The purpose of compiling Chinese textbooks is to educate people and make use of the characteristics of Chinese subject, to turn socialist core values into the flesh and blood of Chinese, which is naturally reflected in the overall design of Chinese textbooks.
This "all-round penetration" is reflected in many aspects. First, from the perspective of content design, there are three "enhancements".
The first is to strengthen the content of Chinese excellent traditional culture. The unified compilation of Chinese textbooks has moderately increased the proportion of ancient poems, among which there are more primary schools, with 129 ancient poems in the first grade of primary schools; Junior high school ancient poetry 132, also slightly increased than before. There are many texts reflecting excellent traditional culture, such as the invention of paper and the stone arch bridge in China. Other texts praised the wisdom of ancient working people and promoted traditional virtues such as patriotism, dedication, honesty and perseverance.
The second is to strengthen the content of revolutionary traditional education. The selected articles include articles reflecting the experience and works of the older generation of revolutionaries, as well as articles praising revolutionary heroism. At the same time, guide students to read red classics such as Red Star Shines on China, How Steel was Tempered and Red Rock.
The third is to strengthen the content of national sovereignty awareness education. Some texts depict the magnificence and grandeur of the mountains and rivers of the motherland, infect students with beautiful scenery, show the spirit of the Chinese nation to inspire students, and tell the heroic deeds of people of all ethnic groups in safeguarding the territorial integrity of the country and guarding the maritime border of the motherland, such as nameless islands and stormy waves-witnessing the first successful landing of Chinese aircraft carrier fighters.
The new textbook has made great efforts in selecting articles. The essay not only pays attention to classics and readability, but also selects a large number of works with high ideological content, beautiful language form and worth reading, taking into account the diversity and typicality of style, as well as the appropriateness of length and depth; We should not only consider how to serve the improvement of Chinese literacy, but also run through the overall requirement of "educating people with moral education"; It is also necessary to stimulate students' interest in autonomous learning as much as possible and leave room for teachers to play. Balancing many aspects is not easy. Many selected articles have been extensively consulted and considered after repeated discussions. The selection of teaching materials should take social knowledge into account as much as possible.
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Grasping the "bull nose" of cultivating reading interest in Chinese teaching
The publication of unified Chinese textbooks is not a subversion of existing textbooks, and the advantages and experiences of each version are absorbed as much as possible. The compilation of new textbooks pays special attention to following the law of Chinese learning and overcoming randomness; Paying attention to ease of use and grounding gas can meet the needs of front-line teaching and even correct the common shortcomings in Chinese teaching. This set of teaching materials is not only in the selection of texts, but also in the structure and style. At least four improvements are obvious:
First, it is arranged in the way of "Chinese literacy" and "humanistic spirit". Taking the humanistic theme as a clue to make overall arrangements is conducive to giving full play to the advantages of ideological education and emotional education in Chinese; Taking Chinese literacy as another clue, selecting model essays, arranging necessary knowledge and optimizing learning strategies are conducive to promoting the development of students' language ability. Chinese textbooks are compiled from grade one to grade six, each with 6-8 units, which are composed of texts, oral communication, exercises and Chinese gardens. Each unit consists of 3-4 texts, and the Chinese Garden includes columns such as "Accumulate Over a Long Period", "Use of Words" and "Writing Skills". There are 6 units in each volume from Grade 7 to Grade 9, including reading and writing. Each unit is interspersed with columns such as oral communication, comprehensive study, introduction of famous works, and extracurricular reading of ancient poems. Each volume of Grade 8-9 has 1 "Activity and Inquiry" unit, which highlights the concept of task-based learning.
Second, appropriately reduce the difficulty of teaching Chinese Pinyin and improve the teaching methods of literacy and writing. The new textbook allows freshmen who have just entered primary school to learn to read before learning pinyin. Pinyin teaching has been delayed for about a month. It seems that the adjustment of teaching order is actually a balance between the status and efficiency of Chinese Pinyin teaching in the whole Chinese teaching system. The survey found that it is difficult for children to learn pinyin as soon as they go to school, which easily affects their interest in learning Chinese. Now the new textbook begins with "heaven, earth, man, you, me and him", followed by "gold, wood, water, fire and earth". The purpose is to let children establish the original feeling of Chinese characters. "First impression" is not the letter bpmf, but the Chinese character "Heaven and Earth". The deep meaning behind it lies in putting Chinese and Chinese characters back in the first place, emphasizing that Pinyin is only an aid.
In addition, the new textbook is based on the principles of "separation of recognition and writing, more recognition and less writing" and "multiple literacy". The number of common words you need to know has been reduced from 1800 to 1600, and it is enough to write 800 of them. These improvements have been investigated and have theoretical basis. Generally speaking, students can read independently in the next semester of Grade Two as long as they follow the goal set by the unified Chinese textbook.
The third is to deliberately solve the problem of not reading and reading less. At present, the problem of Chinese teaching is reading too little. Many students only read textbooks and teaching AIDS, and rarely read extracurricular books, so Chinese literacy is out of the question. In view of this situation, the new textbook grasps the interest in reading to cultivate this "bull nose". Although the number of texts in the whole textbook has decreased, the amount of extended reading has greatly increased, and efforts have been made to extend Chinese lessons to extracurricular reading and students' Chinese life. The new textbook also attaches importance to the teaching of various reading methods, including silent reading, browsing, skipping reading, guessing reading, comparative reading and whole book reading. The column of "Reading with Adults" is set up in the lower grades of primary schools, and columns of "Reading Classics" and "Reading Classical Poetry" are set up in the upper grades and junior high schools.
The cultivation of students' interest in reading depends not only on the school, but also on the family. From listening to stories in kindergarten to paper reading in primary school, parents should watch less TV, watch less WeChat, play less mahjong and spend more time with their children, which is very important to cultivate reading habits and stimulate reading interest. Therefore, the introduction of "reading with adults" is not only to arouse children's interest in reading, but also to promote family reading.
Fourth, pay attention to expanding reading. Children should be allowed to "read widely", read some "loose books" and read some "profound books" from an early age, so that they can "read without understanding" and "roll around". Reading more books can really improve Chinese literacy. It can also be said that the unified compilation of Chinese textbooks is "specialized" not reading and reading less.
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It is convenient for front-line teachers to master the basic requirements of teaching.
The unified compilation of Chinese textbooks has increased the distinction between class types. In the past, textbook texts were also divided into intensive reading and skimming, but in teaching, they were all intensive reading and intensive speaking. In fact, the two courses have different functions and should be distinguished. The unified junior middle school Chinese textbook has changed "intensive reading" into "teaching reading", "skimming" into "self-reading" and extracurricular reading, thus constructing a "trinity" reading teaching system.
Teaching reading is mainly taught by teachers. Generally speaking, it is required to speak in detail and accurately, that is, to illustrate with examples and methods to stimulate students' interest in reading; Self-reading class is mainly to let students read by themselves, apply the methods learned from teaching reading class to self-reading class, and experiment and experience by themselves. In many cases, self-study class is independent extensive reading. Different classes have different functions. Only by cooperating with each other can reading teaching be better completed.