How to Explore the Teaching Value of Chinese Textbooks in Primary Schools

What is the value of a complete set of Chinese textbooks for primary schools, and what is the value of each article? There is no clear answer in the textbook, and it is difficult to present it systematically and clearly. In fact, the teaching value contained in Chinese textbooks for primary schools is very rich. Teachers should deeply explore the teaching value from different aspects, carry out teaching activities systematically and scientifically, and let students get diversified development. Keywords: primary school Chinese; Teaching materials; Teaching value as a reader, for those who want to read and are reading, its purpose is to obtain the information they need. Therefore, the most important value of a book is to let readers know something, be moved by something or get some inspiration. As a teaching material, the core value of the text is no longer the reading value, but the teaching value, which is manifested in students' learning, thinking, tasting the author's article layout, using words or feeling the characteristics, effects and emotional expression of the article. From the teaching value, every article in the textbook is complete, with knowledge and ability, emotion and attitude and other values. How should teachers explore the teaching value of primary school Chinese textbooks in actual teaching activities? This paper makes a brief discussion here. First, the language learning value of primary school Chinese textbooks As a Chinese textbook, its purpose is to improve students' language and thinking ability. Teachers should guide students to think and figure out how the author chooses words and sentences, seek the layout of the article, and how to convey emotions and information naturally, skillfully and accurately. Therefore, every teacher should be able to find effective language teaching value from textbooks. (1) The learning value of Chinese knowledge is different for different experts. Here we temporarily adopt a narrow understanding, that is, the Chinese knowledge that students need to master at a specific stage. In the past, because some teachers deliberately avoided teaching Chinese knowledge, most students who have studied Chinese for six years do not understand the expression effect and characteristics of basic rhetorical devices such as personification, metaphor, rhetorical questions and parallelism, the structural characteristics and names of paragraphs such as juxtaposition and turning, the role of double negation, and the writing techniques and expression effects such as metaphor and echo from beginning to end. As a result, they only know what to write, but they don't know how to write. In writing practice, students often can't apply the expressions used in model essays to their own writing. Most of the compositions are straightforward, with rough words and no ability and consciousness to temper words. In view of this situation, teachers can let junior students start with the knowledge of pinyin, font structure, self-character and punctuation, and combine reading teaching to help them establish basic sentence concepts. For middle school students, we can start with paragraph structure and basic rhetoric knowledge through reading teaching. For example, in the fourth paragraph of the article Autumn in the Great Northern Wilderness, the author describes Yuan Ye in the Great Northern Wilderness in autumn by the method of total score and segmentation, starting from three aspects: soybean, sorghum and hazelnut counting leaves; The rhetorical devices used to describe these aspects are also different, such as anthropomorphic devices such as "singing" and "laughing", and the metaphor used in the last sentence of the penultimate paragraph "holding heavy treasures in both hands" vividly describes the "extraordinary excitement" of the wasteland in Peking University. Facing senior students, teachers can familiarize students with the knowledge of double negation, head-to-tail echo and parallelism through reading teaching, and teachers should consciously explore the teaching value of this kind of language knowledge in textbooks. For example, learn the word "rogue" in "Qingpingle Village Residence" to deepen the understanding of words. When learning oleander, teachers can guide students to be familiar with writing knowledge such as "chanting things and expressing feelings" and "echoing from beginning to end". These are the teaching values contained in textbooks. (2) The taste value of language knowledge There are many exquisite languages in primary school Chinese textbooks. Each article has different styles and unique styles due to different authors, or simple and elegant, gorgeous and exquisite, or exquisite and euphemistic or majestic, or concise and vivid, or wise and humorous. These languages with different styles can nourish students to varying degrees and produce different degrees of value. As a teacher, we should be good at discovering the value in teaching materials and using it to guide students to taste and learn. For example, learning "A Willow in Qinghai Plateau"; This paper describes the unyielding image and spirit of the willow tree on the plateau for readers with sentences such as "the trunk