Jian is a short knowledge essay about Chinese characters. It tells us that the appearance of the words "book, canon and deletion" is related to the bamboo and wood writing in China's history for a long time. Oracle Bone Inscriptions and inscriptions on bronze are the existing ancient Chinese characters in China. As can be seen from the glyphs of Oracle Bone Inscriptions and inscriptions on bronze, "Book" is a big piece of bamboo made of bamboo strips, "Canon" is to hold the book by hand, and "Delete" is to cut off the typos with a knife. Knowing the source of these words, we won't make mistakes. Therefore, it is necessary for us to understand the origin of Chinese characters. From the origin of these characters, we also know that "pictographic" and "knowing" are very important methods of word formation in the early days of Chinese characters.

(2) I love you, Chinese characters

The reading materials of I Love You, Chinese Characters are divided into three parts: the evolution of Chinese characters, the harm of typos and the appreciation of China's calligraphy.

The evolution of Chinese characters is a table showing the evolution of Chinese characters for thousands of years, taking "day, month, car and horse" as an example. From this table, we can feel that Chinese characters have a long history and rich cultural connotations. Oracle Bone Inscriptions's discovery is a true story. From this story, we can know that the earliest extant writing in China is Oracle Bone Inscriptions carved on tortoise shell bones in Shang Dynasty, which has been four or five thousand years ago.

"One point is worth ten thousand dollars" is a true story. It says that plastic bags with a value of 6.5438+0.8 million yuan have become a pile of waste due to a difference of one point, warning us to prevent and correct typos. The photo of "typo in the street" is just an example. At present, there are quite a few typos on street signs, advertisements and TV. Taking this as an example, it is to guide students to investigate Chinese characters used in society and contribute to the purity of the motherland's language.

Praise of Chinese characters and appreciation of calligraphy works present the beauty of Chinese characters in the form of words and pictures, which can be used for reference. "Praise for Chinese Characters" adopts a four-sentence style in the form of "thousands of characters", praising different fonts of Chinese characters, including seal script, official script, running script, regular script and cursive script; It is especially pointed out that the form of couplets can reflect the beauty of China's calligraphy. These four-character poems are concise in summary and appropriate in words, such as "fluency" to describe running script, "majesty" to describe block letters, and "unrestrained" to praise weeds (a kind of cursive script), all of which are accurate. By reciting this passage, students can not only get a general understanding of the characteristics of various fonts, but also accumulate some words and phrases. As for the appreciation of calligraphy works, the requirements are not high, as long as students can roughly feel the diversity of China's fonts and know that calligraphy is an art.

I love you, China's Chinese Characters is an essay by Liu Zhanqiu, a contemporary poet. In the author's eyes, one by one "is like a group of lively and lovely children joking and frolicking on paper, pleasing your eyes like beautiful flowers". Taking some Chinese characters as examples, the author thinks that each Chinese character has a different charm, and they can produce endless changes in the calligrapher's pen. The author proudly said: "In the long history of mankind, which nation has such rich calligraphy treasures as the Chinese nation?" The language of this article is vivid. By praising Chinese characters, it expresses a strong sense of national pride and is exciting to read.

The purpose of writing this paper is to make students feel the magic, interesting, ancient and rich Chinese characters, further enhance their feelings for Chinese characters, strive to learn Chinese characters well, and inherit and carry forward the excellent tradition of Chinese character culture. This article asks students to read aloud with emotion and extract their favorite sentences as the summary of this comprehensive study.

Some sentences in the article are long and complicated, which can guide students to understand them properly. For example, "it's like walking under the starry sky on a summer night. I'm fascinated by the magnificent scenery." I love the Chinese characters I think and communicate infinitely, and I am shocked by its infinite vitality and peculiar charm. " This sentence first uses a vivid metaphor: there are many Chinese characters, and the Chinese character culture is vast and spectacular, just like the starry sky on a summer night. This sentence mainly expresses our "infinite love" for Chinese characters, because Chinese characters are the most important tool for the author-and for each of us to think and communicate. In the process of using Chinese characters, we are "shocked by its infinite vitality and peculiar charm". Chinese characters are ancient and full of vitality, and still play a huge role in today's times. With the promotion of China's international status and the development of foreign cultural exchanges, more and more people are interested in Chinese characters.

