Characteristics of Newly Edited Chinese Textbooks —— Notes on Wen Rumin's Chinese Education (Ⅲ)

Characteristics of some Chinese textbooks.

What kind of textbooks there are, what kind of citizens there will be.

Compared with some existing textbooks, the Chinese textbooks compiled by the Ministry have many new improvements and innovations.

From the perspective of guiding ideology carbon, it is closely combined with the characteristics of Chinese subject and embodies the socialist core values. This combination is an attempt to infiltrate the values as a whole and become the flesh and blood of China people, instead of wearing boots and hats. The whole refers to the whole, which integrates Chinese education, emotional education, aesthetic education content and values education, which is naturally reflected in the selection of texts and exercise design.

The education of socialist core values is not only reflected in the design of revolutionary traditional texts (this aspect is reserved and increased a lot, accounting for about 1 1% of all texts), but also permeates other types of texts. For example, Zhuge Liang's classical Chinese "The Book of Commandments" allows students to read it repeatedly and experience the rhythmic beauty of classical Chinese. At the same time, it is required to discuss some famous sentences, such as "keeping quiet to cultivate one's morality, saving to cultivate one's morality" and "not indifferent to one's ambition, not keeping quiet to achieve one's goal". In this way, the combination of Chinese studies and self-cultivation permeates the core values as a whole, and at the same time, the emotional attitude and values are naturally improved.

The textbooks compiled by the Ministry also strive to be grounded, hoping to meet some teaching needs and correct the common shortcomings in Chinese teaching.

Before determining the writing plan, we made a detailed investigation and summary of the gains and losses of curriculum reform and the implementation of curriculum standards in the past ten years, so that the good experience of curriculum reform, including the new teaching concept of people-oriented and autonomous learning put forward in these years, can be deposited in Chinese textbooks. For example, comprehensive learning and the design of some exercises are all doing this precipitation. At the same time, we should seek truth from facts and face up to some deviations that do not conform to the teaching laws. For example, Chinese teaching is generally more than two and less than three, intensive reading and intensive reading are too many repetitive exercises, and students read too little. It's easy to prepare lessons now, and everyone is relying on the internet to get courseware. The result is that they clone, resemble and model each other. Chinese class is trivial and technical, teachers are boring, and students don't like Chinese. When compiling Chinese textbooks, the Ministry of Education has noticed this problem and adopted some improvement methods, such as making a clearer distinction in class types, in order to correct the rigid situation of overemphasizing intensive reading and intensive speaking in Chinese teaching at present.

The biggest problem in Chinese teaching now is reading too little. I watch less in class and less after class, mainly aiming at sea trial tactics.

In view of this situation, the newly compiled Chinese teaching materials especially emphasize the cultivation of reading interest, so that students can learn Chinese and like reading, so as to develop a good lifestyle and lay a solid foundation for their children's lives. The textbook pays special attention to reading Chinese after class and extends it to students' Chinese life. The newly compiled Chinese tries to make teaching read by itself, and extracurricular reading guidance constitutes a trinity teaching system, all of which point to "doing fewer questions, reading more and reading better, reading better books and reading whole books".

The Chinese textbooks compiled by the Ministry also adhere to the principles of integrity and innovation, inherit and absorb the successful experience of compiling Chinese textbooks at home and abroad, and strive to reflect the scientific nature and times.

Teaching materials need innovation. However, innovation is not subversion, and we should learn from and inherit the experience of compiling previous textbooks.

Textbooks strive to cut into the Chinese life of contemporary primary and secondary school students in the aspects of text selection, exercise design and teaching activity arrangement, so as to adapt to social transformation and the needs of the times, such as how to correctly use new media and how to screen information. In addition, the textbooks are more updated, and the new texts account for about 40% compared with the original People's Education Edition. The change of Chinese practice questions, illustrations and binding design of teaching materials are all trying to innovate.

Here are some specific suggestions from seven aspects.

First, this set of textbooks redefines the hidden system of Chinese teaching and implements the knowledge points and ability points of Chinese literacy. According to the learning objectives of the curriculum standard, this set of teaching materials details the mastery of knowledge and the cultivation of ability, and implements it in each unit. Some necessary grammatical and rhetorical knowledge appears in white form in cooperation with text teaching, and strives to make one lesson and one lecture. This set of textbooks is to build a Chinese literacy system suitable for primary and secondary schools, but this is hidden. This is not to say that the present presentation and teaching of teaching materials should not emphasize the system of preventing excessive practice. In the process of using, we should pay special attention to the knowledge points of Chinese literacy in teaching materials. The distribution of ability points is partly reflected in unit introduction and more in text practice. Why not design the teaching plan before the teacher arranges the teaching design? Although we can also study in Sun Wei, we still need to consider and arrange them as a whole and have a potential system.

Second, the distinction between class types is more obvious. At present, almost all textbooks divide texts into intensive reading and skimming, but in teaching, they are generally regarded as intensive reading and intensive reading, and the thinking is almost the same, except that skimming takes up less class hours. In fact, there should be obvious differences between the two kinds of nemesis in their respective functions. Intensive reading is a method given by examples, and skimming is a more independent reading class for students to use the method given by intensive reading. A prominent feature of the newly compiled textbooks is that intensive reading does not need to be renamed as self-reading text, so as to arouse students' interest in independent reading, and this functional distinction is also a rigid situation of improving Chinese teaching and over-intensive reading and intensive speaking.

Third, the textbooks compiled by the Ministry pay more attention to the teaching of various reading methods. In the past, Chinese teaching focused on intensive reading, which was very useful, but not enough, such as silent reading, browsing, jumping and guessing, and reading through the whole book. There was a lack of attention to teaching in the past, and as a result, more students were taught. Most students only read intensively, only take exams and read slowly. They don't know how to use various reading methods, and they don't write textbooks, which adds some weight to the teaching of various reading methods.

Four, the Ministry of teaching materials with special emphasis on extracurricular reading, extracurricular reading into the teaching system.

Fifth, the teaching of literacy and writing is more exquisite, scientific and effective.

Sixth, the writing class tries to break through the existing model, emphasizing comprehensive ability, but also paying attention to the guidance of basic writing methods. At the same time, Khan attaches great importance to the close combination with reading teaching, which makes writing class difficult to teach and the compilation of writing teaching content difficult, and this aspect has not reached the ideal state together. However, compared with the previous textbooks, the current writing method hopes to stimulate students' interest in writing and is more convenient for teaching implementation.

Seven, comprehensive study reduces class hours and improves the effect.