1． Guiding ideas for compiling teaching materials
(1) Guided by the national education policy and based on the "Chinese Curriculum Standards", we focus on comprehensively improving students' Chinese literacy, respecting the characteristics of children's physical and mental development, and following mother-tongue education According to the laws of the country, we strive to build open and dynamic high-quality teaching materials.
(2) Accurately grasp the goal positioning of Chinese courses, focus on cultivating students’ thoughts and feelings of loving the motherland language, guide students to correctly understand and use the motherland language, enrich language accumulation, cultivate language sense, develop thinking, and enable them to Have literacy and writing skills, reading skills, writing skills and oral communication skills that meet actual needs, improve students' cultural taste and aesthetic taste, cultivate students' good personality and sound personality, and promote the harmonious development of students' morality, intelligence, body and beauty.
(3) Adhere to the direction of "nationalization, modernization, and simplicity" in teaching material construction. "Nationalization" - textbooks should inherit the excellent Chinese culture, promote the national spirit, eulogize national heroes and people with lofty ideals, and cultivate students' national consciousness and patriotism. "Modernization" - textbooks should reflect the characteristics of the times, promote modern civilization and modern scientific and technological achievements, penetrate modern consciousness, and cultivate students to care about nature, the environment, and human beings, and understand and respect diverse cultures. It is necessary to cultivate various language abilities and qualities that modern people should have according to the needs of future society. "Simplification" - the arrangement of teaching material content should avoid cumbersomeness, simplify the clues, highlight key points, and strengthen integration, so that the teaching objectives are focused and clear, and have strong operability. It is necessary to leave room for teachers and students, and it is necessary to help reduce students' excessive academic load.
(4) Pay attention to drawing the essence from my country’s rich traditional Chinese teaching experience, draw nutrients from the long-term successful experience of Chinese teaching in primary schools in my country, and pay attention to researching and studying other versions of mother tongue teaching materials at home and abroad, Learn from the strengths of others and embrace everything.
(5) The preparation of curriculum standard experimental teaching materials is based on the original "Jiangsu Education Edition Primary School Chinese Textbook", and at the same time, the spirit of "Chinese Curriculum Standards" is used to unify the writers' thoughts, improve their understanding, and fully Highlight the characteristics of the teaching materials and bring the newly compiled teaching materials to a new level.
(6) Adhere to the high grade and exemplary nature of the selected articles. The criteria are: ① The selected articles are rich in cultural connotations and contemporary flavor, and full of childlike innocence; ② The themes, genres, and styles are rich and diverse, and children like to read and read them; ③ Broadly open up the "material" path, edit more and move less; ④ The selected articles strive to The writing is both practical and beautiful.
(7) Insist on “brainstorming and compiling books”. Carefully build a writing team with reasonable structure, sincere cooperation and dedication. On this basis, we mobilize Chinese education workers and people from all walks of life who are interested in the construction of Chinese teaching materials to participate in the compilation work, seek the guidance of well-known experts, and follow the "three combinations" approach of compiling textbooks of writers, experts, and front-line teachers to truly Enable teaching materials to gather collective wisdom.
2. The framework of textbook arrangement
(1) Developing good study habits
The content of "Developing good study habits" is arranged at the beginning of each volume of the textbook, which is presented in the form of pictures. The "listening, listening, reading and writing" habits that primary school students should develop are vividly and intuitively displayed to students. For example, the first volume of first grade arranges "Maintain correct reading and writing postures" and "Cherish school supplies", and the second volume of first grade arranges "Write carefully" ", "listen attentively and speak actively", the first volume of the second grade is arranged for "diligently read and recite", "willing to read outside class", etc. The middle and upper grades have arranged contents such as “checking the dictionary frequently”, “reading newspapers”, “writing diaries”, “collecting information”, “organizing materials” and “learning Chinese through multiple channels”. This is intended to guide students to develop good study habits in a planned and hierarchical manner. (
2) Hanyu Pinyin
The function of Hanyu Pinyin is positioned to help literacy and learning Mandarin, rather than to help reading, and it no longer mentions direct syllables. The functional positioning of Chinese Pinyin has undergone new changes, but it is still an indispensable and organic component in Chinese teaching. The content of Chinese Pinyin teaching is still arranged in the first volume, but the arrangement and presentation of the content are different.
