What are the curriculum resources available for Chinese teaching in primary schools?

Textbooks are important curriculum resources, but they are not the only curriculum resources. Open the school gate, enter the society, broaden the field, broaden the horizon, and learn and use Chinese in life. Chinese curriculum resources are extremely rich and colorful. Students' own direct experience, experience and indirect knowledge (from various media in social life) should also be developed and utilized as Chinese curriculum resources. This kind of resource is often more real, richer and more situational than textbooks. It is not difficult to see from the following cases that students' understanding of "animal tails" and "vegetables" is relatively rich and true. What is more valuable is that in the process of acquiring curriculum resources, students' desire for knowledge is aroused, and their initiative and enterprising spirit are cultivated.

Teaching case of "in the vegetable garden"

Teacher: Students, as we have just seen, these vegetables are different in size, shape and color. Let's see what is written in the book. Reading and thinking. What do children's songs tell us? Look for it. Is there anything you don't understand? When reading, it is required to read correct pronunciation and read sentences fluently.

(Students learn children's songs by themselves)

Teacher: Let's talk about what we have seen and what we don't understand in the group.

(mass sending. Students can speak freely)

Teacher: Who can tell me what you have learned through self-study and group discussion?

Health 1: I know that the skin of cucumber is green.

Health 2: I know that beans are green and grow on the outside.

Health 3: I know what peppers look like. One end is pointed.

Health 4: I understand "eggplant holding lanterns high". Eggplants are tied to branches, just like lanterns hanging high and hanging down.

Teacher: You are great. (Show the wall chart and guide the students to compare pictures and texts) Where did you see the eggplant knot? Does it look like a lantern hanging from a branch?

Health: I understand "radish underground hide and seek". In other words, radish grows in the ground, and we can only see its leaves, but we can't see radish, as if we were deliberately hiding and playing hide-and-seek with us.

Teacher: As you can see, we carefully observed it when we went to the school labor base yesterday. Do other students have anything to add? Before class, the teacher showed the students around the vegetables in the school labor base, including radishes.

Health: Yes. I also saw many radishes sticking out. Some are white, some are red and some are purple. I think it's strange. Why does radish have purple? Just ask the uncle who manages the vegetable garden, and he told me that this kind is called carrot.

Teacher: The students really know a lot. Is there anything you don't understand?

Health: What do you mean, the older the pumpkin, the yellower the skin?

Teacher: Who will solve this problem?

Health: I know. That is, the pumpkin is green when it first grows, grows and changes slowly, and turns yellow when it matures. Just like mango, it is green at first, but it turns yellow when it matures.

Teacher: Good point. It can also be illustrated by the fruits we often see.

Student: Teacher, I have a question. The pumpkins I see in pictures and books are all yellow and round. But yesterday I went to the vegetable market with my mother, and all the pumpkins I saw were blue and long. Like the ones we put on the table today, I can't find any yellow round pumpkins.

Health: I know. I went to buy pumpkins yesterday, but I couldn't find the kind I wanted. Later, my mother told me that yellow round pumpkins are usually found in summer. This oval green pumpkin is a new variety, and there is also a pumpkin that looks like a telephone. Everyone calls it the telephone pumpkin.

It is worth discussing to comment on the development and utilization of curriculum resources. In this lesson, teachers lead students to visit the vegetables in the school labor base before class, so that parents can take their children to visit the vegetable market, collect relevant pictures and materials with their children, initially understand and perceive the relevant knowledge of vegetables, and guide students to exchange information about curriculum resources investigation by reporting the reading situation in class, so as to cultivate students' ability to collect and process information. Cultivating students' self-study ability is also one of the characteristics of this class. When learning nursery rhymes, teachers adopt the learning mode of self-study-communication-questioning-questioning, so that students can learn reading methods in the process of learning nursery rhymes, ask questions and solve problems, let students express their opinions, create opportunities for students to show themselves, and fully develop their personality in learning.