The layout of the "Ministry Edition" Chinese textbooks is clearer than before, but they are integrated and comprehensive. Teachers should pay more attention to the integration of teaching materials when using them. The division of several plates is mainly convenient and generally orderly, but in teaching practice, it is necessary to combine them appropriately according to their own reality, and it is not necessary to divide them so clearly.
Besides, the setting of units has some new ideas in "partially compiling and selecting" Chinese textbooks. You will find that the lower grades of the new textbook are divided into three sections: Chinese Pinyin, Literacy and Writing, and Texts. In actual teaching, the teaching of Chinese Pinyin can be relatively concentrated, and the teaching of literacy and writing can be more combined with the teaching of texts. Schools with better conditions can be more integrated and reorganized. There are units in the middle and senior grades of primary schools, and teaching in junior high schools is also organized according to units.
The obvious changes in the structure of the Chinese textbook of Supplementary Edition are: adopting a "double-line organization unit structure" and organizing units according to "content themes" (such as "self-cultivation", "love for home" and "boat of life"), the text can generally reflect related themes and form obvious clues throughout the whole textbook, but it is not named after a clear unit theme like previous textbooks; At the same time, there is another clue, that is, various basic "elements" of "Chinese literacy", including basic Chinese knowledge, necessary Chinese ability, appropriate learning strategies and habits, and writing and oral training, are divided into several "points" of knowledge or ability training, which are distributed and reflected in the text guidance or exercise design of each unit from easy to deep. Each unit has a unit introduction, and there is a hint on the theme of this unit, mainly pointing out the learning points of this unit.
Why adopt "double-line organizational unit structure"? It is because the existing versions of Chinese textbooks are basically thematic unit structures, which is the result of implementing curriculum reform and advocating humanism in previous years. However, there is something wrong with the theme unit structure, which only takes care of human nature and may ignore the law of Chinese teaching. When choosing a text, we often only consider whether the selected text is suitable for the theme of this unit, and it is difficult to take into account what knowledge and ability this unit should learn. Chinese teaching will lose the necessary gradient. This problem is so serious that everyone is dissatisfied with the teaching. Therefore, the "two-line organizational unit structure" is adopted in the "Ministry Edition" Chinese textbooks, which not only appropriately retains the humanistic theme, but also organizes the units with the humanistic theme, while others are stylistic organizational units, appropriately downplaying the unit themes and implementing the necessary points and key points of Chinese teaching in each unit in a certain order. In teaching practice, teachers can arrange teaching according to the unit order of new textbooks, but they should not stick to the humanistic theme and pay special attention to the implementation of Chinese knowledge and ability. Also pay attention to the combination of reading, writing and unit comprehensive learning.
The unit design of primary schools is very rich, which generally includes thinking exercises, and there is a Chinese Garden after the unit (including: interesting literacy, the use of words, an exhibition shelf, accumulated over time, and some writing skills). The other is "reading with adults", which is also a highlight of the new textbook.