Characteristics and teaching suggestions of the first volume of the first grade Chinese textbook "Supplementary Edition"

The first volume of Chinese textbook * * * in the "Ministry Edition" consists of eight units, which are divided into three sections: literacy, Chinese Pinyin and text, among which two units are literacy, two units are Chinese Pinyin and four units are text. Writing and oral communication run through these three sections. What are the characteristics of the compilation of the first volume of the first grade Chinese textbook "Bian Bian Ben"? How to teach effectively according to the writing characteristics of the text?

1

Reduce the number of texts and strengthen extracurricular reading.

There is an obvious change in the compilation of the first volume of the first grade Chinese textbook, that is, the number of texts has decreased. There are 20 texts in the first volume of the Chinese textbook published by People's Education Press, but now there are only 14 texts in the first volume of the Chinese textbook published by the Ministry. However, in the "Chinese Garden" of each unit, the column of "Reading with Adults" was added, and in the first unit, the column of "Happy Reading" was added, which made the content of reading teaching more abundant and effective.

The Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition) (hereinafter referred to as the Curriculum Standard) gives specific requirements, that is, the total amount of extracurricular reading in the first, second and third semesters is not less than 50,000 words, 400,000 words and 6,543,800 words respectively. In the "teaching suggestions", three points of Chinese learning benefit from in-class and seven points benefit from out-of-class. To improve students' Chinese literacy, it is not enough to read only one Chinese textbook, so we must vigorously carry out extracurricular reading. The purpose of the "partially edited edition" Chinese textbook is to reduce the number of texts and increase the columns of "reading with adults" and "happy reading" is to incorporate extracurricular reading into Chinese textbooks, enhance the awareness of teachers, students and parents to carry out extracurricular reading, and strive to build a trinity of teaching reading, independent reading and extracurricular reading. Through reading by teachers and students and parent-child reading, the exhibition will promote reading for all and build a scholarly society. It is particularly important to organize the teaching of new columns such as "reading with adults" and "happy reading" to avoid extracurricular reading becoming a mere formality.

Reading with Adults is arranged eight times in the first volume of the first grade textbook, and is arranged in the "Chinese Garden" of each unit. How to carry out the activity of "reading with adults" First of all, to implement the content of "reading with adults", we can make full use of children's songs, nursery rhymes, children's poems and children's stories such as "Bunny" and "Cut Window Flowers" in the teaching materials, and on this basis, according to the students' learning situation, adopt the method of "1+X" to appropriately expand extracurricular reading. Secondly, it is necessary to clarify the concept of "adults" in "accompanying adults to study", which can be parents, grandparents, teachers, neighbors' big brothers and sisters, etc. It refers to anyone who can guide students to read. Thirdly, we should grasp the way of "reading with adults", which can be that students read to adults, adults read to students, and adults read with students. It is suggested that teachers read the contents of textbooks with students in class, and teach students to read aloud, read aloud, read aloud in pairs, read aloud in performances and so on? This method encourages students to "read with adults" after class by the method taught by teachers. Of course, reading with adults can also be integrated with text teaching. For example, after teaching the text "Autumn", students can be guided to read the reading material "Little Squirrel Looking for Peanuts" in this unit "Reading with Adults", which embodies the organic combination of reading in and out of class.

"Happy Reading" is arranged in the first unit of Grade One, with the purpose of learning through this column and opening the prelude to extracurricular reading this semester. There are four illustrations in "Happy Reading Bar", the first volume of senior one. I read story books with my parents, tell stories with my classmates, go to the bookstore to read picture books on weekends, and read more books after learning Pinyin, which well reflects the reading theme of "reading is really happy". It is suggested that teachers can guide students to carefully observe the four pictures in the textbook, exchange the books they have read after class, stimulate students' interest in reading, and discuss the reading plan with students this semester: the reading content can be story books, picture books, or text expansion books, such as guiding students to read a children's book written by author Zhang Qiusheng after learning the text "Frog Writing Poetry"; The source of books can be books in the school library, or students can be mobilized to buy a book for book drifting activities; Reading time, you can carry out a class reading meeting once a month, or you can properly integrate it with the "reading with adults" column in the textbook; Reading achievements can be displayed by telling stories, reading aloud and other competitions, or by document recording such as "reading passbook". In short, "happy reading" must make students really read, giving priority to stimulating students' interest in reading.

2

Update the content of the text and pay attention to children's lives

Looking through the text catalogue of the first volume of the Chinese textbook Supplement, we will find that the content of the text has changed a lot: in the 14 text of the first volume of the Chinese textbook, six texts of the first volume of the Chinese textbook published by People's Education Press, such as Boat, Four Seasons, Shadow, Biwei, Raindrop and Little Painter in the Snow, are retained. The second volume of the first grade Chinese textbook, The Crow Drinks Water, has been promoted to the first volume of the current "Ministry Edition", and seven new texts have been added, including Autumn, Jiangnan, Frog Writing Poetry, Going hiking tomorrow, Big or Small, Necklace and Little Snail, and the newly selected texts account for 50% of the full text.

