Wen, middle school Chinese room of People's Education Press.
The textbook "Chinese for Full-time Senior Middle School" (for trial revision, compulsory) is compiled according to the "Chinese Teaching Syllabus for Full-time Senior Middle School" promulgated by the Ministry of Education in 2000 (for trial revision). There are six volumes in this set of books, and here is the fifth volume.
The explanation of this set of textbooks points out: "Reading textbooks are divided into three stages, which are interrelated. The first stage (senior one), on the basis of junior high school, studies modern literature and ancient prose, focusing on cultivating the ability to understand and analyze modern literature, as well as the ability to read simple classical Chinese. The second stage (Grade Two) is to study China's modern and contemporary literary works, ancient literary works and foreign literary works, focusing on cultivating the ability to appreciate literary works initially. The third stage (senior three) is to learn modern papers, scientific and technological expositions and literary masterpieces with rich cultural connotations, focusing on cultivating the ability to discuss and evaluate modern literature and literary works. The cultivation of understanding and analysis ability runs through the three grades of high school. This has formed a training sequence from easy to difficult and from shallow to deep. "
The explanation of this set of teaching materials also points out: "The contents of writing teaching materials include the following aspects: decomposing training according to the writing process to cultivate several abilities that must be possessed in writing; Cultivate the ability to write narrative, argumentative and expository articles; Cultivate the ability to write commonly used practical articles (biographies, travel notes, comments, short comments, etc.). ); Try to make a small literary creation. "
As can be seen from the above two paragraphs, reading and writing clearly reflect the learning order of the three grades in senior high school from easy to difficult step by step, while the teaching materials and learning arrangements in senior high school are comprehensive, reviewed and improved. As far as reading is concerned, the third stage is to learn articles with rich cultural connotations, which is the advanced stage of literary works appreciation. The third stage of writing also has the nature of comprehensive improvement.
In the reading part, the fifth volume has arranged six units, namely, philosophical papers (essays), literary papers, Lu Xun's special topic (The True Story of Ah Q), foreign modernist literature, Du Li's poems and Mencius' special topic. The first two units are to train students to read modern papers from the perspective of articles. The focus of learning is accumulation, carding and mastery. In fact, the study of these two modern texts is a continuation of the six reading ability learning objectives in Volume I and II, such as clearing the mind, summarizing the main points, trying to figure out the language, screening the information, grasping the meaning of the text, asking questions and improving in an all-round way. The last four units are literary works, which belong to the topic of writers' works. They inherited three or four volumes of literary appreciation, which is an all-round improvement on their basis. In this way, we can see that the arrangement intention of the reading unit in Book 5 is very clear.
There are five units in the writing part, which are summary, fable and science fiction, natural science essays, social life comments and free writing practice.
The following is a detailed explanation of this textbook from three aspects.
I. Four major changes in the revision
The revision of this textbook coincides with the new stage of curriculum reform in China. Now, "Chinese Curriculum Standard for Full-time Compulsory Education" (experimental draft) has been promulgated, and the newly compiled experimental teaching materials according to the curriculum standard have also been put into experiments. Chinese teaching is showing a brand-new look and full of vitality. Chinese curriculum reform is non-stop. In the first half of the year, the Ministry of Education organized experts to revise the Chinese Teaching Syllabus for Full-time Ordinary Senior High Schools (Trial Revised Edition) to make it a formal syllabus, and this set of senior high school textbooks will be revised again. At the same time, experts are working on the formulation of Chinese curriculum standards for senior high schools, which will surely implement the new ideas in the Chinese curriculum standards for compulsory education into the Chinese curriculum standards for senior high schools and further deepen these ideas. In this case, the revision of this textbook will inevitably infiltrate some new ideas of language reform.
The revised face of this textbook has the following four changes.
