How to teach the Chinese textbook well, the characteristics of the primary school Chinese textbook

Reduce the stress of using unified teaching materials.

When the teachers got the new textbooks, they saw that many of the texts were new, the style and teaching methods were new, and the intensity of the reform was great, and they were worried that they would not be able to keep up with it, and it would be difficult to use them. This is understandable.

However, it should also be noted that the "newness" of this set of textbooks does not mean that the previous textbooks and teaching methods are completely subverted in a revolutionary manner, but that it is "upright and innovative", that it is a change and innovation on the basis of the original, and that kind of "innovation" that everyone can keep up with through hard work. So don't be anxious, use the textbook with a positive and normal attitude.

In particular, the scope of reform in the unified compilation of high school Chinese textbooks is large, and the pace of promoting the use of them should be a little more steady. We cannot expect that as soon as the new teaching materials are used, teaching will be turned upside down. The use of new teaching materials and the adoption of new teaching methods are the requirements of the times, and everyone is dissatisfied with Chinese teaching in one way or another, and we must use the use of new teaching materials to improve teaching.

However, it is not necessary to say that the previous Chinese teaching is useless, that is not in line with the facts, and do not make the Chinese teacher "disgraced". In fact, we have come step by step like that, and we must respect history, inherit something, discard something, and develop something.

In using new teaching materials and reforming our Chinese teaching, we must base ourselves on our own learning conditions and gradually adjust, improve, and update them on the original basis according to the conditions of our own region, school, or class. The key to whether the use of new teaching materials can make our teaching to a higher level is that teachers, teachers' ideological and professional level must keep up, and they can use the teaching materials well. And this takes time, and it is impossible to solve the problem with a few trainings.

Teaching Chinese well depends on these "three keys".

The first is to know the level of the student.

The second is to develop lesson plans according to the characteristics of different students.

I think that the compilation of Chinese textbooks must be based on the needs of the content.

The selection of texts is the most intuitive change, let's talk about the changes in the number of texts in the unified version of the textbook. Compared with the original people's education version, the number of texts has decreased, such as the first grade, the people's education version originally had 41 lessons, and now the difference is reduced to 32 lessons, Chinese pinyin.

The number of lessons has also decreased, but the number of literacy classes has increased; In the second volume of the first grade, the original 39 lessons of the people's education version have been reduced to 29 lessons. The second volume of the third grade, 32 lessons in the old version of the textbook, and 28 lessons in the new edition. Li Qian.

The reduction in the number of texts is an adjustment of the teaching content and methods, so that the content presented in the textbooks is richer, and more attention is paid to the content of oral language and reading, which is also more conducive to the improvement of language literacy. New teaching materials for excellent traditional culture.

Each attaches great importance to it.

The second is the flexible unit structure.

The structure of the unified version of the Chinese textbook is to organize the teaching in units, and the content of several sections is interspersed and arranged in each unit. The lower primary school is divided into three sections: one is the text, the second is literacy, and the third is Chinese pinyin.

It's obvious in the catalog. In the third grade, there is no literacy unit, and each volume has an assignment unit, the upper volume has a reading unit, and the second volume has a comprehensive learning unit.

The third is to attach importance to the core literacy of language and rebuild the language knowledge system.

Ministry Edition. How do Chinese textbooks reflect the knowledge system and competency points? There are four "channels".

Outstanding features: 1. The knowledge of grammar and rhetoric is gradually infiltrated and reduced to zero.

2. The composition teaching and training topics of each unit are set up in a stepwise manner, and the classroom is highly operable.

3. The questions after each lesson are set comprehensively and focused.

Suggestions: 1. On the teaching of classical Chinese.

The annotations of the textbooks and the interpretation of the grammar knowledge related to the teacher's book are relatively vague, which makes it difficult to grasp the depth in teaching, and the interpretation of many words and sentences is controversial and confusing.

2. Teaching ancient poetry.

What are the examination standards for the recitation of ancient poems outside the classroom, whether they should be taught, and how to talk about it, teachers do not have books, and it is difficult to grasp. In the end, how to carry out the teaching of ancient poetry appreciation, I hope that the teaching book can have a systematic interpretation and guidance for teachers.

3. Chinese character writing strokes and stroke order.

From the eighth grade, the after-school "reading, writing, and writing" has become a walking book, and some words are not clear to students, which is not conducive to students' learning.

Regarding the order of Chinese character writing strokes, the situation of students is uneven, and how to better connect the transition in primary and secondary school teaching in this regard, if there is an appendix to introduce it, it will be more conducive to the review of the high school entrance examination.

4. About the teaching of reading aloud.

How to read aloud emotionally is reflected in different units of teaching, such as stress, stopping, rhythm, etc., but the knowledge of Chinese teachers is different or fragmented, how to effectively guide students? It is hoped that teachers can have a systematic explanation of knowledge in their books, and the unified textbooks can be specifically sorted out and integrated into a book on the language knowledge that students need to master in Chinese teaching at the junior high school level, so as to ensure that teachers have a basis and direction when they are confused and hesitant in teaching.

