How to Make Good Use of "Unified Compilation" of Chinese Textbooks for Primary Schools

Why do you want to change the first grade to finish reading and then learn pinyin?

In the past, students taught Pinyin as soon as they went to school, and then they used Pinyin to recognize words. This time, I changed it: I postponed learning Pinyin for one month, recognized some Chinese characters first, then learned Pinyin, and learned Pinyin while recognizing words. This change embodies a more practical teaching concept. In fact, the traditional education in China started with literacy, and it was carried out without the help of phonetic notation. The previous way of learning was to let children read repeatedly and learn to read slowly. The "unified edition" has somewhat returned to tradition. After entering the school, the first literacy text is "Heaven, Earth, Man, You, Me, Him", and six regular script characters come to my face, which will leave a deep impression on the children who just went to school. This impression may be a lifetime impression. Then there are "gold, wood, water, fire and earth", "cloud turns to rain, snow turns to wind" and so on, which are very traditional and interesting. Why is this arrangement? What matters is the children's original feelings about Chinese characters. The "first impression" left for children is not the letter abc, but the Chinese character "Heaven and Earth". The change of this order is of little significance: Chinese and Chinese characters are put back to the first place, while Pinyin is only a tool to assist in learning Chinese characters, not an end.

Learn Chinese characters before learning pinyin, and another consideration is to connect young and gentle slopes. For the students who are just in the first grade, it is difficult to learn pinyin at first, which is equivalent to giving them a "scare" and is not conducive to cultivating students' interest in Chinese classes. Putting off learning Pinyin now can reduce their fear of difficulties. I don't think there is any harm in putting off learning pinyin for a week or two. In short, we should find ways to make primary school students feel that Chinese learning is quite interesting. It is more important than anything to cultivate students' interest in reading from the beginning.

Second, it is difficult for children who just go to school to learn Chinese Pinyin. Any suggestions for teaching?

Teachers should make it clear that learning Pinyin is for literacy and, of course, Mandarin pronunciation. Pinyin is a reading tool, but not a reading tool. Hanyu pinyin is just a crutch. If you learn to read, you can get rid of it. Therefore, pinyin teaching should be realistic and reduce the difficulty.

For example, pronunciation is more difficult to learn. Of course, learning pinyin should teach pronunciation methods, but don't be too demanding. The first grade pinyin festival is enough, and there is no need to call syllables directly. Pinyin letters should be memorized, but they don't have to be memorized. You can write syllables of initials and finals, without paying attention to neatness. Generally speaking, the first grade requires accurate spelling, and the second grade requires a little proficiency, which is ok. Don't add extra burden to students. Many schools are still learning English in the first grade, and English letters are confused with Chinese Pinyin, which puts great pressure on teachers. There are also teachers in southern dialect areas. It takes a lot of effort to train a pronunciation, and the effect is not good. If we realize that Chinese Pinyin is a crutch for word recognition and Mandarin pronunciation is nothing more than communication, the pressure on teachers will be less, the burden on students will be less, and the teaching effect will not be bad.

Chinese curriculum standard for compulsory education (20 1 1 version) actually reduces the difficulty, and some schools may not pay attention to it. When it comes to learning Mandarin, we should also seek truth from facts. Students in dialect areas can communicate in Mandarin, and they don't have to speak standard and beautiful. It would be better if teachers in dialect areas can combine the difficulties in learning Putonghua in their local areas and design more targeted teaching programs. In a word, learning Pinyin is to help you read, not to replace it. Pinyin plays a positive role in learning Mandarin, but don't regard reading Pinyin as a way to learn Mandarin.

In addition, there is another change in the pinyin teaching content of the Chinese textbook "Unified Edition", that is, combining pinyin teaching with word recognition teaching, learning pinyin with word recognition, and integrating with each other. Teachers should also pay attention to this.