According to the requirements of the "Chinese Curriculum Standards", the focus of teaching Chinese Pinyin is: "Be able to read initial consonants, finals, tones and overall recognition of syllables. Be able to accurately spell syllables" initial consonants, finals and syllables Only correct writing is required, not dictation. As soon as primary school students enter school, they have to learn Chinese Pinyin, which is abstract and completely unfamiliar to them. This is obviously difficult and boring. Most children really want to learn Chinese characters after entering school, but in the first one or two months they have to face complicated and difficult pinyin. What strategy should be adopted? The "Chinese Curriculum Standards" make it very clear: "The teaching of Chinese Pinyin should be as interesting as possible, and should be based on activities and games, combined with the teaching of speaking Mandarin and literacy."
In order to implement this requirement, The textbook creates situational pictures and contextual songs to help learn initial consonants and finals. "Situation Pictures" focus on visual images, using vivid pictures to reproduce childlike situations in children's real life, and embedding the Chinese Pinyin letters to be learned. "Context songs" focus on auditory feelings. After students learn the letters, they then use the form of children's songs to describe the situations in the "situation map" to consolidate the letters.
Put the learning of pinyin letters into the situation, and supplement it with catchy contextual songs, turning difficulties into easy and learning through play, which not only increases the interest of learning, but also permeates the education of cultural quality.
For example, the lesson "b, p, m, f" has four parts: a situation picture, a set of phonetic diagrams, writing examples and spelling exercises. The situation diagram shows a scene: a group of people climbed up a hillside (po) to see the Big Buddha (fo). At this time, a child wanted to go up and touch (mo) the Big Buddha, but her father stopped her and said to her: "Listen, the loudspeaker is broadcasting (bo): The Big Buddha is a cultural relic, everyone should protect it!" "Context Song" is: "Dad took me to climb the hillside (p), climb the hillside to see the Big Buddha (f). The loudspeaker is broadcasting (b), protect the Big Buddha and don't touch it (m)" In this way, the letters are full of life colors. The introduction of a short story is then consolidated by a catchy context song that rhymes with the same tune, thus turning difficulties into easy and entertaining, which not only reduces the difficulty, but also adds interest, not only learns pinyin, but also penetrates cultural education, thereby achieving a teaching realm that allows students to enjoy Pinyin in context.
In order to effectively solve the contradiction between learning Pinyin and learning Chinese characters, this textbook adopts a "two-pronged" approach to learning Pinyin and literacy in the learning process, and combines the 80 most commonly used Chinese characters (mostly (is a single Chinese character) is divided into five groups and arranged in five pinyin units. Each group has 16 characters, 4 characters in a frame, and rhymes with each other. Each character is equipped with exquisite illustrations. For example: "Population, limbs, tongue, teeth, ears and eyes; metal, wood, water and fire, mountains, rocks, fields and soil" is arranged in this way to allow students to learn and master two methods of independent literacy under the guidance of teachers and with the help of Pinyin literacy. Try to recognize the characters first. Recognize more characters, and at the same time, pinyin is consolidated through spelling and pronunciation, thus creating a synergistic effect in which spelling and recognition promote each other. At the beginning, students got to know these radical characters, which laid the foundation for them to further literacy and look up the dictionary in the future.
(3) Literacy and writing
The arrangement of literacy teaching content mainly takes two forms: one is to read along with the text, and the other is to learn to read "literacy text".
The innovative feature of "Literacy Text" is "Word String Literacy". "Word String Literacy" is the first of its kind in the Jiangsu Education Edition textbook. It is a reference to the "noun verb" technique used in Chinese classical poetry, lyrics and music. It is an inheritance of the essence of Chinese classical culture. It is the editor's reference to traditional Chinese education experience and various Literacy teaching materials carefully written based on literacy methods. For example:
This kind of literacy text, when viewed separately, is a relatively independent but interrelated word. When read together, it is like a harmonious landscape poem. In just 24 words, a long scroll of China with great momentum and thousands of scenes is outlined. When students study such texts, they can not only learn words and things, but also feel the vastness and magnificence of the motherland during the reading process. There are also some such texts in the textbooks: Some describe natural scenery, such as:
These texts have a broad vision and profound meaning. Coupled with exquisite illustrations, they are full of rich cultural atmosphere and give people a sense of wonder. The strong aesthetic feeling is very similar to what Wen Tingyun of the Tang Dynasty sang about "the sound of chickens in that cottage and the moon, and the frost on Banqiao where people are walking", and it has a bit of the charm of Ma Zhiyuan's "Tian Jing Sha·Autumn Thoughts".
