There are 5 compulsory Chinese textbooks for senior high school, from compulsory 1 to compulsory 5, published by Jiangsu Education Publishing House (commonly known as Jiangsu Education Edition), and two textbooks for senior one every semester, from compulsory 1 to compulsory 4; In the first half of the first semester of the second year of high school, you have to take compulsory five. All the required textbooks end in the first half of the first semester of senior two.
The compulsory Chinese textbooks for senior high schools published by Jiangsu Education Press are quite different from those published by People's Education Press, Guangdong Education Press and Shandong Education Press (the latter three textbooks are not very different). They are based on humanistic themes, and each unit is a topic (or topic). There are two or three "sections" under a topic, and each section selects two or three articles related to the topic content.
For example, the topic "Moonlight in how bright at home!" It is mandatory.
Plate 1: "Wandering travelers:
Selected text: 1, thinking of Peiping (Lao She)
2. "My heart is going home" (Han Shaogong)
3. Local complex (Ling Ke)
Section 2: "Where is the Xiang Pavilion"
Selected articles: 4 articles. Forward (Cao Wenxuan)
5. Evidence of this life (Liu Liangcheng)
The characteristics of this set of compulsory teaching materials:
Highlight human nature; The number of selected articles has increased; Provides a wide range of ideological resources.
Subject basis (such as teaching style and literature, learning writing skills, etc.). ) is weakened (although the editor tries his best to make up for it in practice); Lack of internal connection between topics; In particular, the number of classic articles in classical Chinese has been greatly reduced, which has affected the preparation for the college entrance examination in classical Chinese. More new texts have been selected, and the amount of lesson preparation has increased.
Reciting 6 points in college entrance examination comes from ancient poems in compulsory textbooks.
Some topics in this textbook, such as oral communication, although very innovative, have not been reflected in the college entrance examination papers so far.
Second, about the elective Ⅰ A textbook (the "compulsory" in elective):
There are three textbooks for Chinese in senior high school.
1, selected readings of the Analects of Confucius.
Use it in the second half of the first semester of senior two, that is, compulsory five in the first half of the first semester of senior two, and then complete all the required textbooks, and then teach the Analects of Confucius to read in1a.
2. Appreciation of foreign novels and use of language.
It's for the second semester of senior two. These two textbooks can cross.
From the second half of the first semester of Senior Two to the end of the semester of Senior Two *** 1.5, I have finished the IIA3 elective textbook.
3. Suggestions on the use of elective Ⅰ A teaching materials:
(1) Selected readings of the Analects of Confucius.
Chinese publishing house. Textbook *** 15 chapters, of which 5 chapters are not included in the scope of college entrance examination. Judging from the sample papers attached to this year's Zhejiang senior high school entrance examination and many simulation papers of Zhejiang Chinese college entrance examination, the score is between 4 and 8. It also accounts for a small proportion in the usual exams. There is no doubt about the value of The Analects of Confucius in spiritual cultivation, but because of its particularity, it is a book that needs to be read for a lifetime. In teaching, we should grasp the degree and "converge". Senior high school students should not talk too deeply and spend too much time on it. According to the characteristics of teaching materials and the reality of college entrance examination, it is suggested to leave some time to learn other important contents, such as the ancient Chinese in IB, so as to consolidate the foundation of classical Chinese.
(2) appreciation of foreign novels and language use;
Appreciation of Foreign Novels, edited by Professor Peking University Cao Wenxuan, was published by People's Education Society. ***8 units, which are composed of 8 units according to the "basic elements" of novels such as narrative, theme, characters, emotion and fiction. 16 featured foreign novels and special knowledge introduction, and absorbed a large number of latest academic achievements, with great capacity.
Among the 90 marks of Chinese in NMET except composition, modern Chinese reading (commonly known as "big reading"), as the "highlight", accounts for 20 of the 90 marks (although classical Chinese, including translation, accounts for 24 marks, slightly larger than big reading, but 18 marks are multiple-choice questions, and the difficulty is relatively small). "Big reading" is actually to assess the reading ability of literary works, either reading literary prose or reading novels. Judging from the proposition situation in Zhejiang and other provinces in recent years, many provinces have taken the examination of novels, even foreign novels (for example, Zhejiang took the examination of foreign novels last year). With the use of Zhejiang's elective textbook Appreciation of Foreign Novels, the chances of taking the foreign novel examination have greatly increased.