1. The selected articles pay more attention to cultural connotation and flavor of the times. Compared with the fifth volume of two provinces and one city (Jiangxi, Shanxi and Tianjin), this revision has changed two reading units, and the original writing thesis unit has been replaced by the current philosophical thesis (essay) unit. These famous articles have profound historical, cultural and philosophical connotations, and have distinct significance of the times; Replacing the original scholar prose unit with the current foreign modernist literature unit gives people a refreshing feeling, not to mention its cultural content and open concept. The four reading units, namely, literary thesis, monograph by Lu Xun, monograph by Du Li and monograph by Mencius, are also very rich in cultural connotations.
2. There are new considerations about the learning focus of reading unit. In the compilation of Chinese textbooks, focusing on one unit has advantages and disadvantages. The advantage is that teachers are more targeted when teaching, and students gain something in one unit; However, there is also a disadvantage, that is, the learning focus of these units constitutes a linear arrangement, giving people the impression that the whole unit is only training one point, and the others can be ignored or difficult to take into account. However, the texts are rich and varied, and each text is not written specifically for the unit learning focus of our textbook, which may cause some far-fetched situations in teaching. At present, it is generally believed that the traditional unit teaching focus should be diluted as much as possible, and the real teaching focus should be determined according to the different situation of each text. The emphasis and difficulty of the text is the focus of teaching. For this reason, although we still set the focus of unit learning when revising this textbook, such as asking and thinking in the first unit and mastering in the second unit, this does not mean that each unit is taught alone, but we should be good at determining the focus and starting teaching according to the actual situation of each text.
3. According to the spirit of Chinese curriculum reform, the idea of "doing less questions and reading more" has been implemented in the revision of teaching materials. The reason is that to fundamentally improve students' Chinese literacy, it is by no means a way to carry out a lot of sea training; The only way is to constantly expand students' reading range, read more books, read good books and read whole books. Therefore, on the basis of the original work, we further streamlined the practice of reading the text, making it less but more precise. These exercises pay attention to guiding the whole to grasp and accumulate the essence of writing, and also pay attention to the connection inside and outside the class for extended learning. Therefore, teachers should ask students to do fewer questions and guide them to read after class. The content of reading can be divided into several levels. First of all, of course, the text. You should be familiar with the texts you have learned in the textbook, familiar with reading and familiar with reciting. Secondly, read the matching Chinese Reader. The arrangement of these articles is mostly targeted. It is also a good cultural accumulation to take care of some reading texts in class and familiarize yourself with dozens of articles in each volume. Finally, extracurricular reading, including masterpieces, contemporary literature, culture and other comprehensive authoritative publications, and even various newspapers. In a word, students can be encouraged and guided to read anything tasteful and conducive to increasing the accumulation of cultural knowledge.
4. The arrangement of writing units emphasizes freedom and selectivity. Contains two meanings. The first level means that in terms of the five writing units arranged in this book, multiple-choice questions are added to the original basis, whether it is fragment exercises or the whole composition, that is, more reference topics are provided for students to choose freely. The second layer means that teachers can flexibly choose five unit compositions; If there is a more reasonable unit writing design, teachers can arrange it by themselves, and all roads lead to Rome. As long as it can improve students' writing level, no matter what practice methods are allowed. From this point of view, don't be too superstitious about textbooks, maybe you will have a better way.
Second, about reading the text.
Unit 1 Philosophy thesis (short essay). The focus of learning is to question speculation. Questioning and speculation is a creative reading method of "combining reading with thinking", that is, in reading, students are guided to think more and ask more why. Philosophical thesis (essay) is an article with profound ideological connotation, and there are bound to be many problems, which is just suitable for training students to question and speculate.
