A Brief Analysis of the New Changes in the Content and Purpose of Chinese Textbooks

Chinese teaching itself has its own specific laws, but Chinese teaching methods have no specific laws and are constantly changing. A brief analysis of the new changes in the content of Chinese textbooks and their purposes, do you know? Let's take a look at the new changes in the content and purpose of Chinese textbooks. Welcome to check!

What are the new changes in the new edition of Chinese textbooks for primary schools?

New teaching materials should have new teaching methods.

Beginning in autumn, the revised Chinese syllabus will be used in primary and secondary schools across the country, and the adjusted textbooks will be used in primary and junior high schools, and the new textbooks will be used in senior high schools. 1997 The discussion on Chinese education, which started in the second half of this year, has had a great and profound impact on Chinese teaching. All these changes are the direct or indirect result of this great discussion, so it can be said that Chinese education in China has entered a new era.

However, contrary to the optimism of public opinion media, Chinese teachers who are really in the front line of teaching are still confused at present. The discussion about Chinese education only tells us that Chinese should not be taught in this way, not how. Chinese teaching is currently in a transitional period, the old model has been abolished and the new model has not yet been established. Many Chinese teachers are asking: How to teach Chinese?

In fact, the problem of Chinese teaching has not been fundamentally solved for nearly a century. Mr. Ye Shengtao once said frankly: Do you want to ask me how to teach Chinese? Frankly, I don't know. Before the media held a big discussion on Chinese education, there was a big discussion on how to deepen the reform of Chinese teaching and how to break through it. This shows the difficulty and complexity of Chinese teaching. The influence of exam-oriented education makes the contradiction of Chinese teaching more acute and the disadvantages more prominent, and finally sets off a big discussion on Chinese education with the participation of the whole people.

Chinese teaching is mother tongue education. Mother tongue is not only the basic tool for people to work and study, but also the carrier of our national culture and national spirit. Chinese teaching plays a special role in the development of mental personality cognitive thinking of primary and secondary school students, and its important position is self-evident.

To fundamentally change the face of Chinese teaching, in addition to the change of teaching materials, we need a revolution in teaching ideas. After the adjustment of Chinese textbooks in primary and secondary schools, the connection between Chinese teaching and life has been strengthened, the proportion of literary works has increased, and many new articles with the flavor of the times have been added, but the writing style of the textbooks has not changed fundamentally. If the teaching concept of Chinese teachers is not fundamentally changed, they will still "wear new shoes and follow the old road", or they will replace students' language practice with empty analysis, or they will be isolated from social life and let students wallow in that pile of exercise materials. The revolution of Chinese teaching thought is to change the guiding ideology of teaching from exam-oriented education to quality education, from simply improving students' Chinese test scores to comprehensively improving students' Chinese quality, from simple tool skill training to comprehensive Chinese ability training, so that students can move from a small classroom of Chinese teaching to a large classroom of Chinese life and learn their mother tongue in a rich mother tongue environment. Radio and television, newspapers and magazines, and famous works can all become students' Chinese materials.

We are glad to see that some large-scale Chinese teaching reform experiments have taken a gratifying first step in this regard. For example, the teaching reform experiment of "reading more and writing more and running on two tracks" in primary schools in Yantai City, Shandong Province, the teaching reform experiment of "connecting in and out of class" in junior middle schools in Yichang City, Hubei Province, and the teaching reform experiment of "Chinese laboratory plan" in Gaomi No.1 Middle School in Shandong Province. At present, publishing houses all over the country are scrambling to publish literary classics suitable for primary and secondary school students, and various media have also opened up various reading and writing gardens for primary and secondary school students, which is encouraging. However, we must be soberly aware that these are just the beginning, and there is still a long way to go in Chinese teaching reform. We place our hopes on our colleagues in the field of linguistics, and at the same time we need the continuous attention of all sectors of society.

Brief introduction of effective primary school Chinese teaching papers

First, the problems existing in Chinese teaching in primary schools under the background of new curriculum reform

The implementation of Chinese curriculum reform in primary schools has made great progress in teaching objectives, teaching contents, teaching modes and teaching methods, but there are still many problems in Chinese teaching in primary schools.

1. Teachers' teaching concept is outdated and teaching design is unreasonable. At present, some teachers' requirements for Chinese teaching in primary schools are still inaccurate, the teaching concept is outdated, the teaching design is unreasonable, and the pre-class design and after-class design are ignored, which can not effectively and correctly guide primary school students and enhance their interest in learning.