Judging from the content of the newly selected text, the "partially edited version" of Chinese textbooks well reflects the requirements in the curriculum standard "Suggestions for Textbook Compilation" that "textbooks should conform to the characteristics of students' physical and mental development, adapt to students' cognitive level, closely contact students' experience world and imagination world, and help stimulate students' interest in learning and innovative spirit". For example, Jiangnan written by Han Yuefu replaced the ancient poem Thinking on a Quiet Night in the Chinese textbook published by People's Education Press. Judging from the trial textbooks, the concise and lively language, repetitive tone and fresh and beautiful artistic conception in the poem Jiangnan are more popular with students. In particular, the three texts in Unit 7 are all newly selected texts. Hiking tomorrow describes the excitement and expectation of children who can't sleep the night before hiking, Big or Small describes the real idea of a child who is eager to grow up, and Necklace describes the happy scene of children playing on the beach. They are very contemporary and lively, which not only embodies the idea of "student-oriented" in textbook selection, but also embodies the idea of "learning from life". The teaching idea of extending original reading to students' life.

In the use of teaching materials and classroom teaching, teachers are advised to organically combine text reading with students' life.

First of all, contact students' life in reading literary words. Literacy is the focus of Chinese teaching in lower grades. The first volume of the "Ministry Edition" requires literacy of 300, including text literacy 147. Promoting reading by reading and promoting reading by reading are important strategies for text teaching in lower grades. There are many ways to read, and combining life accomplishment is an important method. For example, when teaching the new autumn word "autumn", students can be asked to talk about autumn scenery in connection with life, and remember the word "autumn" more vividly and meaningfully in combination with life scenes such as sorghum red and bumper harvest of crops.

Secondly, contact the students' life in the understanding of the text content. Many exercises behind the text of the "partial edition" Chinese textbook all suggest the requirement of organic combination of reading comprehension and student life. For example, the after-school exercise of "going hiking tomorrow" is "Have you ever been in such a mood? Talk to your classmates. The after-school exercise of "Big or Small" is "When do you feel big? When will you feel small? "and so on. Teachers must make full use of these after-class exercises in teaching, guide students to communicate with their own lives on the basis of text reading, promote students' understanding of the text and improve their reading ability.

three

Improve after-class exercises and pay attention to China elements.

Compared with the original Chinese textbook published by People's Education Publishing House, the exercises in the first volume of the current "Ministry Edition" Chinese textbook have changed a lot, the requirements for exercises are more clear, and the language is more practical and pragmatic. After the first volume of the first-grade Chinese textbook published by the original People's Education Press, there are no specific guidance requirements for the three basic exercises of literacy, writing and reading. Now, specific guidance requirements are clearly put forward for the exercises behind the first volume of the first grade Chinese textbook. For example, in the autumn lesson, in addition to presenting 10 new words such as "autumn, air, Liao, trees and leaves", the radicals that are the focus of this lesson are also indicated on the new words. In writing, in addition to presenting four Chinese characters such as "le" and "zi" on the request, the key stroke of this lesson-horizontal is also marked on the left side of the word "le"; In reading aloud, in addition to the requirement of "reading the text", the focus of reading teaching in this class is to pay attention to the different pronunciations of "one".

This time, the "Ministry Edition" Chinese textbook is written in a two-line organizational unit structure, one of which is the "content theme" line, but different from the original Chinese textbook of People's Education Edition, each unit has a distinct humanistic theme and the content theme is relatively broad; The other is the "Chinese element" line, which divides various factors of "Chinese literacy" into several "points" (including basic Chinese knowledge, necessary Chinese ability, appropriate learning strategies and habits, and writing and oral training), which are distributed in the text introduction or after-school exercises of each unit from easy to deep, and gradually spiral up. The biggest advantage of compiling textbooks in this way is that it embodies the disciplinary nature of "Chinese course is a comprehensive and practical course for learning the use of language and characters" proposed by the curriculum standard, highlights the learning and application of language and characters, facilitates front-line teachers to grasp the teaching objectives of the text, and improves the effectiveness of reading teaching.

When reading the text in the "partially edited" Chinese textbook, teachers should get out of the thinking of "humanistic theme", grasp the exercises behind the text and seriously study the "Chinese elements" in text teaching.

First of all, we should grasp the difference between the teaching requirements of the current "partially compiled" Chinese textbook and the original Chinese textbook for the same text. For example, in the lesson "Boat", the requirement of the original Chinese textbook for after-school exercises is "I will say: the curved moon is like _ _ _ _ _ _. The blue sky is like _ _ _ _ _ "Partial Edition". The requirement of the current Chinese textbook for after-class exercises is "read and say: boat (boat) and moon (curved moon)", which is more in line with the reading teaching in the first phase of Curriculum Standards. "Understand the meaning of the text in combination with the context and real life, and accumulate words in reading" is another example of "comparing tails". The requirement of the original Chinese textbook for after-school exercises is "which season do you like?" Why? Draw a picture of your favorite season ",and now the requirement of" partially compiled "Chinese textbooks for after-school exercises is" Which season do you like? Imitating the text and saying the same ",this exercise design better reflects the requirement of" Chinese course is devoted to cultivating students' ability to use language and characters "put forward by the curriculum standard.