This unit consists of four articles. The philosopher Feng Youlan's Life Realm expounds four realms of life: natural realm, utilitarian realm, moral realm and heaven and earth realm. The author shows us that these four realms are high and low, but there is no difference between good and bad. The author aims to guide people to pursue a higher realm of life. From the ideological point of view, this article is undoubtedly enlightening for middle school students who are in the stage of establishing a world outlook. What kind of understanding should be given to the concrete connotations of these four realms is worth serious consideration. "What is man" is also an eternal question, but different people have different opinions. To this question, the author's answer is that man is composed of three parts: recalling the past, grasping the present and looking forward to the future. The full text shows a positive outlook on life. Students naturally explore the meaning of life after reading. Zhuangzi: When We Have No Way Out can be regarded as a philosophical essay. Although it is written about history, it shows contemporary significance everywhere. The article naturally makes people think about such a question: How to treat Zhuangzi's thoughts, behaviors and attitudes towards life? What should we learn from him? Connecting with practice, how to understand the negative world-weariness in the author's writing? All these can guide students to question and speculate. Confucius and Mencius is about Confucius and Mencius, the representative figure of Confucian school in China history. They are also representatives of Confucianism and have different ideas. Why? Is it reasonable for the author to attribute considerable reasons to the factors of the times? What do you think of Confucius and Mencius? How to evaluate the author's point of view? These questions can guide students to discuss.
When teaching this unit, we should pay attention to the following points: first, the four articles are very rich in cultural connotation, with relatively complex historical and cultural background knowledge, and there are many problems worth discussing, so teachers should make full preparations before class; However, students can be guided as much as possible in teaching, and it is not required or possible to be comprehensive and in-depth; Second, we can focus on inquiry learning, so that students can get in touch with existing knowledge and life experience, ask relevant questions on their own initiative, question, speculate and discuss, and teachers can point out and explain them appropriately; Third, we can carry out interdisciplinary exchanges between history and philosophy to cultivate students' initial interest in China's ancient philosophy; Fourthly, guide students to objectively and dialectically analyze some opinions expressed by the author in the article, and distinguish the positive and negative aspects with practice. In a word, this unit is quite difficult, so we should take it seriously and read it carefully.
Unit 2 Literature and Art Thesis. The focus of learning is mastery. Proficiency includes two aspects: first, being able to understand all parts and aspects of a text in series and grasp the content and spiritual essence of the whole text; Second, from a text to other articles, we can draw inferences, from known to unknown, from new knowledge to old knowledge. Therefore, mastering this method is of great significance to learning Chinese.
The four texts selected in this unit are all about literature and art, or summarize the development and laws of literature and art, or explore the appreciation methods of literature and art, or ponder a specific image of literary works to express the author's unique views and discoveries. The authors of several articles are famous scholars or writers, who are well versed in the characteristics and laws of literature and art and have a strong sense of art. Reading these articles gives people useful enlightenment and leads us to think about other problems of literature and art.
The development and law of China's ancient novels discuss two issues, one is the development track of China's ancient novels, and the other is the development law of ancient novels. In such a short article, the development outline of China's ancient novels can be clearly described, and four laws can be summarized, which shows that the author has a deep knowledge base and strong knowledge infiltration ability. "Virtual and Real in China's Artistic Expression" explores the laws of China's literature, calligraphy, painting, dance and other arts, and summarizes them with "virtual" and "real", which shows the author's mastery of kung fu. On Mu Ye makes a very detailed analysis of the artistic features of the image of "grazing", which is quite enlightening for us to observe the subtleties in the art of poetry. It tells readers how to appreciate ancient poetry from one side and then how to appreciate literary works; It can inspire us to draw inferences and start thinking: How to ponder the image of "Mu Ye" in China's classical poems? In this sense, this is another kind of mastery. The author of The Re-created Art World is a famous contemporary poetry critic with strong artistic sensibility. The full text talks about several problems in poetry appreciation around the artistic characteristics of poetry, which is convincing Undoubtedly, it plays an analogy role in appreciating new poetry.
Due to the deep content of several articles in this unit, it is difficult to understand unless you have some reading accumulation and artistic feeling. Therefore, teachers should explain in simple terms, and try to explain with the knowledge learned in the past and the books read by students after class, so as to truly master the full text and the new knowledge and old knowledge.