Literacy teaching materials come in various forms and integrate a variety of literacy methods. They make useful explorations in absorbing the essence of traditional literacy teaching materials, learning from domestic successful experience in literacy teaching, and following the rules of children's literacy and Chinese character construction.
The textbook attaches great importance to writing teaching and raises writing to the level of educating people. Lower grade students will write pencil calligraphy, middle grade students will learn to write pen calligraphy and brush calligraphy, and senior grade students will be given the practice of pen calligraphy. In order to facilitate teaching, the lower grade textbooks spare no space to show the writing stroke order of new words. In terms of teaching strategies, the textbook proposes a learning method of "combining reading and writing, and tracing and imitating the human body". Practice has proven that these arrangements are effective.
(4) Text
Text is the main content of Chinese teaching materials, and the quality of selected texts directly determines the quality of teaching materials. The selection of texts in Jiangsu Education Edition primary school Chinese textbooks adheres to three aspects of value orientation.
The first is cultural nature, that is, the simple and simple text contains rich humanistic connotations. The second lesson "Jiangnan" in the first volume of the first grade is a Han Yuefu poem that has been circulated for more than two thousand years:
Lotus can be picked in the south of the Yangtze River, and there are fields of lotus leaves!
Between the fish and lotus leaves: the fish plays with the lotus leaves to the east,
the solid fish plays with the lotus leaves to the west, the fish plays with the lotus leaves to the south,
the fish plays with the lotus leaves north.
The poem uses a relaxed style and a few strokes to outline a beautiful scene in the south of the Yangtze River: a water town in the south of the Yangtze River, long clear water, standing lotus leaves, delicate lotus flowers, and full lotus pods. Several girls who are as charming as lotuses are leisurely rowing on the boat, hidden among the lotus leaves, lotus pods, and lotus flowers. It is really like the lotus flowers with their human faces complementing each other. They sit sideways on the stern of the boat, relax their hands, play in the water and pick lotus flowers. They feel so comfortable and so beautiful that even fish want to be with them. Teachers guide students to generate their own "unique feelings, experiences and understandings" through reading. At the same time, I have initially realized the breadth and depth of national culture, and felt the inexhaustible vitality and profound connotation of Chinese characters and Chinese language.
For another example, there is a text in the first volume of the second grade, "Chen Yi Visits His Mother", which tells the story of Marshal Chen Yi returning to his hometown to visit his sick mother and wash her clothes. The full text has only 134 words, the language is plain and simple, but the emotions are touching.
The textbook reflects that leaders can have multiple perspectives. There is no story about Marshal Chen Yi's heroic and earth-shaking legend, nor about his great achievements as a politician and diplomat. Instead, a small and ordinary thing in his life is chosen to show his filial piety to his mother. Doing so not only makes the image of this great proletarian revolutionary more flesh-and-blood, achieving the effect of "seeing the spirit in the subtleties", but also enhances the affinity of the teaching materials and improves the cultural taste of the teaching materials.
The second is the nature of the times. That is, the selected texts strive to have modern consciousness, reflect the progress of the times and the spirit of the times; pay attention to contemporary cultural life, reflect advanced culture; allow students to accept new ideas, and gradually form values ??that are in line with the spirit of the times. The teaching materials not only include new themes such as "Hong Kong's return" and "Beijing's Olympic bid", but also include displays of new technologies and modernization achievements such as "Shenzhou Satellite Launch" and "Oriental Pearl TV Tower". More importantly, It is to infiltrate the consciousness and values ????that people in modern society should have into the selected articles. Themes and concepts closely related to modern life, such as "peace and development", "cooperation and competition", "cherishing resources and protecting the environment", "paying attention to nature and caring for life", have a considerable proportion.
