What types of text selections can be divided into Chinese textbooks?

"Defined articles", "Example texts", "Samples", and "Usage materials"

"For teachers, the first problem faced when using Chinese teaching materials is how to "Teaching Chinese textbooks." ①Many teaching problems occur because some teachers have wrong orientations on what to "teach" and how to "teach." In his book "Fundamentals of Chinese Curriculum Theory", Mr. Wang Rongsheng proposed the four types of concepts of "definite articles", "example articles", "samples" and "use items", which suddenly made us realize: "Ding article" refers to what we usually call "definite articles". The "classics" referred to refer to the articles stipulated in the Chinese teaching syllabus or course standards, most of which are outstanding works of world and national culture and literature; "examples" are used as examples to illustrate the "laws of difference" and "** *Common style" serves the external facts, concepts, principles, skills, strategies, attitudes, etc. about poetry and its writing and reading; the "sample" can be replaced by other information, all of which are used to achieve the goal of reading and writing. method; "use pieces" are not to learn the text, but mainly use the core things in the selected text or engage in Chinese learning activities related to the things. "Use pieces" include "Chinese knowledge articles", "articles that raise issues", "articles that raise issues", There are three types of information provided.

Mr. Wang mainly elaborated on four types of selected articles from the perspective of multiple perspectives of comparison between China and foreign countries. Next, based on the selected texts from the 2004 People's Education Press high school Chinese textbook, the author will talk about how to identify and categorize the selected texts and the corresponding teaching practice of the four types of selected texts.

(1) How to identify the type of an essay

First of all, perceive the essay as a whole and position it with reference to Mr. Wang’s explanation of the four essay types above.

Secondly, when identifying, we must break through the traditional teaching stereotypes. For Cao Yu's "Thunderstorm", traditional teaching focuses on the following aspects: individual character language, the role of the environment, sharp dramatic conflicts, etc. Obviously, this kind of teaching that focuses on characters, environment, and dramatic conflicts obviously uses "Thunderstorm" as an example. In this way, its unique charm as a "classic" is completely lost, just like a beauty whose beautiful voice and plump skin have been destroyed. Although some teachers verbally position it as "classic", their actual practice is still classified as "example".

Thirdly, for a single article, sometimes it seems to be divided into two categories. In this case, this article needs to be viewed in the context of the entire unit, because the textbook preparation subjectively tries its best to consider students’ learning. Psychological sequence and disciplinary logical sequence. You can use unit prompts or after-class questions to capture the purpose of this selection of textbooks. For example, Lu Xun's "Using Doctrine" is a chapter that has been retained in all previous textbook reforms. It is not an exaggeration to say that it is a "fixed chapter", but People's Education Compulsory Course 4 of the edition puts it in the same unit as "The Love Between Parents and Children", "Historical Process of Language Life", and "Two Short Essays", and the last three essays are "samples", then we put "Using Doctrine" 》It is more appropriate to position it as a "sample".

Here, the author identifies the types of selected texts from Compulsory Course 1 to Compulsory Course 5 in the People's Education Press. The statistics are as follows:

Definite articles: Compulsory Course 1: "Qinyuanchun·Changsha" , "Rain Alley", "Goodbye Cambridge", "Dayan River - My Nanny", "Five Chinese and Foreign Short Poems", "Preface to the Lanting Collection", "Red Cliff Ode", "Books with Pei Xiucai in the Mountains", "Travel to Baochan Mountain"

Compulsory 2: "The Book of Songs", "Two Poems", "Li Sao", "The Preface to the Peacock Flying Southeast", "Three Poems", "Zhu Zhiwu retreats from Qin Shi" ", "Jing Ke Assassins the King of Qin", "Hongmen Banquet", "Calling the Duke to Admonish King Li and Eliminating Slander"

Compulsory Course 3: "Lin Daiyu Enters Jia's Mansion", "Blessings", "Going on a Long Journey at the Age of Eighteen" , "The Old Man and the Sea", "The Road to Shu Is Difficult", "Three Poems by Du Fu", "Preface to the Pipa Line", "Two Poems by Li Shangyin", "What I Do to the Country", "Encouraging Learning", "Passing the Qin Dynasty" "On", "Teacher's Theory",

Compulsory 4: "The Injustice of Dou E", "Thunderstorm", "Farewell in the Long Pavilion", "Hamlet", "Two Poems by Liu Yong", "Poems by Su Shi" "Two Poems", "Two Poems by Xin Qiji", "Two Poems by Li Qingzhao"

Compulsory 5: "Lin Jiaotou Fengxueshan Temple", "The Man in the Sleeve", "Border Town", " Oh, Xiangxue", "Come Back and Come Back with Preface", "Preface to Prince Teng's Pavilion", "Xiaoyaoyou", "Chen Qing Biao"