Secondly, we should grasp the gradual teaching requirements of the same goal in different texts. For example, reading aloud is an important goal of reading teaching in lower grades. The same is true of the word "reading aloud" in the after-class practice of Chinese textbooks published by People's Education Press, and the teaching level has not changed. At present, the first volume of the first grade of the Chinese textbook "Bian Bian Ben" refines the requirement of "reading the text" into three teaching levels: the after-school practice requirement of 1 class "Autumn" is "reading the text, paying attention to the different pronunciations of" One ";the after-school practice requirement of" Shadow "in the fifth class is" reading the text, reading the pronunciation correctly ";and the eighth class" Raindrop ". These requirements well reflect the teaching gradient from "accurate pronunciation" to "good reading pause" and then to "role reading"

Third, cultivate students' basic reading ability in the process of text teaching. After-class exercises in the first volume of the first grade Chinese textbook "Marginal Edition" attach great importance to the cultivation of students' ability to extract information in text reading. For example, after-school practice of frog writing poetry "Tell me who will help when frog writes poetry" After-school practice of necklace "Tell me what the necklace of the sea is" After-school practice of small and medium-sized painter in snow "Who is the small and medium-sized painter in snow? What did they draw? " The practice of "Tell me how crows drink water" after class, from extracting single information to extracting multiple information. From extracting obvious information to extracting implied information, from directly extracting information interpretation to flexibly selecting information interpretation, the requirements are gradually improved. In text teaching, teachers should make full use of these after-class exercises, cultivate students' habit of reading the text with questions and drawing keywords according to the questions, cultivate students' analytical ability of extracting information and simple reasoning, and lay a solid foundation for the development of students' overall perception, interpretation, evaluation and problem-solving ability in reading.

four

Beautify text illustrations and enhance educational value

Compared with the original Chinese textbook published by People's Education Press, the Chinese textbook "Bian Bian Ben" has changed from a small format to a large format, with large textbooks, large Chinese characters and large illustrations, which are particularly elegant. The text illustrations in the Chinese textbook "Bian Bian Ben" have also changed a lot. For example, the illustrations of many texts, such as Jiangnan, are in the style of traditional ink painting in China, and are full of elements of traditional culture in China, which is refreshing.

The curriculum standard points out: "Chinese teachers should attach great importance to the development and utilization of curriculum resources." Illustrations are an important part of primary school Chinese textbooks, which are carefully arranged and drawn by textbook editors according to the content of the text. It plays a very important role in helping students learn words and understand texts, and cultivating students' observation ability and aesthetic taste. It is an extremely important curriculum resource. The illustrations in this Chinese textbook "Bian Bian Ben" not only increase the traditional cultural elements of China, but also increase children's interest. For example, the text illustrations of Boat and Four Seasons contain details such as smiling stars and lotus leaves, which greatly stimulate students' interest in learning the text. In particular, 14 lesson "Little Snail" has no full-text phonetic notation. Unlike lessons 1 to 13, there are only a few difficult words in the text. In order to help students read, this text adopts the method of comic book illustration, and through graphic comparison, actively guides students to guess words and read the text, and encourages students to read independently.

Therefore, teachers must fully explore the educational value of text illustrations when using "partially edited" Chinese textbooks.

First of all, we should be good at guiding students to read with text illustrations. For example, teaching the lesson "Little Snail", according to the characteristics that this lesson is illustrated by cartoons, students can first read the text by comparing pictures and texts, disrupt the order of the four illustrations in the text, and let students rearrange them to grasp the content of the text as a whole and understand that the text is mainly about the four seasons in the forest. Then let the students learn the text by comparing the pictures with the text. When enjoying the beautiful scenery of each season, they can guess unknown words with the help of pictures, such as snails, buds, strawberries, raspberries and so on. Finally, with the help of the words, pictures and words learned in the article, introduce the scenery of your favorite season.

Secondly, we should be good at cultivating students' observation ability and aesthetic taste by using text illustrations. For example, in the class of "Hiking Tomorrow", in addition to "Is the sea in that place really as colorful as the teacher said?" and "Is the cloud in that place really as white and soft as the classmates said?", with the help of the second illustration of the text (tall coconut trees, golden beaches, beautiful shells ...), students are guided to look at the pictures and observe, and expand their imagination. And practice speaking: "Where is it? _ _ _ _ _, really like _ _ said, then _ _ _? " In the process of picture observation, language practice and empathy experience, students can further feel the beauty of nature and experience the excitement and expectation of the protagonist.

Curriculum standards point out that reading teaching is a dialogue process among students, teachers, textbook editors and texts. There are many innovations in "half-edited" Chinese textbooks. Only by studying textbooks carefully and making clear the intention of textbook writers can we make good use of new textbooks, explore new teaching methods, improve classroom teaching efficiency and promote Chinese curriculum reform.

Lan Counseling 16 Cummins Education Teacher Zhang 132863 12809