2. Teaching content is divorced from students' reality, and students' interest in learning is not strong. At present, most primary school Chinese teaching can set the teaching content according to the characteristics of students of different grades, but it still happens that the teaching content and theme deviate from the actual life of students, ignoring the personality characteristics and psychological characteristics of primary school students, exceeding the mental growth and life experience level of primary school students, making primary school Chinese teaching seem boring.

3. The teaching mode lacks innovation, and the teaching methods and means are single. The new curriculum reform emphasizes the cultivation and development of students' learning autonomy, innovation ability and application ability. In response to this requirement, many attempts have been made in Chinese teaching in primary schools, but on the whole, the traditional teaching mode has not been fundamentally changed. In addition to the disadvantages of formalization, autonomous cooperative inquiry learning also has the problem of too laissez-faire teaching. Some teachers emphasize students' independent cooperation and exploration in teaching, but there is no concrete and substantial content and effective classroom organization. Some teachers give all classes to their students, and no matter what the teaching content is, they all adopt the way of group cooperative learning, so the leading role of teachers cannot be effectively played. Teaching methods and means are lack of innovation, and the means are single. Teachers lack initiative, just choose old teaching methods to manage students, the teaching atmosphere is dull, Chinese teaching is boring, students' enthusiasm and creativity are not stimulated, and the teaching effect is not improved.

Practical exploration on improving the effectiveness of Chinese teaching in primary schools under the background of new curriculum reform

According to the concept of new curriculum reform, Chinese teaching in primary schools should respect students' individual differences, pay attention to cultivating students' awareness of autonomous learning, stimulate students' interest in learning, enhance students' Chinese application ability and cooperative innovation ability, and improve the effectiveness of Chinese teaching in primary schools. We can start from the following aspects.

1. High-quality lesson preparation and reasonable teaching content design are the premise for teachers to carry out teaching and the basic work for improving the effectiveness of Chinese teaching in primary schools. Teachers should compile high-quality courses according to curriculum standards and teaching materials. First, we should thoroughly understand the teaching materials, study the students, set flexible classroom teaching contents from the students' learning interests and psychological characteristics, and scientifically make teaching courseware to arouse students' learning interests. Second, we should consider the needs of students with different development levels and personality characteristics, and choose teaching content that is full of the flavor of the times and closely related to students' lives, so that students can feel the knowledge of Chinese in life. Thirdly, reasonably design teaching, create opportunities for students' autonomous learning, pay attention to activity design, and let students fully display in activities.

2. Create multiple teaching situations to stimulate students' interest in learning Chinese. Under the background of the new curriculum reform, teachers should update their teaching concepts, create teaching situations through various forms, stimulate students' thinking, exploration and innovation, create a classroom atmosphere of "equal communication between teachers and students and * * * participation", give full play to students' initiative and creativity, and improve the efficiency and quality of classroom teaching. First, focus on students' all-round and long-term development, teach students in accordance with their aptitude, create various situations according to their individual differences and learning needs, guide students to define their learning goals, and encourage students to explore suitable methods independently. The second is to create rich teaching situations to stimulate students' enthusiasm for active participation and learning. Through cooperation, competition and mutual inspiration among students, students' innovative thinking can be tapped, so that students can master Chinese knowledge in interaction and improve their thinking ability. Third, scientifically set up relevant activities according to the teaching content, adopt flexible and diverse teaching methods, carry out diversified game teaching and participatory teaching, carry out competitions, group discussions and other activities, implement innovative management, let students fully participate in the teaching process and improve their ability to solve practical problems.

3. Make full use of multimedia teaching, innovate Chinese teaching methods and means, adapt to the development and changes of curriculum standards, and improve the effectiveness of Chinese teaching in primary schools. It is necessary to constantly innovate and improve teaching methods and means. In teaching, teachers should not only use the method of "playing games and telling stories", but also make full use of the advantages and functions of multimedia teaching methods to improve classroom teaching efficiency. Multimedia teaching methods can not only increase the classroom capacity, but also abstract it into concrete, making the teaching content more vivid, vivid and concrete, helping students to gain a clear perception, better understand and master Chinese knowledge, and stimulate students' enthusiasm and initiative in learning Chinese.

My opinion on the research of Chinese teaching materials

I always think that every text in the textbook is a window, waiting for the teacher to push it away and lead the students to the window to see the spring scenery. I often hear teachers complain that it is difficult to teach new poems, and there is no good way except to recite them. Instead of spending a lot of class time explaining various techniques abstractly, it is better for students to find the essence of * * * from such poems and gradually experience it. This process of understanding is also a process of spiritual and cultural gradual dyeing.