Language and writing application. Written by People's Education Society, lesson 6. This textbook is divorced from the teaching practice in senior high school. There are six lessons, including Putonghua and dialects, Chinese phonetic notation, Chinese character origin and Chinese character simplification. Not only do most of the contents have nothing to do with the college entrance examination, but they seem to have little to do with it, such as eliminating typos and modifying sick sentences, and most of them are common sense things. Both content and form are "young".
For this textbook, we put forward two suggestions: bold integration and reorganization (also thought that we can make bold choices at the provincial preparation meeting), supplement and deepen the content that can be combined with the college entrance examination, and introduce topics related to the college entrance examination. When the class hours are compressed, a small part of the saved class hours will be added to the appreciation of foreign novels, and the rest will be used to learn pragmatic questions in the college entrance examination (accounting for about 9 points in the college entrance examination) or study the textbook I B.
Three, about the content and characteristics of the elective I B textbook.
* * * People's Education Society has edited and published two books, Appreciation of Ancient Poems in China and Appreciation of Modern Poems in China.
The prose of ancient poetry consists of six units, including three units of ancient poetry and three units of ancient prose. In the part of ancient poems, 15 classical poems are selected for appreciation, and 15 recommended works are attached. In the part of ancient prose, select classic ancient prose 12 (3 of them are duplicated in the required textbook, and 1 is duplicated in The Analects of Confucius), and 6 other recommended works.
This textbook is very classic and has innovative style design. The exercises after the text are carefully designed, which embodies skills and advanced design ideas, and embodies the teaching concept of Curriculum Standards and the new curriculum. The exploration of curriculum standards and teaching content is beyond the reach of other textbooks. For example, the arrangement style, taking ancient prose as an example, is flexible and changeable. There are 1 teaching guidance articles, 3 independent appreciation articles and 2 recommended works before each unit. Teachers can adjust according to students' level and class hours, and change between independent appreciation and recommendation of works.
In the Chinese 150 score of the college entrance examination, except for composition, ancient poetry and prose accounted for 24 out of 90 points.
Appreciation of China's Modern Poetry and Prose * *10 Unit, Modern Poetry Unit 5, Modern Prose Unit 5.
In the part of modern poetry, 25 modern poems were selected, including 5 intensive poems and 20 skimmed poems. In the part of modern prose, we choose 15 pieces of modern prose, including 5 pieces of intensive reading and 10 pieces of skimming.
The advantages of this textbook are similar to the appreciation of ancient poetry.
Modern poetry is not tested in the college entrance examination, but in the score of 150, the reading of literary works (sometimes prose, sometimes novels) accounts for 20 points out of 90 points except composition. The reading of modern prose also has a radiation effect on the composition of college entrance examination.
Four. Suggestions on the teaching and class arrangement of elective course Ⅰ b;
1, on the elective teaching of Ⅰ b:
Excluding the factors of elective modules, only from the perspective of 150 test paper, whether from the perspective of improving students' humanistic quality or from the perspective of college entrance examination scores, the most important thing in 10 high school Chinese textbook is 2. Five books: ⅰA appreciation of foreign novels, ⅰB appreciation of ancient poetry and prose, and modern poetry and prose (modern poetry is not tested in the college entrance examination).
College entrance examination Chinese 150 test paper structure;
The basic problems are 12, such as pronunciation, typos and words, idioms and sick sentences, which can be solved not by learning the text, but by the practice of teachers' self-compiled materials.
Pragmatic questions are about 2-3 and 9 points, which can not be solved by text learning, but can be mastered by teachers' self-compiled materials.
Recite 6 points. It is relatively easy to add the recitation articles in The Analects of Confucius to the recitation articles in the prose of ancient poetry, a compulsory teaching material, and specify the articles (the prose only recites the parts).
The largest proportion of Chinese in the college entrance examination is: ancient poetry reading accounts for 24 points, literary works reading (or prose, or novel) 20 points, followed by scientific and technological literature reading (9 points or 12 points). Reading ability is cultivated by learning the text, based on the class and moved to the extracurricular. The improvement of writing level is inseparable from article reading.
