Analyze the four basic systems of Chinese textbooks with examples

The analysis of textbooks should start from the analysis of the status and role of the textbooks, analyze the content and structure of the textbooks, clarify the teaching objectives, key points and difficulties, explore the scientific methods, ability training, and ideological education factors of the textbooks, know the embodiment of instrumentality and humanism in the Chinese textbooks, analyze the learning psychology problems in the textbooks, design appropriate teaching plans or put forward reasonable teaching suggestions.

The so-called intensive reading refers to the in-depth study of a certain section of the Chinese textbook on the basis of close reading, analyzing every paragraph, studying every sentence, considering every word and every word, and analyzing the textbook in detail and concretely. Do the following:

Thoroughly understand all the knowledge in the textbook, have an in-depth understanding of the background materials of the content of the textbook, understand the knowledge of the textbook from a commanding and condescending height, and be able to answer the difficult questions in the textbook;

Find out the psychological characteristics of learning contained in this textbook, the mistakes that students are prone to make in learning, the causes of difficulties, and the breakthrough methods;

This section analyzes the teaching characteristics and key knowledge of this textbook, selects appropriate teaching strategies and methods, designs the teaching process, and considers how to cultivate ability and ideological education through knowledge teaching.

1. Model text system: the content of learning, the platform for communication.

3. Knowledge system: language, style and other knowledge.

Fourth, the operating system: comprehension, memory, application, research.

Model text system (text selection system): The main body of Chinese textbooks is to provide materials for reading, writing, listening and speaking.

Practice system (homework system): A variety of thinking and exercises designed to help students review and consolidate what they have learned, and to cultivate and improve their abilities. The "discussion and practice" and "** practice" at the end of the text in the textbook are all important parts of the textbook practice system.

The four functions of Chinese textbooks: development, education, demonstration, and reliance.

Modern pedagogical theory believes that teaching and development are interrelated. Chinese textbooks provide sufficient materials for students' language development, so that students' language continues to move from poverty to enrichment, from naivety to maturity, and from dullness to vividness. As the carrier of national culture and national spirit, Chinese textbooks have a subtle and subtle effect on the development of students' political quality, ideological quality, moral quality, emotion, will, character and other personality and psychological qualities.

At the same time, language and thinking are inextricably linked. The excellent works of Chinese textbooks are all models of dizziness, the crystallization of the writer's intellectual activities, and therefore a key to open the door to students' thinking.

Chinese is a tool for expression, expression and Taoism, which determines that students are inseparable from the content of affection, meaning and Tao in the process of learning Chinese textbooks. Teaching is educational, and the educational function of Chinese teaching is mainly realized by relying on Chinese textbooks. The textbooks of middle school Chinese contain a wealth of content for students to educate and cultivate their thoughts, emotions, moral will, and spirit.

In teaching, these teaching contents should be used to give full play to the pride and function of Chinese teaching materials according to the characteristics of the Chinese language and the actual situation of students.

The selection of typical and standardized works as the main body of teaching materials in Chinese teaching is intended to enable students to learn Chinese knowledge intensively and efficiently and cultivate language ability through targeted and standardized language training. In addition to the demonstration function of the content of the text and the form of the language, the Chinese textbook also includes the demonstration function of the difficulty and depth of training. Chinese language teaching in secondary schools focuses on the cultivation of basic and standardized language skills.

The language foundation must be basic and standardized. In short, Chinese textbooks should be examples of expressing ideas, using language, and training in language.

Chinese textbooks are the carriers of the content of language education, and the material basis for achieving the goals of language teaching and giving full play to the functions of language education. Chinese teaching should strengthen the foundation, convey culture, cultivate ability, cultivate habits, carry out ideological education and emotional cultivation, and so on, all of which are inseparable from the basis of Chinese teaching materials. In particular, the language discipline is an applied discipline that focuses on the cultivation of skills and techniques, and the educational goals can only be achieved through planned training.

Therefore, learning and practicing with textbooks is particularly important for Chinese subjects.

Chinese textbooks, especially Chinese textbooks, are the most meaningful and valuable of all books. The new Chinese textbooks are functionally prominent in the following aspects:

1. The function of cultivating students' self-directed language learning ability. Chinese textbooks are not only "textbooks" but also "learning books" and "practice books", which have the function of cultivating students' self-learning language ability, that is, teaching materials can be conducive to students' further learning, guide students to master the methods of language learning in learning, and have the ability to further learn Chinese.

2. The function of cultivating students' humanistic qualities. Chinese textbooks should pay attention to the development of students' emotions, attitudes and values, so that students can organically combine knowledge learning, ability training and emotional experience, pay attention to human beings and nature, form good humanistic and scientific literacy, establish the idea of harmony, unity and sustainable development between man and nature, enhance national self-esteem and patriotism, establish a correct world view, outlook on life and values, and gradually form a good personality and sound personality, and improve their overall quality. Chinese textbooks convey the spiritual wealth of human beings, and the rich spiritual connotation has a profound impact on the spiritual field of students.

3. Cultivate students' innovative thinking and innovative spirit. Chinese textbooks play an enlightening and exemplary role in cultivating students' innovative consciousness, innovative thinking and innovative ability. The rich humanistic connotation of Chinese textbooks makes the teaching materials have multiple understandings, which is conducive to students' independent and first-class learning, and plays an important role in cultivating students' innovative thinking and innovative spirit.

Chinese textbooks can effectively expand students' knowledge. The main part of the Chinese textbook is the selected texts, which are extensive, rich and comprehensive, just like a small encyclopedia, and at the same time, the selected texts pay attention to the image and vividness, pay attention to the appeal and shock of language expression, can closely connect with the students' experience world and the imaginary world, are easy to be accepted by students, and help stimulate students' innovative spirit.

4. Promote the function of teachers' creative teaching. Chinese materials are materials that guide students' cognitive development, life learning, and personality construction. Its material extension is the same as the extension of life, so it is open and flexible.

This requires teachers to implement teaching creatively, no longer mechanically explain the teaching materials, and be the transmission and carrier of the content of the teaching materials, but to become the "cultural mediator" of student development, to carry out two-way communication and dialogue with students, and to help students construct language knowledge in the exchange and dialogue. Teachers have changed from single users of teaching materials to builders and developers.

1. Teaching students the basic glyphs, pronunciations, and meanings of characters is the basic platform for popularizing Putonghua and Chinese characters;

2. Teach students basic grammar and rhetoric, lay a good foundation for dialogue and writing;

3. Teach students to read articles and analyze the basic methods of articles, so that students can grasp the core of the articles more deeply and accurately, understand the purpose and significance of the author's writing, and stimulate students' interest in learning Chinese through appreciating and learning beautiful texts, so as to lay a good foundation for students' future self-development;

4. The textbook leads students to learn classical Chinese, understand Chinese classical culture, and deeply understand China's profound cultural heritage, so that students can get inspiration from it and make them love China and Chinese culture more.

1.Fan Wen system.

2.Knowledge systems.

3.Practical activity system.

4.Reading aid system.