The third is aesthetics, that is, pursuing the aesthetic value of the selected text. The writing should be authentic and credible, the Chinese narrative should be simple and plain, the lyrical should be sincere and the description should be pleasing to the eye, so that students can gain aesthetic experience and be influenced by beauty in the process of reading and looking at pictures. The selection of articles also adheres to the principles of "edit more and move less" and "I have what others don't have and I have the essence of what others have". The selected articles are mostly new faces and there are few traditional texts. The reason for using less traditional texts is not because these articles are not good, but because the editors believe that "in the collection of Chinese culture and in the treasure house of world civilization, there must be better things. Discover the fine works of culture and the essence of language and dedicate them to Children, this is the bounden duty of Chinese language textbook writers."
(5) Exercises
The teaching materials are in accordance with the requirements of the "Chinese Curriculum Standards", and writing exercises are arranged in the lower grades, and composition teaching begins in the middle grades. In order to effectively help teachers improve composition training and improve the quality of students' compositions, the composition part of the textbook is planned to be compiled into an independent practice text, making it a "pillar" that stands side by side with reading training. In terms of writing ideas, the first emphasis is on "lowering the positioning". When primary school students are learning composition for the first time, the requirements should not be too high. Composition teaching materials should be close to students' actual situation, so that students can easily write and be willing to express; they should pay attention to cultivating writing interest and self-confidence, and guide students to write boldly, write about themselves, write about what they like, and write what they want to say. On this basis, students are required to speak clearly, write sentences fluently, and write words neatly. Secondly, pay attention to the "combination of reading and writing". Reading is the foundation of writing. The more reading you accumulate, the stronger the foundation of writing will be. The textbook adopts the writing strategy of "combination of long and short" and "combination of large and small" in terms of "combination of reading and writing". The so-called "combination of long-term and short-term" means that on the one hand, we should be committed to long-term accumulation, "many clouds" and not be eager for success; on the other hand, we should also conduct some imitative transfer training based on the conditions of the "lesson". The "long line" runs throughout, and the "short line" camera infiltrates. The so-called "combination of major and minor" refers to both special writing training (large compositions) and "small writing practice" (small compositions) arranged according to the text. The big compositions form their own series, and the small writings are flexible and flexible, thus forming the composition system of the entire teaching material. Third, it is proposed to “start from imitation”. Children's composition needs to go through a process from support to release. Although students have accumulated considerable oral language, it is still difficult for them to express their meaning in accurate written language. Practice has proved that starting from imitation can build a bridge between understanding and expression, learning and application, thus greatly reducing the difficulty of starting composition. Therefore, most of the middle-grade compositions in the textbook topics include sample essays. The sample articles mostly use children's tone, write about children's lives, and express children's feelings. They are short in length and fresh in style, making students feel more intimate after reading them. The examples are all typed on composition paper in order to provide students with formal standards. In the senior grades, students' homework gradually changes from "imitation" to "creation", and some essay topics no longer include examples.
(6) Unit exercises
The textbook arranges a comprehensive exercise at the end of each unit, which is intended to enable students to review and consolidate the Chinese knowledge they have learned through various forms of exercises. Understand the general rules of using language and characters, and improve Chinese language skills in an all-round way. The arrangement of comprehensive exercises is self-contained and has a certain connection with the texts learned in this unit. The exercises in each unit generally include "learning words and sentences", "writing", "reading and memorizing", "oral communication", "comprehensive learning" and other sections. "Learning words and sentences" is mainly exercises on words and sentences, with basic Chinese knowledge at the primary school level interspersed with it. However, it is no longer the mechanical exercises of the past such as forming words and filling in the blanks, but focuses on comprehensiveness and practicality. Help stimulate children's interest in learning. "Reading and Memorizing" mainly arranges two contents: First, memorize idioms, compile idioms into "idiom songs" according to certain internal connections, and let students memorize them, such as "Better to bend than to bend, to be righteous and strict, to be mighty and unyielding, to be righteous." (Exercise 7 in the first volume of the second grade); the second is to accumulate typical language materials, such as aphorisms, ancient and modern poems, proverbs, couplets, knowledge pieces, etc. The arrangement of "reading and memorizing" is intended to enrich students' accumulation and enhance students' Cultural heritage. "Oral communication" emphasizes the situational and interactive nature of communication activities, and pays attention to the civilized attitude and cultivation of communication.