3. What is the column "Reading with Adults"? Should it be included in the teaching plan?

Reading with adults is one of the highlights of the new textbook. Adults refer to parents, teachers or other family members and relatives and friends. Generally speaking, students who have just started high school will not read books by themselves and need adults to accompany them. The purpose of this column is to stimulate the interest in reading and make children like Chinese and reading when they first go to school. This is also a young and connected way of learning. Kindergarten is mainly paperless teaching, listening to stories, and primary schools begin to use paper reading materials, including books. Let children read with adults first, and gradually transition to reading by themselves. This process needs the guidance of adults. Because there is no such column in the previous textbooks, people don't know how to deal with it in teaching. I suggest that teachers include this column in the teaching plan, but don't treat it as a general class, but treat it as an extension of classroom teaching, extending to extracurricular and family. Let parents watch less TV, play less mahjong, use less WeChat and spend more time with their children, which is equivalent to creating a good atmosphere of Chinese studies. Teachers can give parents "homework" appropriately, so that they can cooperate with "reading with adults". Now many parents don't have the habit of reading with their children. Teachers can read with students in class first, and then demonstrate how to implement reading together through parent-teacher meeting and parent class.

"Co-reading" can be reading aloud, speaking and reading, or dialogue reading, in any form, but it should be noted that it is all reading, not written reading. "Reading together" should not put too much pressure on children, and there is no need to assign homework, because there are many additional tasks, great pressure and little interest. Children should be allowed to read freely and easily in the company of adults, without pressure. If the teacher thinks that the text read together in the textbook is shallow, he can also change it and find some other works to read. The teaching goal of reading with adults is to stimulate students' interest in reading and learning Chinese.

4. What changes have been made in the text of the "Unified Edition" primary school Chinese textbook?

One change is that the number of texts has decreased and the types of teaching have increased. 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.

Reducing the number of texts, teachers can't 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, the content presented by textbooks is more abundant, such as paying 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 "current articles" that have not settled down.

How can verbs (abbreviation of verb) make the teaching of literacy and writing more scientific?

First, the practice of "separation of recognition and writing, more recognition and less writing". This is the principle of compiling the "unified edition" Chinese textbook for lower grades. This is to improve the teaching effect and create conditions for students to transition to independent reading stage as soon as possible. Knowing Chinese characters and learning to write are two different goals. Primary schools require lower grades to know about 65,438+0,600 commonly used words (in the past, it was 65,438+0,800), of which about 800 words can be written. Teachers should be careful not to be overweight in teaching. Don't go back to the requirements of the past "four meetings", because it is difficult to go hand in hand with recognition, speaking, using and writing, and the effect may be that haste makes waste.

The new textbook is particular about the arrangement of literacy teaching, and everyone should understand it carefully in teaching. Generally speaking, students can read independently in the next semester of Grade Two as long as they follow the goals set by the current textbooks. Everyone should pay attention to the fact that the first volume of Senior One is accompanied by a "literacy table" and a "writing table", which is a "basic word table for literacy and writing". It is required to know 300 words (which should be the focus of literacy teaching in lower grades) and 100 words that can be written; The next volume of Senior One is equipped with 400 recognizable words and 200 writable words. Some teachers will ask: How did these words come from? Is it arranged to help students read the text? No, they are based on the word frequency survey of primary school students' reading. Only by recognizing these words first can we transition to independent reading as soon as possible. Moreover, from the perspective of word theory and word structure, knowing these words first will also help students draw inferences and know more words.

The new textbook specially arranges the content of "multi-literacy", that is, it does not rely entirely on pinyin to recognize words, but also recognizes words through glyphs, structures, radicals and so on. If you only rely on pinyin to read, it may drag down the efficiency of literacy, which is not conducive to entering the actual reading stage without pinyin as soon as possible. In teaching, teachers should pay attention to reading model essays, combine familiar words with new words, and try to contact oral English. When teaching Unit 2 and Unit 3, we should consolidate and reproduce the Chinese characters we already know and avoid repetition. Senior one tries to take care of multiple literacy, and senior two generally master multiple literacy methods in the next semester. At that time, students could not only read Pinyin, but also guess it according to the context and the word-formation rules of pictophonetic characters. Teachers should attach importance to the teaching concept of "multiple literacy" in new textbooks and strengthen research.

Sixth, how to teach ancient poetry well

The number of ancient poems in the "Unified Edition" Chinese textbook has increased. There have been ancient poems since the first grade of primary school. There are 12 volumes in six grades of primary school, and 29 ancient poems are selected, with an average of about 20 poems in each grade, accounting for about 30% of the total number of texts, which is much higher than the original textbook published by People's Education Press, with an increase of about 80%. The weight of ancient poetry in the six textbooks of junior high school has also increased.

How to teach ancient poetry well? The best way is to read it repeatedly and thoroughly, without too much explanation and too much activity. You'd rather read more times and more articles. For example, tell the first-year students about "Spring Dawn", talk about the feeling of the arrival of spring, talk about discovery, and let the children roughly understand what they are writing and use their imagination. Don't let children remember what "expresses the poet's good mood of loving and cherishing spring", because "cherishing the good mood of spring" is beyond the understanding of first-grade children.