For a long time, the selection and writing of Chinese textbooks in middle schools have been arbitrary, completely depending on editors' preferences and academic skills, and there are no unified rules and requirements. After the start of the new curriculum reform, the Ministry of Education issued the Outline of Basic Education Curriculum Reform, which is the first programmatic document guiding the basic education curriculum reform since the founding of New China, marking the full start of a new round of curriculum reform. When we open the middle school Chinese textbooks published by PEP, we see the spirit of the times and the spirit of reform, which embodies the spirit of quality education and the thought of Chinese education.

First of all, I think the new Chinese textbook has the following characteristics:

1. The new textbook is comprehensive and can improve students' Chinese quality in an all-round way.

The new Chinese textbook pursues the harmonious development and mutual supplement of humanistic education and Chinese ability training, and pays attention to improving students' humanistic quality in the process of Chinese ability training; While carrying out humanistic education for students, we should improve their cultural taste and Chinese accomplishment. The new Chinese textbook no longer pursues the systematicness and completeness of Chinese knowledge in unit organization, but arranges units according to the relative concentration of subject matter and content, making a new attempt in strengthening humanities education. The textbook selects beautiful articles with rich humanistic connotation. Through the design of "discussion and practice", each text basically arranges activities and exercises aimed at guiding students' overall experience and understanding. These activities and exercises are not only full of the connotation of humanistic education, but also focus on the cultivation of Chinese quality, thus putting humanistic cultivation in the cultivation of Chinese ability.

2. The new textbook is practical and closely links Chinese teaching with real life.

Chinese learning should focus on cultivating students' Chinese practical ability, and carrying out Chinese practical activities is an important way to learn Chinese efficiently. (1) The new textbook emphasizes the connection with life experience. The process of Chinese learning is essentially a process of constantly activating life experience, and life experience can also illuminate Chinese learning. It can also be said that Chinese learning is a constant introspection, discovery and understanding of existing life experiences, and also a constant interpretation of Chinese. The richer a person's life experience, the more he can enter and master Chinese from different angles and depths. ⑵ The new textbooks attach importance to the learning process. Although the learning result is important, the learning attitude, inquiry spirit, thinking method and learning style formed in the learning process are often more valuable than the learning result. In the design of the newly compiled Chinese textbook "Discussion and Practice", "Questions" and "Answers" are no longer one-to-one correspondence, but provide students with question situations, activity scenes and activities to achieve their learning goals, cultivate students' comprehensive Chinese quality and shape their sound personality through activities. ⑶ The new textbooks focus on activities. The core of Chinese learning is capacity building, which is mainly realized through activities. Activities not only have the function of capacity-building, but also can melt knowledge, skills, emotions, attitudes and values into a furnace and smelt an "alloy" with comprehensive quality. The newly compiled Chinese teaching materials position "comprehensive learning" on "activities", which is conducive to achieving the goal of "comprehensive learning" and achieving the goal of cultivating Chinese ability.

3. The new textbook can highlight students' subjectivity and adhere to the people-oriented principle.

Modern teaching theory holds that respecting and exerting students' learning subjectivity is not only conducive to improving learning efficiency, but also conducive to developing students' potential, cultivating students' creative spirit, independent personality and responsible attitude, which is of great significance to students' all-round development. The newly compiled Chinese textbooks have opened up various channels and broad space for students' subjectivity. ① Respect students' personalized reading behavior and their unique feelings, experiences and understandings. In the newly compiled Chinese textbooks, the questioning of "discussion and practice" no longer adopts the tone of lessons and orders, but adopts the "discourse" mode of discussion and consultation. (2) Respect students' independent choice of learning, and let students choose their own learning content and learning methods. Every student enters Chinese learning with existing knowledge and experience. In the process of learning, not only will different learning characteristics and ways be formed, but students' acquisition of new knowledge and new ability is based on existing knowledge and experience. Therefore, it can be said that the process of learning is the process of students' independent choice and learning by using their own learning methods. The newly compiled Chinese textbooks provide more space for students to choose their own learning, so that they can choose their own forms of activities and carry out their own learning activities according to their own learning characteristics and needs.

4. Establish the "Internet" from Chinese subject to other subjects.

As the mother tongue and the most important communication tool, Chinese is closely related to other disciplines. Chinese teaching must break down the "barriers" of disciplines, extend its "tentacles" to other disciplines, draw nutrition from other disciplines, and apply it to the study and practice of other disciplines.