Unit 3 "The True Story of Ah Q" As mentioned above, the arrangement of this textbook is to select and compile masterpieces with rich cultural connotations in the third grade of senior high school, so as to cultivate the ability to discuss and evaluate literary works. It can be said that The True Story of Ah Q was designed for this purpose. Therefore, as a novel unit, it is more difficult to select articles and practice design than the novel unit in Book 4.
How far can you do such a difficult job? Our answer is: talk about the acceptable level of students. What is the acceptable level for students? This is of course a question that teachers can answer. Because there are differences in different regions, schools, classes and even individual students, we should teach students in accordance with their aptitude. The True Story of Ah Q involves complex issues such as nationality, revolution, women and tradition, which is really difficult for middle school students to understand deeply. It is suggested that the following aspects should be grasped in teaching: ① understanding the theme of the novel or the author's creative intention; (2) analyzing the main ideological character of the characters; ③ Analyze the main performance and essence of the method of spiritual victory; ④ Taste the wonderful language in the novel. Grasping these points will basically complete the teaching task. Teachers can adjust the depth of teaching according to the students' situation.
How to operate a novella in teaching? There is no previous experience to refer to on this issue. The teaching idea of reading aloud, analyzing and then summarizing comprehensively put forward in "Teacher's Teaching Book" has been discussed by the textbook writing group at least, and it is thought that it can be tried. Of course, we hope that teachers will strive to innovate and explore rich and diverse teaching ideas.
One more thing, the research materials of The True Story of Ah Q are very rich, so teachers should make full use of them to carry out teaching better.
Foreign modernist literature. Through the study of these works, I try to let students know the whole leopard at a glance; That is to say, on the basis of comparing with realistic works, I have a preliminary understanding of the basic characteristics of modernist literature. Pay attention to guiding students to experience and appreciate the expression techniques such as deformation, exaggeration, symbol, grotesque, character stream of consciousness, magical realism and their artistic effects.
In this teaching unit, students should be instructed to carefully read the foreign modernist literary works and other similar works arranged in China Reader after class as much as possible while studying the works selected in the textbook repeatedly, so as to enhance their perceptual knowledge and broaden their horizons. It is also necessary to have a general understanding of the writing background of each work, especially the background of modernist literature; You can introduce and grasp the plot and theme appropriately. Grasping artistic features should be the focus and difficulty of this unit. For example, the difficulty in Metamorphosis is to understand Kafka's style, that is, to turn strangeness into commonness, to place the most incredible and inexplicable events in the most mundane daily life environment, to integrate absurdity with irrationality, illusion with reality, and to show a mysterious, magical and nightmare-like unrealistic picture that seems to be everywhere in reality. The difficulty of Spot on the Wall lies in what kind of "inner truth" the stream of consciousness novel expresses through symbolic suggestion, inner monologue and free association. Why do stream-of-consciousness novelists deny objective truth? How to understand the difference between stream-of-consciousness novels and traditional novels; Wait a minute. Waiting for Godot, as a masterpiece of the absurd drama, shows its absurdity and how to understand it. How to understand the strong symbolic meaning of the script; What's the difference between it and traditional drama ... One Hundred Years of Solitude, as the most representative magical realistic novel, has vivid plots, vivid characters, vivid details and strong readability, which is no different from realistic novels; But it's magical. Where is this magic? What is the fundamental difference from traditional realistic novels? Why does the author use such an art form to fully express the life it describes? In a word, the four works are representative works of four different schools, and the difficulty lies in how their respective artistic expressions are expressed in these works.
To teach this unit, we should often use comparative method. First of all, we need to know about the inheritance and innovation relationship between traditional realistic literature and modernist literature in theory. Third, integrate theory with practice to see how modernist literary theory is embodied in these texts. It is worth noting that most of these four texts are excerpts, so some of them do not necessarily reflect the theoretical point of view of this literary school, which requires reading the whole book as much as possible, or even more works of the same clan, in order to fully understand its artistic characteristics.