At the end of this comprehensive study, the textbook puts forward two requirements: first, show the learning results. You'd better write down your feelings about this research. Make a tabloid, hold an exhibition, hold a report meeting on the results and so on. Communicate and summarize the results of this unit by using your own articles and collected data and pictures. The second is to continue to explore the problems about Chinese characters. Such as methods of memorizing Chinese characters, methods of preventing typos, comparison of computer input methods of Chinese characters, etc.

Verb (abbreviation for verb) related links

(1) A set of crossword puzzles

1. One point one horizontal length, one left and one west, two trees side by side, planted on a stone. (grinding)

2. 24 hours, don't guess words. (old)

3. One word, two mouths, a dog below. (crying)

4. Look at the horse on the left, look at the horse on the right, watch it together on both sides, and step on the Wan Li sand. (camel)

5. One yin and one yang, one short and one long, one day and one night, one hot and one cold. (Ming)

6. Grandpa Gao's head, Grandpa Li's feet and Grandpa Zheng's ears. (Guo)

7. There are fish and shrimp raised in water, crops planted in soil, some people are not you and me, and horses travel all over the world. (also)

8. Not at all. operate

9. The crosshairs are bent, so the number is three less. (7)

10. Ten brothers are very strong and are not afraid of all difficulties. (gram)

1 1. Bite off the ox tail. (telling)

12. More than half. (years old)

13. A small sailboat, carrying a grain of rice, ran here and there and didn't know where to go. (Fan)

14. There are walls on three sides, and one side is empty, and a child is sitting in it. (horse)

15. I live on the hillside and have never met before. (fairy)

16. Sweet, salty, bitter and spicy, with all kinds of flavors. (mouth)

17. Goodbye. (view)

(2) Examples of homophones

Xiehouyu:

Blow the horn on the plane-think (loudly)

Four beams of cotton-can't talk (play)

The mouse climbed on the scale hook and weighed itself.

Tiger pulls a cart-who dares (drive)

Nail your palms to your knees-that's beside the point (hooves).

Ride downhill-ignore (step on).

Ancient poems:

Four ancient folk songs with seven-character poems on love or local themes

(Tang) Liu Yuxi

Willow and green Jiang Shuiping,

Wenlang sang on the shore.

Sunrise in the east and rain in the west,

Tao Sunshine (sentimental) but Sunshine (sentimental).

Couplets:

Liu Ling drinks like a fiddler (Liu Ling). Jia Dao is drunk, not fake (Jia Dao)

Six seven eight nine two three four five horizontal batch: lack of clothes (1) eat less (10)

(C) the origin of Chinese characters

Chinese characters have a long history and are one of the oldest characters in the world. The oldest and most complete Chinese character we can see now is Oracle Bone Inscriptions in Yin Ruins, which was used by Shang people more than 3,000 years ago. Chinese characters should be produced much earlier than Oracle Bone Inscriptions. There were many theories about the generation of Chinese characters in the past.

About cangjie's word-making. This is the most popular statement about the origin of Chinese characters. Xu Shen in Shuo Wen Jie Zi? Cang Xie, the history of the Yellow Emperor, saw the traces of the hoofs of birds and animals from a distance. He knew the difference between them, so he booked a book contract first. ..... "Cang Xie of Lisi" and "Cang Xie writes books to teach children"; Huainanzi? "Cang Xie wrote a book, but it began to rain and millet, and the ghost cried wolf at night"; "In general? Bono Studies and Cang Xie's Four Eyes. According to the above ancient records, the creation of Chinese characters should be attributed to Cang Xie. It is said that Cang Xie is a historian of the Yellow Emperor. He has four eyes, bright eyes and a strange face. He can look up at the sky, overlook the geography, distinguish the traces of birds and beasts, and see things that people can't see. Legend has it that such an extraordinary person created words, which shows the great influence of words on human beings. Of course, Cang Xie's characterization is just a legend. Chinese characters are not the invention of individuals, but the product of social development to a certain stage and the crystallization of collective wisdom. If there is a Cang Xie in history, he may also be a collector or organizer of words.

Knot notes. It is the earliest saying that Chinese characters originated. "Is it easy? The copula said: "The ancient method of tying a rope, the later sages used books to do it. "