Local China and A Dream of Red Mansions should be read as a whole.
According to reports, the old Chinese textbooks are mainly composed of style units. In the past, the first unit of compulsory one was poetry, and the articles in this unit were all modern poems. However, the new textbook adopts two-line components, one is humanistic theme, the other is task group learning, and each unit chooses a variety of genres.
Therefore, if you open the first unit of the new textbook, you will find that the seven selected articles are all about youth feelings, but the style is not uniform. 1 and lesson 2 ***5 texts are poems, and lesson 3 2 texts are novels about youth.
This unit has four learning tasks. The third task requires students to analyze typical details and write a short literary review. The fourth item is to ask students to write a poem about their youth and ask the whole class to edit a collection of poems in cooperation.
Multi-class completion is also one of the characteristics of the new textbook. It is reported that few old textbooks have been completed, and even if there are, they are mainly reflected in ancient poems. There are two or three ancient poems in a text.
In addition, there are many ancient poems, novels, essays, news and so on. In new textbooks, it is often collected in one class, forming a collective collection style. For example, there are three press releases in Unit 2 of Lesson 4 of the new textbook. This editing mode is conducive to broadening students' horizons and allowing students to learn deeply in combing and comparing.
Another outstanding change is that the new textbook requires students to read the whole book, which reflects the importance of in-depth reading and guides students to improve their reading appreciation ability and develop good reading habits. There are two books that must be read in senior high school: one is an academic work, namely Fei Xiaotong's Native China.
The other is A Dream of Red Mansions, the pinnacle of China's ancient novels. These two books are independent as a unit, that is to say, when students study this unit, each book will take about 9 classes to study.
The new textbook pays more attention to the use of Chinese in life.
"The new textbook pays more attention to the connection between Chinese and life, and offers practical classes and activity classes." Peng Chunhua takes Unit 4 of the new textbook as an example. There is no text in this unit, only learning activities, and the topic is' cultural life in my hometown'. It is reported that this unit includes three contents: recording people and things in hometown.
Investigation on the present situation of cultural life in hometown; Participate in the cultural construction of hometown. At that time, teachers will organize students to conduct investigation and research through interviews, inspections, literature review and writing investigation reports. The new textbook also adds many comprehensive activities, paying more attention to the connection between Chinese and life, which requires students to change their learning methods.
Peng Chunhua introduced that there is a definition of Chinese class in the new curriculum standard: Chinese class is a comprehensive and practical course to learn and use Chinese language and characters. The old textbooks are not fully implemented in practice, and there is also a problem of insufficient integration of reading and writing in comprehensiveness.
In the new textbook, in addition to adding learning activities, practice process and other units, more exercises are realized through 18 learning tasks. In the process of learning, teachers should assign students some tasks closely related to life, such as editing a collection of poems by the whole class mentioned above, or making a poster of a drama festival to cultivate students' ability to solve problems in real situations.
Teachers should prepare lessons collectively and students should strengthen in-depth reading.
"The new textbooks have brought great challenges to Chinese teachers' teaching." Peng Chunhua suggested that teachers should update their ideas and not stick to old experience in teaching.
The new Chinese textbook involves many new contents. It is unrealistic to rely on only one teacher to produce a good new textbook. Schools should strengthen collective lesson preparation, preferably the division of disciplines, concentrate the team's strength on teaching and research, and do a good job in developing some curriculum resources.
Teachers should pay special attention to the practical implementation of Chinese. Traditional textbooks are taught by teachers to students, while new textbooks add many practical activities, which requires teachers to improve their ability to organize activities, design more activities and guide students to carry out independent cooperation and exploration.
The new textbooks also put forward new requirements for Chinese teachers. Chinese teachers should not only have good literacy in literature, linguistics, pedagogy and psychology, but also further strengthen their study, for example, in the cross-media reading and communication task group.
Teachers are required to have the ability to guide students to use various media to obtain information and strengthen expression and communication. Accordingly, teachers should also have the ability to guide students to make short videos and posters.
For students, we can't improve Chinese literacy by brushing questions. It is necessary to strengthen reading, especially deep reading, and cultivate the ability of argumentation, reasoning, criticism and discovery while improving aesthetic ability.
Increase the logic and profundity of thinking and improve the level of rational thinking. In addition, students should actively participate in practical courses to improve their Chinese literacy and ability to use language in practice.