Speaking of Wang Wei's landscape poems, it is not necessary to rely on "loving nature" to let primary school students calm down and experience the "quietness" expressed in the poems. I think it is possible, and there is no need to add a lot of content that adults understand.

The teaching of ancient poetry should pay attention to let students feel the beauty of poetry and Chinese. Maybe the students can't say where the beauty is at the moment, but they have accumulated and felt something. Now the teaching of some ancient poems is too complicated, such as surgery, which takes away that kind of "beauty". For example, some teachers teach thinking after a quiet night, and the program of teaching plan design is very complicated. First, show a video with the moon. The teacher asked the students, "What do you think?" Some even let students express their feelings and say, "The moon is full and people are reunited. How wonderful! But the great poet Li Bai can't go home. He left home alone, saw the round moon, and remembered his hometown and relatives. In deep thought, he dismissed loneliness by writing poems. " This is a bit "round" and a bit "sour". How can primary school students be interested? Some teachers also explain word for word and arrange various activities. How many movements are there in Li Bai's poem? Take it apart and let the children demonstrate it. Looking up, I found it was moonlight. This is so complicated that the "silence" in the silent night thinking runs away.

It is difficult for primary school students to learn ancient poetry. Don't ask too many questions, and don't talk too much about the so-called theme, significance and value, artistic techniques and so on. Some teaching plans are always like a syllogism-"know the author, understand the poem and think about the picture", which is too rigid and irrelevant.

Do you want to take the course of "Chinese Studies"? I'm here to make my point very clear: it's unnecessary. The concept of "Chinese studies" is very complicated. It was put forward in the late Qing Dynasty to resist "western learning" and save the quintessence of the country. At that time, it was a conservative study of "the country will not be the country". In recent years, some people have publicized "Chinese studies", which may have certain practical significance. But what is "Chinese studies"? We will find that the scope is too broad and too general, and the essence and dross are intertwined and complicated. I think it is better to mention "excellent traditional culture", which is the formulation of the Central Committee. As for "Chinese studies" and "Chinese studies", the academic circles are still unclear and controversial, so they should not be applied in primary and secondary schools.

Some people in the society run a class to read 3000, saying that it is "reading classics". This is an exaggeration. Three Thousand is an ancient enlightenment reading, mainly used for literacy. It's okay for primary school students to read it, but it should be noted that "3000" is not a "classic", and there are many dross that are not suitable for the development of modern personality. It is good to read more excellent ancient poems instead of the "reading classics" class in primary schools.

7. Why should the "Unified Edition" language emphasize the distinction of course types?

The distinction between class types is not obvious in grade one. In the third grade, there are two kinds of texts, or two kinds of classes, one is intensive reading class and the other is skimming class. Junior high school textbooks simply turn "intensive reading" into "teaching reading" and "skimming" into "self-reading", and cooperate with extracurricular reading to construct a "trinity" reading teaching system. Intensive reading is mainly taught by teachers. Generally speaking, it is required to be more detailed and precise, that is, to give examples, give methods and stimulate reading interest; Skimming class is mainly to let students read by themselves, apply the methods learned in intensive reading class to skimming class and experiment and experience by themselves. In many cases, skimming is independent extensive reading. Different classes have different functions. Only by cooperating with each other can reading teaching be better completed.

So how to have a good intensive reading class in primary schools? First, we should arrange the preview well and don't assign too much homework. Mainly ask some interesting questions to pave the way, guide and stimulate the interest in reading. The focus of teaching reading is to teach reading methods, and at the same time, to teach some writing methods in a timely manner, and to combine the two. Skimming course is the precipitation and application of reading teaching method. Don't talk too much in the reading class, just let the students read by themselves. Some teachers may feel uneasy and have to arrange discussion or homework in skimming class, which is unnecessary.

In particular, another puzzle of course type is that no matter what style of teaching, no matter novels, essays, poems, fairy tales, argumentative essays and scientific articles, almost the same teaching procedures and methods are used. Some students should also analyze the theme meaning in poetry class; Taking a fairy tale class is similar to teaching novels, or analyzing characters' personalities and artistic techniques; Wait a minute. Different types of cultural and physical education courses should be changed. What's more, the class type is unchanged and there is no rhythm, which has always been the case. Can students not be bored?