Teaching this unit should not be too demanding of students. According to students' actual level and acceptance ability, teaching should be carried out realistically. Students don't have to remember some concepts, theories and terms of modernist literature, but should guide them to contact with such works as much as possible, understand the diversity of world literature, and form an attitude of respecting multiculturalism. Never think that what you don't understand is definitely not a good work, and don't kill yourself with a stick because there are some negative and pessimistic thoughts in it.
Unit 5 Du Li's Poetry. Du Li's poems were read when she was a child, when she grew up, and when she was old. I can't finish reading them all my life. Here is a special topic, which means to improve on the basis of studying Du Li's poems in the past. Therefore, the study in this unit is no longer reading and reciting in the past, but discussing and evaluating. The specific requirement is that through the study of this unit, students can not only appreciate and understand the ideological content and artistic characteristics of Du Li's poems, but also understand and evaluate their poetic style in combination with Du Li's poems they have learned in the past. Therefore, in this unit, in addition to completing the regular teaching, there is also special time to guide students to discuss. The so-called conventional teaching is to recite these poems skillfully, read and understand their ideological significance and artistic characteristics, and taste the artistic conception in these poems. The so-called seminar teaching refers to the main artistic style, composition and meteorology. As for artistic style, we should not only understand Du Li's overall style, but also understand the diversity presented under the overall style, such as Du Fu's gloomy, fresh and lively style.
The discussion points of several poems are as follows: (1) Difficult travel in Sichuan: composition, meteorology and tone; Into the wine: an exaggerated way of writing emotional ups and downs; Military Vehicle Shop: Strict rules and vivid scene description. "Guests arrive": Emotion makes sense. Feel the scenery and speak your mind. The image of Wang Zhaojun and the poet's sustenance. Pavilion night: using things in poetry. Climbing Yueyang Tower: A Bold Artistic Conception. Grasping these, the discussion in this unit can be implemented.
When teaching this unit, we should pay attention to: ① analyze the text structure of the whole poem and read the whole poem as a guide; (2) Combine Du Li's poems learned in the past to achieve mastery; ③ Reading should run through the whole process of learning; Teachers should talk less and do more, and let students use their brains to think and discuss.
Special topics of Mencius. Mencius is an ancient cultural classic in China, and its thoughts and art have many shining things, which are worth learning and inheriting from generation to generation. Everyone in junior high school and senior high school has learned five or six articles of Mencius. Why do they have to start unit projects in senior three? There is also a meaning of summing up and improving. I hope students can have a deeper understanding of Mencius by studying this unit.
This unit * * * selects four texts, among which "Qi Huan Jin Wen Shi He" and "Bao Zhuang Meets Mencius" are teaching texts, "Mencius Meets King Liang Xiang" and "Two Essays" are self-reading texts. Learning these four books is more demanding than learning Mencius before. The focus of learning can't be limited to reading the meaning of words as in the past, but to understand and evaluate the thinking and writing characteristics of Mencius on this basis, and then have a general understanding of Mencius. Therefore, this unit clearly puts forward to understand the ideological content of the text, taste the language characteristics of Mencius and fully understand Mencius. Teachers should grasp this orientation.
In order to achieve the purpose of discussion, the following questions can be designed for teaching and text reading. Qi Huan Jinwen History: ① What are the basic political opinions expressed by Mencius in the article? ② How to treat "a gentleman cooks far away"? (3) What is the blueprint of the future society described by Mencius? What's your comment on this? What are the characteristics of Mencius' language? Bao Zhuang meets Mencius: ① How is Mencius' people-oriented thought reflected in this article? ② How to understand "having fun with the people"? (3) where is the comparative reasoning of this article? The self-reading text is designed by the teacher himself, and the purpose of discussing problems is to deepen the understanding of the ideological content and artistic characteristics of the article.
It should be noted that the discussion of Mencius' ideological content should not be too deep, and the teaching should not go deep into it. For example, it is necessary to have a deeper understanding of the problem that Qi people have wives and concubines, but it is difficult for students to master it in a short time. Therefore, in teaching, we can not talk about the story itself and dig deep.