5. Strive to realize the functional integration of various learning methods.

The newly compiled Chinese textbook has also made a meaningful exploration in the aspect of "comprehensive learning", breaking the acceptance mode of teachers' speaking and students' listening, and also breaking the space-time mode of classroom teaching, pushing students to various situations, allowing students to learn in activities, exchanges and debates, and introducing inquiry learning and cooperative learning into the classroom.

Second, some ideas about the flexible use of Chinese textbooks:

1, based on textbooks.

How to make good use of this material has become the key to the success of Chinese teaching. In my opinion, relying on teaching materials and classroom training can be organized, informative, easy to operate and get twice the result with half the effort. How to implement it? I often look for various feelings in teaching materials to activate students' thinking, and then focus on it after class, which can not only train students' thinking, but also promote students' writing. In this way, the main position of curriculum reform is the classroom, and textbooks are one of our important learning resources. If we abandon the classroom and teaching materials and look for them in the broad social life, it will not be worth the candle. It is better to take the classroom as the position, rely on the teaching materials, make good use of the teaching materials, and extend the radiation to the outside class in a targeted way, which can not only train students' thinking, but also promote students' writing, and also make the learning resources inside and outside the class closely linked and integrated, which is a good teaching measure.

2. Pay attention to the "secondary development" of Chinese textbooks.

In order to improve the quality of Chinese teaching, the Chinese teaching and research group of our school put forward the research topic of "secondary development of Chinese teaching materials" on the basis of summing up, learning, drawing lessons from, absorbing and studying. The second is to further explore, expand and make full use of teaching materials. Textbooks are the objects that students learn and understand in class, and the objects themselves convey and tell the comprehenders (students) with various information and connections presented by themselves. However, textbooks are an example. As an intermediary between teaching materials (objects) and students (comprehenders), teachers have the right to carry out necessary "secondary development" of teaching materials in various forms, such as: introducing other examples and organizing comparative reading; Teaching materials can be reorganized as needed; Can be extended on the original example for subsequent processing; You can also change the starting point and guide students to understand and dig textbooks from other angles, not sticking to one model. Teachers, students and conditions are different, and the forms of development and utilization of teaching materials will certainly be different. Our "secondary development" of Chinese textbooks is also based on the exploration of the hardware and software characteristics of our school. During this period, we obviously felt the improvement of students' learning enthusiasm and teaching quality. It should be said that the secondary development of teaching materials is an effective exploration.

3. Interpret Chinese literacy with the aid of Attachment.

"Improving students' Chinese literacy in an all-round way" is the basic idea of Chinese curriculum reform. Its core concept "Chinese literacy" is quite rich in connotation, including: the accumulation of words and sentences, language sense, thinking quality, Chinese learning methods and habits, literacy, writing, reading, writing and oral communication skills, cultural taste, aesthetic taste, knowledge vision, emotional attitude, ideas and so on.

In practice, I found that the "attachment" of Chinese textbooks actually implies a lot of "Chinese literacy" content. The so-called "attachment" refers to other auxiliary contents besides the main content of the textbook, such as "writing in front", catalogue, introduction of famous books, appendix and so on. Making good use of these attachments can help students understand the rich connotation of "Chinese literacy", consciously improve Chinese literacy in practice and be the master of Chinese learning. Interpret "write in front", show the charm of Chinese and stimulate the enthusiasm of learning Chinese. At the beginning of each volume of the People's Education Edition, there is an article written in front, which is full of kind words, such as the delicate expression and rich content of the tour guide, and it is easy to read. This paper comprehensively and concisely summarizes the magic and vastness of the Chinese learning journey, and shows the charm and fascination of Chinese. This paper accurately and concisely explains the new ways of Chinese learning-autonomy, cooperation and inquiry, and reveals the purpose of Chinese learning-enriching humanistic quality and improving Chinese ability. (2) Interpret the Catalogue, perceive the structural system of teaching materials as a whole, and promote the all-round and harmonious development of students. The catalogue of teaching materials is the general outline of teaching materials, which highly condenses the main contents of teaching materials. In order to let students study and plan in a targeted way, I guide them to browse and dissect the catalogue, so that they can understand the vastness and diversity of the Chinese field, not only to learn knowledge, but more importantly, to increase cultural heritage and improve their self-cultivation, "to form a good personality and a sound personality." First, perceive the structural system of teaching materials. Secondly, pay attention to other contents besides each unit. (3) study the "appendix". Pay attention to activities and methods when reading short passages.

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