What is the China element and why should it be emphasized?

In the 1980s and 1990s, a prominent feature of Chinese textbooks for primary schools published by People's Education Press is that reading and writing training items are the main line of Chinese training. In order to highlight Chinese literacy and clarify teaching objectives, the unified textbook adopts "double-line organization of unit content", that is, the unit texts are organized together with broad humanistic themes, and the basic elements of Chinese training, including necessary Chinese knowledge, basic Chinese ability, appropriate learning strategies and learning habits, are divided into several "points" of knowledge or ability training, which are distributed and embodied in each unit from shallow to deep, forming an explicit clue throughout the whole textbook.

1. What is a "language element"?

The so-called China element is the basic element of the training of Chinese studies.

Including: basic methods, basic abilities, basic learning contents and study habits. -Chen Xianyun's "The Construction of the Ability System of Writing Chinese Textbooks for Primary Schools"

The Relationship of "China Element":

Master basic methods, learn basic contents, form basic habits and form basic abilities.

Second, how to sort out the "China element"?

The unified textbook divides the "China element" into several "points" for knowledge or ability training, from easy to deep, from easy to difficult,

It is distributed and embodied in each unit guide, after-class exercises, China gardens and exercise design.

In teaching, we need to determine the relevant teaching content according to Chinese elements.

Therefore, in teaching, we should establish accurate goal consciousness, pay attention to the hierarchy of goals and grasp the whole group of goals.

(1) Point out the language elements through introduction;

(2) Implementing Chinese elements through after-class exercises, which runs through the method guidance;

(3) Summarize China elements by combing China gardens, and further refine related methods;

(4) Use China elements through practice.

Third, what are the "teaching" paths of China elements?

From the function of the unified textbook unit, there are literacy, reading, exercises, comprehensive learning and other units. In the reading unit, four reading strategy units are arranged: prediction, questioning, improving reading speed and purposeful reading. Reading strategy units, small comprehensive learning units and comprehensive learning units are arranged alternately, which makes the presentation forms of teaching materials more diverse. It is a great breakthrough in the history of textbook compilation to organize unit content with reading methods and strategies as the main line.

China element "teaching" has the following simple path:

(1) refers to teaching a single text (or China gardens, or exercises, etc. ), with relevant China elements as the important (main) teaching content.

(2) Linear mastery: When teaching the language elements of a single text (or China Gardens, or exercises, etc.). ), we should pay attention to grasp the relevant requirements from the "vertical".

(3) Constructive design: When teaching a language element, we should focus on children's existing experience and adopt appropriate learning methods to achieve effective generation.

"China element" should be understood as "national studies element". It includes not only Chinese knowledge, but also Chinese ability, and Chinese learning methods and habits. Simply put, "China element" includes "what to learn" and "how to learn" in Chinese. Chinese elements should correspond to the learning content and objectives during the learning period, but they are more targeted, operable and detectable. We can also understand the Chinese elements of each unit as the key learning goal of the unit-it is absurd to say that the reading goal is "Chinese elements" and the writing goal is "homework requirements".