There are many explorations in the course type of "Unified Compilation" textbooks, such as the hints of stylistic characteristics and the requirements of different stylistic reading methods. These are intentional and teachers should pay attention.

8. Why should reading teaching advocate "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 new 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.

Nine, how to design a "happy reading bar" classroom

"Happy Reading" class, once or twice a semester, arranges certain reading types each time, for example, 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.

X. How to deal with the teaching of Chinese knowledge? Does the new textbook have a Chinese knowledge system?

In order to prevent the repeated practice of taking exams, the curriculum reform in recent years puts forward that the teaching of grammar, rhetoric and Chinese knowledge should not be systematic, but should be "literature in class" This starting point is good. The problem is that there is still a trend in Chinese teaching today, that is, the knowledge system is weakened. Many teachers dare not speak Chinese knowledge confidently, dare not set up basic ability training, and the knowledge points and ability training points are not prominent and series. Results The teaching gradient was disturbed, and the necessary Chinese knowledge learning and ability training could not be implemented. Sometimes the class is flying all over the sky, but there is nothing "dry goods" to hold.

In view of this bias, the "unified edition" Chinese textbook has been improved. First, the curriculum content and objectives of all grades and units should be clearer, and the teaching points should be clearer, so that front-line teachers can know what "dry goods" they need when preparing lessons and achieve "one lesson at a time".

"Unified Edition" Chinese textbooks have been trying to rebuild the system of Chinese core literacy in primary and secondary schools, which is a "hidden" system, not an "explicit" system. Do not deliberately emphasize systematization or prevent excessive practice. Teachers know this, so they must have answers in teaching, know what the language learning requirements of each grade are, what clues are used to realize them step by step, where the knowledge points and abilities of each unit and even each lesson are, and so on. Teaching implementation should not pursue "systematization", but should have a system. How to master the knowledge system of new textbooks and how to implement those knowledge points and ability points in teaching? I'm here to give you some advice, which may be useful when preparing lessons.

One is to refer to the teacher's book. Teachers will have tips on knowledge points and training points when using books.

The second is to look at the unit leading. Each unit will present the main points of teaching.

The third is to study the thinking questions and the requirements of each column. Thinking questions often reflect the requirements for knowledge points or language ability training. The teaching of Chinese knowledge must be strengthened, but it is still based on "learning with the text" rather than explaining from concept to concept.

Eleven, don't abuse multimedia, get rid of the cumbersome Chinese.

In Chinese class, teachers can use a little multimedia in the lower grades, but the more they reach the higher grades, the less they want it. Abuse of multimedia is a popular "stubborn disease" and a disaster. Multimedia provides students with all kinds of pictures, sounds and words. The classroom seems to be active, but students' reading and thinking are squeezed, their feelings and imagination of words are disturbed, and the vital sense of language in Chinese class is exiled. Let's think about it. The teacher hasn't talked about Wang Wei's poems yet. Put a landscape painting on PPT first ... if only children could read and think for themselves! Because everyone's experience is different. Let's not freeze students' thinking. It is suggested that teachers should not use or use less multimedia in Chinese class, so that Chinese class can return to a simple and true state. Use less multimedia and get rid of complex diseases, which is also a suggestion for everyone in the use of new textbooks.

Some teachers rely too much on multimedia, and some teachers suffer from "Baidu dependence". The whole lesson preparation teaching is inseparable from Baidu, and everything depends on the conclusions given online. On the internet, there are often only conclusions, no processes, and people's thoughts are fragmented and collaged together. If teachers don't study and only read some simple lesson preparation materials, their professional ability will gradually deteriorate after a long time.

Now many teachers can't take notes or write on the blackboard. What a pity! In fact, the process of writing on the blackboard is beautiful, and the feelings and fruits are irreplaceable by PPT. Strangely, on the one hand, our teacher no longer writes on the blackboard, on the other hand, he wants to add calligraphy classes. I advocate that Chinese teachers should write better and have blackboard writing.

There is also the problem of reading. If the teacher doesn't read much, how can you make your students read more? Some parents play mahjong there, playing in the dark, but keep turning around and calling their children to do their homework. Is this possible? The teacher is very busy and complains that he has no time to study, but how much time is spent watching mobile phones and WeChat every day? Chinese teachers should be open-minded and set an example for students-read less WeChat and read more books.