Third, about writing units.
Unit 1 Summary. Is an applied style. How to master directly reflects a student's ability to sort out and summarize materials, so the study of this unit is very meaningful. In the teaching process, teachers should spend 120 minutes briefly introducing the writing method of summary. There are not enough examples in the textbook, and teachers can collect relevant summaries to prove knowledge guidance. It may be the first time for students to practice this style. It is not easy to write and write well, especially if they don't know what to sum up. On this issue, "writing practice" provides several clues, which can be used for training. If the teacher has a better topic, he can arrange it himself. The textbook "Learning by Example" is limited and not necessarily good, which can guide students to read more articles about summary in newspapers such as People's Daily. You can also look at the minutes of academic conferences of relevant academic journals and learn some writing methods from them.
Fables and science fiction. This unit aims to cultivate students' imaginative thinking ability and written expression ability. There are two key points in learning, one is to understand the basic characteristics of fables and science fiction, and the other is to practice writing fables or science fiction. Writing instruction includes not only a brief introduction to these two stylistic features, but also writing instruction. In teaching, students can choose one according to the actual situation, without having both. There is a difference between the two. Fables are easy to be widely contacted from primary school, so the writing difficulty is relatively small. Science fiction requires science, imagination and foresight, and literary creation, so it is difficult to write, but students may like reading and want to try it. But whether practicing writing fables or science fiction, students should be reminded not to imitate other works, but to create independently as much as possible.
Unit 3 Natural Science Papers. Learning this unit can further cultivate students' scientific thinking, realistic spirit, rigorous expression, observation habits and research ability. And let the students understand the significance of writing such a small paper. Nowadays, science generally pays off. For science students, of course, they should learn to write small papers on natural science. Is it necessary for liberal arts students? The answer is, of course, yes. Talents in the future must be talents with both arts and sciences. In order to develop in an all-round way, liberal arts students should also study more natural sciences. But if there are difficulties, you can be flexible. For example, you can practice writing social science essays instead. In fact, the basic characteristics of natural science papers and social science papers are similar, and the writing steps are more consistent, which are divided into several stages: selecting topics, collecting materials, refining opinions, arranging structures, and drafting and revising. Teachers should pay attention to guiding students to choose good research topics and teaching some research methods.
In order to strengthen the practicality of Chinese, students can be arranged to conduct social surveys and consult materials extensively before writing; Afterwards, you can simulate a paper reading or defense meeting, evaluate several excellent papers, and give praise or encouragement.
Unit 4 Review of Social Life. Social life criticism is a new writing training content for senior high school students. Let students comment on some phenomena in social life, which can be said to be an attempt to connect Chinese with practice. From this point of view, it is very meaningful. Because studying in school is easy to make students turn a deaf ear to things outside the window, which is not conducive to the all-round development of students. Writing social life reviews should guide students to observe the ever-changing real life. Now that information is exploding, there are many sources to get information in daily life. Some people turn a blind eye and turn a deaf ear to the same information, while others feel a lot, which is normal. Write a social life review, which means you have to feel it. Otherwise, it's moaning without illness, and what you write is of little significance. We should attach great importance to this.
Unit 5 Free writing exercises. The first four volumes have arranged "free writing exercises", emphasizing the freedom of students' writing. This book focuses on practicing writing "topic composition". Topic composition has a large space for free writing, which is mainly manifested in three aspects: "self-determination, self-selection of style and self-drafting of topic". Autonomy means that the author can freely choose the writing content, freely express his views on the problem and express his own views; Stylistic self-determination means that the author can freely choose the style according to the writing content; The topic is self-drawn, which means that the author is free to draw up a suitable topic. In recent years, the college entrance examination has attached great importance to topic composition. Teachers can learn more about this knowledge and make the guidance more targeted. When teaching, we should also boldly explore, dare to try and find our own way.