Example: Compulsory 1: "In Memory of Mr. Liu Hezhen", "Xiao Yao You" Dog Bao Di", "Remembering a Speech by Mr. Liang Rengong", "Mr. Jin Yuelin", "Two Short News", "Invested Work", "Looking for Good Fortune - Revisiting the Spiritual Plateau", "The Voyage to Space" ,

Compulsory 2: "Moonlight over the Lotus Pond", "Autumn in the Old Capital", "The Green Prisoner", "Walden Pond", "Speech on the Inauguration of the President of Peking University", "I Have a Dream" ", "Speech before Marx's Tomb", "Review and Prospect of Modern Science Entering China"

Compulsory Course 4: "Biographies of Lian Po and Lin Xiangru", "Biography of Su Wu", "Biography of Zhang Heng", "Li He" "Short Biography"

Sample: Compulsory 3: "The Mystery of Animal Games", "The Frontier of the Universe", "The Story of Swallowtail", "The Educational Course of a Physicist"

Compulsory 4: "Usageism", "Love between Parents and Children", "Historical Process of Language Life", "Three Short Essays"

Compulsory 5: "Characteristics of Chinese Architecture", "As "Society of Biology", "Fingerprints", "The Future of the Universe"

Required modules: 5: "Beautiful Words", "Meng Haoran", "Speaking of "Konoha"", "Talk about Chinese Poetry"

It can be seen from the above identification: Compulsory 1~Compulsory 5*** 80 selected essays. "Defined articles"*** 44 articles, accounting for 55%; "Example articles"*** 20 articles, accounting for 25%; "Samples"*** 12 articles, accounting for 15%; "Usage articles"*** 4 articles, accounting for 5%.

From the proportion of the four types of text selections, we can see the focus trend of high school Chinese language teaching: "fixed articles" account for more than 1/2, which means that the depth, breadth, and depth of students' reading appreciation must be increased. Difficulty, because the "final chapters" are masterpieces by famous artists, rich in connotation, and often involve many aspects of content in one work. Take "The Peacock Flies Southeast" as an example, it can be interpreted from many angles: the love motif of life and death, class discrimination between the parties in marriage, various aspects of women's virtues, multi-angle interpretations of characters, aesthetic criticism of brightly colored endings of tragedy, the traditional Chinese "Wish to be a winged bird in heaven" , the love pursuit concept of "I would like to be with Lizhi here" and so on. The teaching of "fixed articles" is to create a certain space for improvement of students' reading appreciation ability based on students' existing literature and cultural accumulation.

The proportion of "example essays" in high school is greatly reduced compared with that in junior high school, which reflects the transition from knowledge to ability. In addition to continuing the reading and writing development of scenery prose that has been covered in junior high school, the "example essays" in high school mainly increase reading and writing training in four genres: news, reportage, speeches, and ancient biographies.

Two units of the "sample" selection are explanatory articles, which are more suitable for the information needs of the contemporary information society.

The "useware" only involves one type of "Chinese knowledge", which closely follows the characteristics of the Chinese subject and cultivates students' ability to develop Chinese research in depth.

(2) The purpose of identifying the four types of text selection is to teach better. In practice, what should teachers do when teaching each type of text selection?

1. "Defining the text" "Classic Selected Text Teaching

The teaching purpose of "Dingpian" is to learn the rich connotations of "classics" and understand and appreciate the "classic" selected texts themselves.

“The interpretation of literary texts can be interpreted freely, producing different reading effects, and naturally constitutes a history of reading effects.” ② This “history of effects” is of great significance to general readers. It is understandable. The question is, can this "effect history" allow it to dominate the classroom? The answer is no. In class, everyone talks about justice and mother-in-law talks about it. How much can students’ abilities improve after a few precious years? Students come to the classroom to take shortcuts. The study of "classics" is to immerse students in these poems and internalize (understand and appreciate) the interpreted poems according to the instructions of the authority. This is A.C. Purvey The "imitation structure" defined by Si is "to master the deep structure of excellent cultural and literary works according to the excellent standards established by history and culture." ③ "Classic", even a short poem, has almost infinite implications. "Fragment" by Bian Zhilin: You stand on the bridge and look at the scenery/The people watching the scenery stand on the bridge and look at you/The bright moon decorates your windows/You decorate other people's dreams. Just two lines of poetry can interpret love poems, unrequited love poems, aesthetic tendencies that do not require reciprocation (Plato's love), and relative philosophical concept poems. It is not only this, its generated meaning will change with the interpretation angle. Changing and constantly regenerating. "Classics" has many infinite connotations. It is definitely not what a teacher, some textbook compilers, and teaching reference developers think, nor is it what students take for granted. It should be the selection of "classics" by expert researchers in culture, literature, etc. Authoritative explanations, teachers use these authoritative explanations to "enlighten" students. Of course, we do not deny that there are some teachers, textbook compilers, teaching reference developers, and students with a strong foundation in literature and culture who have cutting-edge academic understanding of "classics," but these must be included in the "classics" course content. First, it must be academically recognized.