This textbook selects a large number of topics close to life for oral communication practice. "Comprehensive learning" is designed according to the requirements of the curriculum standards, and is mainly reflected in the comprehensive application of Chinese knowledge, the overall development of listening, speaking, reading and writing skills, the communication between Chinese and other subjects, and the close integration of books and practical activities.
(2) Characteristics of teaching materials
1. Simplicity
The most prominent impression given by the Jiangsu Education Edition primary school Chinese textbook is "simplification". The so-called "simple" refers to conciseness, conciseness, simplicity, that is, concise structure, concise content, and easy practice. The textbook writers believe that Chinese is a highly practical subject. The main purpose of primary school students learning Chinese is not to build a Chinese knowledge system, but to practice the basic skills of listening, speaking, reading and writing and form skills and habits through a large number of practical Chinese activities. To this end, when compiling the textbooks, we have to focus on the goals and highlight the most important basic skills in primary school Chinese: literacy, to read words in a down-to-earth manner; writing, to write neatly; reading, to read carefully; and memorization, to recite the original text. ; do, practice writing happily; speak, communicate openly and openly; practice, practice good study habits over and over again. In order to highlight the Chinese language learning goals of these seven words, strengthen the foundation, and lay a solid foundation, the editor has arranged "simple" assignments at the end of each text to highlight the most important content and reappear repeatedly to give teachers a strong goal. Hint and give students necessary practice opportunities. For example, in the first volume of first grade, there are mainly two or three assignments: the first is to read the text aloud and recite the text; the second is to trace the text according to the order of strokes; a few texts have third questions, which are mainly practical assignments or inspiring questions. Another example is the second volume of the third grade. There are four to five assignments after each text: questions one to three are fixed, which are to read the text aloud, recite or repeat the text, trace red with a pen, read it and then copy it; questions four and five are based on Specific text contents may inspire research, guide expansion, or guide practice.
In short, do not engage in cumbersome mechanical exercises and highlight the most important basic skills. To facilitate teaching, the editor pays attention to simplifying the format and text types. The complete teaching material system is not complicated. For example, the first volume of the first grade only has "Habits", "Chinese Pinyin", "Literacy", "Texts" and "Unit Exercises"; the third grade only has "Habits", "Texts", "Exercises" and "Unit Exercises" Several sections. All selected texts require students to read them carefully, regardless of whether they are intensive reading texts or skimming texts.
2. Nationalization
First of all, it is reflected in the inheritance of traditional mother tongue teaching experience. The Jiangsu Education Edition of primary school Chinese textbooks attaches great importance to learning from the essence of traditional Chinese teaching, and pays attention to transforming it according to the needs of today's society for my use.
————The experience of rhyme literacy. Chinese characters are monosyllabic, making it easy to form neat phrases or short sentences, and easy to rhyme. Traditional elementary school literacy textbooks such as "Three Character Classic", "Hundred Family Surnames" and "Thousand-Character Classic" all adopt the form of rhyme. They are easy to read and pleasant to the ears. They are not only in line with children's interests and easy to remember, so they are widely circulated. Jiangsu Education Edition Primary School's Chinese textbooks have fully absorbed this experience. "Word String Literacy", "Recognition" and "Idiom Song" all use rhyming forms.
——Pay attention to the experience of writing. In the past few decades, primary school students have not been able to write very well in calligraphy. The main reason is that they have lost the good traditional experience, neither drawing red nor imitating shadows, and leaving it prematurely to develop freely. The Jiangsu Education Edition of primary school Chinese draws on the effective training methods of its predecessors and puts forward the writing teaching idea of ??"combination of reading and writing, and imitation into the body". The combination of reading and writing complements and reinforces each other. For all characters that require students to be able to read and write, they are provided with the practice of tracing red and imitating shadows, and from the first grade to the sixth grade, they trace and imitate to the end.
——Pay attention to the experience of reading and reciting. Excellent poems and essays all require recitation, and attention should be paid to experiencing emotions and comprehending the content during the recitation process. The complete set of textbooks requires students to recite more than 150 chapters.
Secondly, it is reflected in the emphasis on revolutionary traditional education and the inheritance of traditional virtues and excellent national culture.