and branches show the color of the iron ingot" and "it stands high on the plateau and gives people a strong appeal of life force", so that readers should pay attention to these sentences if they are there, and teachers should guide students to feel its strong expression effect and distinctive characteristics; At the same time, the words used in this paper are precise, such as the use of the word "harsh", which vividly shows the destruction of life by plateau weather; Standing upright depicts an indomitable image of the plateau willow for readers, showing the strong spirit and perseverance of the plateau willow. When learning this text, teachers can guide students to analyze and compare the subtle differences between semantics and taste the rich connotations in the context, which is helpful to cultivate and improve students' sense of language. (3) Try to figure out the value of expression. Teaching in senior grades requires students to try to figure out the expression sequence of articles and understand some basic expressions, so teachers should look for corresponding teaching values in textbooks: In Myna, the author wants to describe the harmony and magnificence of Myna when she returns to the forest, but at the beginning, she belittles Myna and says it is "unsightly". This "promotion" of learning Chinese knowledge requires students to accumulate language sense experience and writing methods. Only in this way can they apply what they have learned to practical writing. Second, the value of cultivating Chinese ability in primary schools One of the important goals of Chinese teaching is to improve students' Chinese ability. To learn Chinese, we should not only know some knowledge, but also pay attention to strong language ability, expressive ability such as choosing words and making sentences, planning and layout, thinking ability such as induction, generalization, analysis and synthesis, comprehensive language ability to obtain and integrate information, and so on. In practical teaching activities, teachers should be good at finding the teaching value of developing students' language ability in teaching materials according to their language ability level at a specific age, and carry out scientific and reasonable ability training for students. The goal of Chinese teaching in primary schools is to improve students' understanding and expression ability. Curriculum standards are elaborated in detail: the first phase "students can understand the meaning of words and phrases in the article in combination with real life." The second issue "can contact the article, understand the words and phrases, and know the role of keywords in the article." In the third stage, I have the ability to understand the meaning of words in a specific language environment and distinguish the emotional color of words by using dictionaries. Contact the article, accumulate the meaning of the text and feel the effect of expression. "For example, in the first volume of Senior One," Look at Chrysanthemums ",there is a sentence in the second paragraph that the words" one flower after another, one flower after another "are very distinctive and vividly express the large number of chrysanthemums. This is a good teaching resource for children who have just entered primary school. In actual teaching activities, teachers first guide students to compare these words with "one flower in a cluster", so that they can understand that overlapping appears here to show that there are many chrysanthemums, and then guide students to read these words, imagine the scenes of chrysanthemums in pieces and clusters with imagination, and then understand the significance of these words appearing here. Another example is the American essay "Hometown of Hu Aixiang in May" in the second volume of the third grade. There are many language training points scattered between the lines of the article: First, the metaphor is exquisite. In the first paragraph, the author uses three metaphors to describe the beauty of Sophora japonica in color, image and quantity-"like a jade carving ball", "like the first snow falling" and "like a shawl hair". In class, teachers can grasp these three metaphors and guide students to experience and feel. Then use the words accurately. In the first paragraph, the author used seven "incense" in one breath, and wrote that Hu Aixiang was shrouded in fragrance, which could not be dispersed and floated away, becoming a sea of incense. Teachers guide students to pay attention to these words in time when carrying out teaching activities, try to figure out and understand the sharpness of the author's words, and then cultivate students' sense of language. Conclusion: To explore the teaching value of Chinese textbooks in primary schools, we must first make clear the teaching objectives, especially what teachers should teach and how students should learn in Chinese classes in different classes. After the goal is clear, we will inspect and interpret the textbooks and dig out what we can teach and learn in each article. Finally, think about how to teach and how to learn. Only by reading the textbooks in this way can we explore the practical teaching value of primary school Chinese textbooks and effectively develop students' Chinese ability.