4. On the teaching of culture and sports.

The selected texts in the textbook are both beautiful and beautiful, but as a genre that students are exposed to for the first time, do you take into account that the stylistic characteristics must be distinct, and then there will be changes? The choice of famous articles can sometimes not be taken into account, and it will be difficult to teach. For example, the first article of the selected article "Have Chinese Lost Their Self-Confidence" during the discussion of ** teaching; For example, the activity unit "Speech", Wen Yiduo's "Last Speech" and several other articles, all of which are famous from real life, are ideological, rich and infectious, but students cannot learn how to write speeches at once.

At 7:30 p.m. on July 11, under the leadership of Principal Wang Fang, the host of the studio, all the teachers of the studio gathered in front of the computer and listened to the special lecture on "Making Good Use of Unified Teaching Materials and Implementing Chinese Elements" brought by Tang Jin, a national special-grade teacher.

Mr. Tang's lecture was mainly divided into four parts, first of all, he comprehensively and systematically sorted out the language elements in the unified textbooks, and then guided everyone on how to implement the language elements in teaching from the theoretical and practical aspects.

Mr. Tang's in-depth interpretation of the elements of language pointed out that students can develop strategies and habits of learning language, accumulate experience in learning language from the perspective of language, and build a language learning field.

After clarifying the key points of learning the elements of language, Ms. Tang pointed out that teachers should have the "awareness of thinking like an expert", try to let themselves examine the teaching materials from the perspective of editors, ask questions in a timely manner, and analyze them in depth. While reading and understanding the intention of writing, improve your teaching and research level. Teachers construct a map of elements, search horizontally, and connect vertically.

Regarding the way to build the landing of elements, Mr. Tang combined with specific teaching materials and lesson examples to guide everyone how to do it from four aspects. Vivid and interesting lesson examples, appropriate and ingenious classroom activities, so that the language elements everywhere can be implemented and blossomed in the classroom.

Respecting the teaching materials, understanding the teaching materials, and using the teaching materials creatively, Chinese learning requires long-term immersion and cultivation, and it cannot be achieved overnight, so it is necessary to have a long-term vision, careful planning and practical action.

After the training, the members of the studio expressed their experiences and insights in the group, and exchanged experiences. Completion is more important than perfection; Action is more valuable than preaching. In the future teaching work, I believe that we can implement the teaching of language elements into every teaching link.

Teachers should make it clear that learning pinyin is for literacy, and of course, Mandarin pronunciation. Pinyin is a tool for literacy, but don't use it as a tool for reading. Hanyu Pinyin is just a crutch, and you can do without this crutch if you learn to read and write. Therefore, pinyin teaching should be realistic and reduce the difficulty.

For example, pronunciation is more difficult to learn. To learn pinyin, of course, you have to teach the method of pronunciation, but don't ask too much. In the first grade, it is enough to be able to pronounce syllables, and it is not necessary to be able to pronounce syllables directly.

The pinyin alphabet is to be memorized, but it is not mandatory to memorize and write silently. The syllables of the initials and finals can be written, and it is not necessary to pay attention to whether they are neat or not. Roughly speaking, the first grade requires accurate phonics, and the second grade requires a little more proficiency, and it is okay not to add additional burden to the students.

There are many schools where English is still studied in the first grade, and the English alphabet and Chinese pinyin are mixed together, and the pressure on teachers to teach is very great. There is also a teacher in the southern dialect area, in order to train a pronunciation, but it takes a lot of effort, and the effect is not good. If we realize that Hanyu Pinyin is a "crutch" for literacy, and that Mandarin pronunciation is nothing more than communication, then the teacher's pressure will be less, the burden of radiating to the students will be lighter, and the teaching effect will not necessarily be poor.

In fact, the "Chinese Curriculum Standards for Compulsory Education (2011 Edition)" has reduced the difficulty, and some schools may not pay attention to it. When it comes to learning Mandarin, it is also necessary to seek truth from facts, and students in the dialect area can communicate in Mandarin, not necessarily how standard and beautiful they are. It would be better if teachers in dialect areas could design more targeted teaching plans based on the difficulty of pronunciation when learning Mandarin in their area.

In short, learning pinyin is to help recognize words, not to replace word recognition. Pinyin has a positive effect on learning Mandarin, but don't use reading Pinyin as a way to learn Mandarin.

In addition, there is another change in the pinyin teaching content of the "unified version" Chinese textbook, that is, the pinyin teaching is combined with the teaching of literacy, and the learning of pinyin is combined with the recognition of words, and they are integrated with each other. Teachers should also pay attention to this.

Mr. Zhu's lectures focus on practical results, and pay attention to the combination of teaching materials and content when explaining. For example, the teaching of reading, reading aloud, writing and comprehensive practice are all combined with the teaching materials to make specific explanations, give ideas, methods, and guidance.

Mr. Zhu comprehensively and in-depth interpreted the content and characteristics of the binary combination of the eight textbooks of the unified Chinese language. Give pertinent and reasonable suggestions to the teachers in a timely manner, guide the participating teachers to enter the unified Chinese textbooks, understand the purpose of the compilation of the unified textbooks, and grasp the system and style characteristics of the Chinese textbooks. Do it in teaching:

1.Establish unit teaching concepts. 2.