First, attach importance to revolutionary traditional education. The textbook enthusiastically praises the Chinese nation's tenacious fighting spirit in defying violence and resisting aggression ("Burning the Tobacco at Humen", "The Beacon Fire at Marco Polo Bridge", "Singing the Cowherd"), and praising the perseverance and courage to fight without fear of difficulties ("The God of War" ", "Sun Yat-sen Breaks Bad Habits"), deeply eulogizes the noble feelings of loving the motherland and loving the people ("Eternal Life in the Sea", "Qian Xuesen", "Drawing Water Never Forgets the Well Digger", "Bodhisattva Soldiers"), eulogizing the noble feelings of loving the motherland and loving the people ("Eternal Life in the Sea", "Don't Forget the Well Digger", "Bodhisattva Soldiers"), eulogizing the integrity and setting an example. Noble qualities ("The Camphor Tree at Soong Ching Ling's Former Residence", "I am also an Ordinary Soldier"). With the help of these texts, students can be given ideological education in a timely, appropriate and appropriate manner, which will help students gradually form a positive attitude towards life and correct values.
The second is to pay attention to the inheritance of traditional virtues, such as "filial piety" (family affection, filial piety, human relations), "benevolence" (kindness, love, sympathy), "altruism" (selflessness, giving, dedication), "Integrity" (corruption, honesty, trustworthiness), etc.
Reflecting "filial piety" include "Chen Yi Visits Mother", "Grandma's White Hair", "Agarwood Saves Mother", "Mother's Kindness", "Missing Family More During Holidays", "Fragrance of Petals", etc.; reflecting " Examples of "Benevolence and Love" include "Flying Birds", "A Grasshopper for the Blind Mother-in-Law", etc. (Many texts that reflect "filial piety" also have the characteristics of "Benevolence"); those that reflect "Altruism" include "Dayu's Control of Floods", "Dayu's Control of Floods", "Benevolence and Love", etc. "Kong Fansen", ""Glittering Gold"", etc.; those that reflect "integrity" include "Honesty and Trust", "Gongyixiu Rejects Gifts", etc. These texts have special academic significance for revitalizing traditional virtues under the socialist market economic system.
The popular classical poetry can be regarded as the treasure of Chinese culture. The Jiangsu Education Edition primary school Chinese textbook with national characteristics certainly attaches great importance to leading students into the palace of classical poetry to search for treasures. The complete set of teaching materials** *Collected more than 60 classical poems (including the classical poems collected in "Reading and Memorizing"), which is very prominent in the existing primary school Chinese textbooks. It makes difficulties easy, stimulates students' interest in learning, and helps them understand the rich connotations of poetry. Created a new text type called "wenbao poetry". The most striking feature of this type of text is that an ancient poem (sometimes some "words" or famous sentences from ancient Chinese are also included) are cleverly included in a simple modern vernacular short article. Most of the short articles are compiled into an interesting story. , the original poem is naturally introduced during the narrative process, and based on the content of the ancient poem and children's learning needs, it concisely and vividly introduces the background knowledge closely related to the ancient poem, the author's situation, and the specific situation when the poem was created. The key contents and far-reaching artistic conception of ancient poems are vividly reproduced with illustrations, and necessary explanations are also given to the more uncommon words and puzzling verses in ancient poems. "Poetry" is the topic of "literary", which has the beginning and the center of the story. "Wen" is the background material and image description of "poetry". "Poetry" and "literary" are integrated, complementing each other and complementing each other.
Jiangsu Education Edition primary school Chinese textbooks have selected a number of ancient Chinese myths, fairy tales, folklore, and idiom stories, such as splitting mountains to save the mother, the Cowherd and the Weaver Girl, Chang'e flying to the moon, lying on firewood and tasting gallbladder, etc. These stories and legends express the beautiful wishes of the working people in ancient China, reflect certain moral concepts and value standards, and are rare spiritual wealth in Chinese culture. This kind of works are not only loved by children, but also can lay a good foundation for their lives.
The Jiangsu Education Edition primary school Chinese textbook also excerpts or adapts some articles from Chinese classics, such as "Nezha Makes the Sea", "Three Visits to the Thatched Cottage", "Lin Chong Beats Teacher Hong with a Stick", "Three Borrows from Sun Wukong" "Panana Fan" is intended to allow students to taste "蔔", one of the "ding", to arouse their interest in reading classical masterpieces, thereby expanding the scope of extracurricular reading and improving their extracurricular reading taste. There are also some texts, such as "Mei Lanfang's Learning Arts", "Studying Chess", "Huai Su Writing", etc., from text to text illustrations, they help children understand the essence of Chinese culture (Peking Opera, Go, calligraphy, etc.) .