We teachers are the ones who lead students to take shortcuts, and we are the ones who build the most advantageous platform for students and experts and scholars to interpret the "definition". So how to obtain authoritative explanations from experts and scholars? Teachers can use two methods: one is to consult relevant books, and the other is to use modern information technology to obtain relevant information, especially from academic journals online, which also requires teachers to have considerable literary accomplishments to identify. Two points should be noted when collecting data: first, there is no necessary connection between the authoritative interpretation and the time of publication; second, the text can be interpreted in multiple ways. There are also a lot of stalemate debates in the academic world, and teachers must also show these debates to students. Third, authoritative interpretations are time-limited. Once there is a more authoritative interpretation in this regard, teachers should not remain conservative, but should closely follow the academic preface. The professional quality of teachers should also keep pace with the times.

So should the teacher just distribute the authoritative explanation materials of these experts and scholars to the students? No, teachers should summarize and organize relevant materials for "teaching". Teachers must first thoroughly study these explanations and effectively combine their essence to present them to students within limited classroom time. During the presentation process, the teacher’s role in explaining, guiding, communicating, and clearing up doubts should be fully utilized. After class, teachers can also send reference materials to students to expand their horizons. As students accumulate learning about "classics", their literary and cultural accomplishments will continue to improve, and their ability to interpret "classics" will also continue to improve. Teachers can organize students from time to time to conduct their own personalized interpretations of "classics". Teachers must Do a good job of commenting and evaluating.

2. Teaching the selection of examples. The first step is to find the "unique rules" and "the most common styles" from the "examples". What should the "example essay" be used to illustrate to students? Teachers must be well positioned when preparing lessons.

In order to locate the "example points", in addition to studying the text itself, you can also refer to the effective information in the unit prompts and after-class questions. For example, the after-class questions of the compulsory unit 2 are set around the scene description, then we can determine the general direction of this unit. , the "example" is the description of the scenery, and each article has its own emphasis. "Moonlight over the Lotus Pond" uses a variety of feelings and uses varied rhetoric to describe the scenery; "Autumn in the Ancient Capital" uses real emotions to care about the flow of life; "The Green Prisoner" examines the scenery and objects from the perspective of life; "Walden Pond" depicts the scenery realistically and meticulously. Secondly, we can also conduct radial training based on "examples" when teaching selected texts. Some similar materials can be appropriately supplemented: for the news reportage unit, it is best to choose real-time materials, and for the ancient biographies unit, it is best to choose historical figures that students are familiar with. Related activities can also be organized around "examples": in conjunction with the speech unit, students can watch some famous speech records at home and abroad, write their own speeches, and organize speech contests.

3. "Sample" text selection teaching The focus of teaching is to use the external knowledge contained in the "sample" text selection, focusing on reading and writing methods. Because of its external appearance, it is a given, but knowledge must be realized by relying on texts, so it is generated during the students' learning process, so the focus of teaching is the knowledge that needs to be newly generated, rather than the knowledge and experience that has been mastered. Among the explanatory articles in the "sample" selection of high school texts, they are selected into the textbooks not to let students study animals, the universe, butterflies, architecture, etc., but how to read and write explanatory articles. They are not to clarify simple explanation methods and functions, but to How to extract information from expository text effectively and accurately. For "sample" text selection teaching, if the teacher thinks that the "sample" text selection provided by the textbook is not suitable, he can also find other articles to replace this sample, which can also achieve the teaching objectives.

4. Teaching of "Usage Parts" Selected Texts The core content of "Usage Parts" selections is the focus of teaching, and the design of teaching links should always be reflected in "use". You can also "use other articles and other media to make the knowledge more clear, understandable and effective." ④ To teach "Taking Words and Words", we can set up "Tasting Words and Appreciating Words", "Thinking and Grinding", " Links such as "Explaining Chinese Words and Interpreting Chinese Words", "Comprehensive Collection of Composition Word Modifications", and "How Much Do You Know about Wrong Use of Words". Teaching "Meng Haoran" allows students to understand Meng Haoran's life, appreciate some of Meng Haoran's poems, read Wang Huibin's "Research on Meng Haoran", and read Wang Shiyuan's "Preface to the Collection of Meng Haoran". When teaching "Speaking of Wood Leaves", in addition to fully understanding the selected poems about "wood" and "leaves", students can also be encouraged to find other sentences containing "wood" and "leaves" to truly experience their different aesthetic feelings. When studying "Talking about Chinese Poetry", there are countless links that can be set up around Chinese poetry. Students can also be provided with "Looking at Chinese Ci Poetry from the View of Western Literary Theory" by Ye Jiaying, Mr. Xu Zhixiao's "Theory of Chinese and Western Fugue Poetry", etc. .