Content-based language teaching. 3.In teaching, we should truly implement the curriculum standards and teach by law.

4.Emphasis on the basics, habit building. 5.

Study and do a good job of extensive reading and diverse activities. It is hoped that all Chinese teachers will thoroughly study the methods of Chinese teaching, make good use of the unified teaching materials of the Chinese language, and teach Chinese classes well.

The main features of the eight textbooks are (1) the main line: stylistic learning (reading: prose, expository essays, speeches, travelogues, "remembering", "speaking", etc.). Writing: expository essays, reflections, travelogues, stories, etc. ）

2) Highlights: Activities, ** unit and oral communication topics.

Activities·**Unit: Changed the way units are organized and the way students learn.

Special Topic in Oral Communication: It provides a starting point for the teaching of "speaking".

3) Self-reading requirements are improved, and ** color enhancement.

There are two self-reading texts in each unit, one of which is not subject to criticism, and the number of recommended texts is increased.

The topic ** color enhancement to broaden horizons, deepen thinking, and improve literacy.

4) Learning style: Emphasis on activities, tasks, **.

Emphasizing activity-based learning, task-based learning, and first-class learning, etc., which are reflected in comprehensive learning (three activities), activities (three tasks and omissions), reading of famous works (three special topics), writing (writing practice), oral communication (oral practice), etc., are conducive to stimulating students' autonomy in learning.

5) The learning objectives are aimed at improving students' core literacy in Chinese.

Language construction and application, thinking development and improvement, aesthetic appreciation and creation, cultural inheritance and understanding.

Teaching strategies we can employ.

1) Construct a new language classroom based on students' feelings and questions.

2) Focus on the big language and focus on the small language.

3) Grasp the four ideas and handle the relationship between the bright line and the dark line, the starting point and the end point.

Four ideas: the author's idea, the editor's idea, the teaching idea, and the learning idea.

Dark line: teacher lesson preparation and teaching preset; Bright line: Student learning activities and learning styles.

Starting Point: Students; End: Text.

Teacher Zhu's lecture was based on the interpretation of the seventh-grade Chinese textbooks, but it was correct.

The Chinese teaching and preparation for the high school entrance examination in grades 8 and 9 are of good guiding significance.

On the weekend, our school organized an online "Series of Public Lectures of the Famous Teacher Professional Development Research Association" for Chinese teachers.

While the knowledge design of the new textbook is ingenious, it also permeates every unit and text. In the process of interpreting the textbook and teaching, it is necessary to focus on the arrangement intention of the whole textbook, and also to have the interpretation idea of a single article and a unit. The textbook is not a single-line series of knowledge points, but an organic combination of multi-line language elements.

Professor Wu Zhonghao pointed out in the training that the unit language should be a gradual process, and while promoting the language elements, it is necessary to have a holistic view of the overall situation, and learn to use the materials provided by the textbook well and use them appropriately. The elements of language are a requirement of the overall situation, and we should not grasp the elements in teaching, increase the difficulty, and fall into the prison of knowledge points.

In the introduction of the unit, the language elements are clear, the after-class questions are closely related to the element exercises, and the communication platform is summarized in place and closely related to the theme. It can be said that the new textbooks are interlocking in the edification of students' language literacy and ability, which is like a movie, slowing down and allowing you to savor the beauty of the plot. Therefore, in teaching, the landing of language elements is not only loud, but also infiltrates the students' knowledge base silently.

In the teaching design, it is necessary to infiltrate the language elements into all corners of the text, and learn to use them in combination with the actual expression of life, so as to make the "process" the key practice point of Chinese learning.

One of the micro-lessons is taught by teacher Tong Fangqing, and the lesson "Traveling in the Belly of the Cow" is taught by the third grade.

Starting from the elements of language, Ms. Tong implements the teaching objectives, leads students to sort out the plot of scientific fairy tales through the clear dynamic travel map of the red head in the tripe, and pays attention to cultivating students' fast reading ability in a timely manner in the teaching process, and summarizes the main content ability.

In the classroom, students are guided to grasp the role of environmental and psychological descriptions of texts. Lead students to experience the image of the characters, and figure out the psychological and linguistic descriptions of the characters.

In the classroom, Ms. Tong always pays close attention to the teaching of Chinese elements, and the students' abilities have been effectively improved in the classroom.

In addition to the two wonderful micro-lessons, Principal Jin Yan also shared her exploration and thinking on the unified textbook. Professor Wu Zhonghao emphasized that teachers must have a sense of unit when preparing lessons and adhere to the "unit consistency system".

Therefore, teachers should accurately grasp the language elements and knowledge in the textbooks, so as to better lead students to learn.

Principal Jin Yan combined the characteristics of the new textbooks and propositions of the unified edition of the textbook, and proposed that the teaching of the unified edition of the textbook should pay attention to the accumulation of students' language, mastery of traditional cultural festival knowledge, and the accumulation of ability.

Facing the new unified version of the textbook is not only a challenge for students, but also for language teachers.

We must continue to walk on the road of learning, read and understand the unified textbooks, and always remember that the implementation of the language must be carried out with scumbags.