3． Modernization
First of all, it is reflected in concepts. This textbook fully embodies the new curriculum idea of ??"everything is for the development of children". In terms of subject attributes, it pays attention to both basics and humanities, and pursues the unity of "instrumentality" and "humanity"; in terms of teaching concepts, it advocates that "students are the masters of Chinese learning" and "teachers are the organizers of learning activities" and guides", "the teaching process is an equal dialogue between teachers and students" and other new concepts, abandoning cumbersome analysis, advocating and guiding students to "do less questions, read more, read well, read good books", and cultivate students into "scholars" ".
Secondly, it is reflected in the text. One is new awareness. That is to say, pay attention to injecting concepts and consciousness that are suitable for the development of the times, such as cherishing nature ("River and Green Grass", "It's So Nice Here", "What a Beautiful World", "Bird Island", "Skylark's Wish"), respecting talents ( "Three Visits to the Thatched Cottage", seizing opportunities ("The Story of Argument"), enthusiastic encouragement ("Applause"), learning to cooperate ("Three Little Partners", "Learning to Cooperate"), being brave in innovation ("Lu Ban and the Oar Ban", "Evening" "Sun"", "Interesting Discovery"), studious and inquiring ("Studyable Dad", "Ask the Galaxy", "The Blackboard Ran", "Try It", "Pentagram in the Apple"), etc. The second is to select new materials. The teaching materials select many texts that reflect contemporary life. There are "Pearl of the Orient", "Flying on the Highway", "Water Country Song", etc., which reflect the achievements of socialist construction since the reform and opening up, and there are 2008, Beijing, which reflect major historical events! ", etc., including "My Name is "Shenzhou"", "Space Shuttle", "Seaplane", "Satellite Tracking Typhoons", etc., which reflect the new achievements of scientific and technological development, and "Kong Fansen", "Flash", which show the spiritual outlook of contemporary characters. of gold" etc. The third is the new approach. From pinyin design to literacy text writing, to text selection, everything is based on following our own path, not engaging in "appropriationism", and striving to escape the shadow of "complexity, difficulty, bias, and old". As a result, the key training projects that teachers used to be commonplace in the past are gone, the cumbersome after-school exercises are gone, and the traditional texts that have remained unchanged for decades have taken on a new look.
Third, in order to adapt to the needs of future society, Jiangsu Education Edition primary school Chinese textbooks have constructed an "Oral Communication" training series. For example, in the first volume of the first grade, oral communication training contents such as self-introduction, borrowing pencils, making phone calls, discussions, and storytelling are arranged among students. In terms of training methods, attention should be paid to setting up the communication environment to strengthen the interaction between the two parties.
For example, in "Borrowing a Pencil", a situation is designed in which a little monkey borrows and returns a pencil from a panda, and is asked to talk about it before putting on a headgear and performing the role.
Fourth, in the after-class exercises and comprehensive exercises, many exploratory and practical learning activities are arranged. Some require students to determine their own research topics, go to libraries, reference rooms, and the Internet to collect information around the topic, organize and screen the information, research problems with the help of teachers and parents, and write papers; some guide students to go towards society and nature. Observe, investigate, and write small explanations and reports.
4. Aestheticization
The so-called "aestheticization" refers to the aesthetic quality of teaching materials. Jiangsu Education Edition primary school Chinese textbooks start from children's age characteristics and cognitive patterns, attach great importance to drawing and binding design, and strive to make the size of the textbook fully express the aesthetic value. Illustration authors and layout designers studied the text textbooks, understood the writing intention, and carefully created each picture and logo, so that the textbook is rich in pictures and text, showing an overall harmonious beauty. Pay attention to polishing and tempering the language of the text, paying attention to highlighting the ideological and emotional beauty of the article content, the format and rhythmic beauty of the article form, and the simple and standardized beauty of the article style, so that students can subtly accept aesthetic education and cultivate their aesthetic appreciation in the process of learning Chinese. Interest and improve aesthetic ability.