For schools that don't take the elective module, after learning the Ⅰ A textbook in the second semester of senior two, one option is not to learn the Ⅰ B textbook, but to study the reading topic of ancient poetry in the first year of senior three, and the other option is to learn the essays in Ⅰ B Appreciation of Ancient Poetry and Modern Poetry (the difference between them is 1.5). Which is more favorable for preparing for the college entrance examination? We think the latter is better. College entrance examination needs to do a considerable number of questions, but without a considerable number of articles to read, it is impossible to really improve reading ability. It is more effective to reduce the time for doing questions and increase students' language sense reading experience, especially classical Chinese.
Based on a comprehensive analysis of the content and compilation of the textbook, I b textbook 1.5 (essays on ancient poetry appreciation and modern poetry appreciation) is far more important than the five books in the compulsory textbook. The same is true from the perspective of student development and teacher professional growth.
2, about Ⅰ b schedule:
Option 1: Step by step. In the first semester of senior three, there are 5 textbooks 1.5 for schools that don't take elective modules, and 2 for schools that take elective modules. Insert exercises.
Scheme 2: In the second half of the first semester of Senior Two, when I was in The Analects of Confucius, I took I B (prose in three units of ancient poetry prose, because the five chapters in The Analects of Confucius 15 are not within the scope of the college entrance examination, so we should grasp the degree and "converge" in teaching. High school should not talk too deeply or make too many changes for it. In the second semester of Senior Two, when I was studying the appreciation of foreign novels and the application of language and writing, I inserted ancient poems into my prose. In the first semester of senior three, I took modern poetry and prose, only learned modern prose, without elective modules.
Scheme 3: The Analects of Confucius is selected in the first semester of senior two, and modern poetry and prose are inserted in the second semester of senior two. Those who don't take the elective module will only take modern prose, but you can complete modern poetry by taking the elective module (because the content of Chinese textbooks is "young" and the actual content is very thin.
It is reported that "language application" is about to stop selling. This matter was recently asked face to face by the provincial teaching and research staff and was confirmed. This provides conditions for the second year of senior high school to insert ⅰ B teaching materials.
On the basis of comprehensive analysis, we suggest making such an arrangement:
Teaching in the second half of senior two;
(1), chapter 10 of Ⅰ a Analects of Confucius (chapters 3, 7, 9, 10, 15 are not included in the examination scope, and the teaching is decided by the teacher).
(2) Ⅰ b Appreciation of China's Modern Poetry and Prose (schools that don't take elective modules can only take modern prose and review it).
Senior two (junior) teaching:
(1), one of the appreciation of foreign novels.
(2), Ⅰ b "Appreciation of China's Ancient Poetry"
If a * * * understanding is reached, synchronous exercises will also be greatly adjusted: the interpretation of the Analects of Confucius and the exercises not included in the college entrance examination in five chapters will be deleted and replaced by the contents of modern prose reading. Delete all the exercises in the application of language and characters and replace them with the contents of ancient Chinese reading (according to historical biography, miscellaneous notes, inscriptions, novels, travel notes, etc. ).
The content and focus of the final exam have also been adjusted accordingly:
Senior 2 (1): Reduce the score of The Analects and increase the proportion of modern prose appropriately. Senior Two (Volume II): Mainly focus on foreign novels, and then increase appreciation of classical Chinese and ancient poems.
3. About the teaching method of textbook Ⅰ b:
Schools that don't take elective modules can use ⅰB textbooks more flexibly, focusing on increasing students' sense of language, cultivating students' overall ability to grasp articles, improving their appreciation of articles and deepening their understanding of the characteristics of texts. They can choose, add and delete flexibly, without sticking to the original style. Schools that take the elective module can also deal with the teaching materials according to such requirements, add the elective module factor in the review of senior three, and fill in the related questions of the elective module.
It is better to seek a domain than to seek the overall situation. Make a decision before you move. Require the school to analyze and study and make timely decisions; Seize the time to realize the textbooks for the third semester of senior high school: that is, the five required books. When selecting The Analects, Appreciation of Modern Poetry and Prose in China will be added (it is best to book Appreciation of Ancient Poetry and Prose in China in senior high school at the same time).