in p>21, there were three sets of junior high school Chinese experimental textbooks which were first recommended to the whole country through the preliminary examination: (1) Gu Zhenbiao, editor-in-chief of People's Education Publishing House; (2) Shi Xijiang, editor-in-chief of Chinese Publishing House; (3) Hong Zongli, editor-in-chief of Jiangsu Education Publishing House. Since then, eight sets of * * * have passed the preliminary examination, including Hubei Edition (23), Beijing Normal University Edition and Zhonghua Book Company Edition (24). We reviewed the previous three sets. First, the theme unit, highlighting humanities and strengthening humanities education, is the keynote of curriculum reform in the early 21st century. In order to highlight humanity, each set of teaching materials has chosen teaching units combined by theme. (1) The curriculum standard textbook of People's Education Edition, based on the partial attempt of the syllabus textbook in the 199s, takes the connection between Chinese and life as the arrangement clue, and organizes the units according to the three sections of "man and self", "man and nature" and "man and society". All 36 units of the six-volume textbook have a theme, which is prompted in the introduction of each unit. Among them, such as understanding life, growing footprints, adventure legends, war life, caring for nature, folk customs, seeking knowledge and reading, songs of life, etc., are all unheard of in the PEP textbook before. (2) The textbook of Jiangsu Education Edition indicates the theme of each unit in the catalogue. For example, the first volume of the seventh grade is close to literature, golden times, folk customs, colorful seasons, attention to science and whimsy. There are still a few units that are named according to genre instead of content, such as outstanding poems, explanation of things, forest of novels, wonderful speeches and so on. In the ninth grade, with the theme of "learning to read", eleven units were designed, which are as follows: intoning, satirizing and reciting, tasting, feeling and appreciating, learning to eat grass, reading with unique feelings, learning classical Chinese with the help of annotations, reading and writing, comparing and distinguishing, quickly capturing reading information, suspecting that it is the beginning of learning, knowing people to discuss the world and reading classics, and seeing it as a peak on the side of the mountain. Although the generalization of eleven reading methods may not be accurate and the order may not be reasonable, after all, it is a new exploration of component method and also conforms to the characteristics of Chinese subject. (3) The Chinese version of the textbook does not simply abandon the traditional experience of composing elements according to style, but adopts the arrangement idea of "composing elements according to style and deepening stylistic knowledge". Instead of simply dividing articles into three types of "teaching styles": narrative, expository and argumentative, articles are reduced to clearly defined practical styles such as biography, travel notes, news, letters, prefaces and postscripts, speeches and reportage according to the actual application of social life. The advantage is that it is more in line with the characteristics of Chinese subject, and it is convenient to arrange the sequence of reading and writing training and the combination of reading and writing. It is easy to highlight humanistic education by theme, and it is beneficial to learn Chinese tools by genre, each of which has its own advantages and disadvantages. The Beijing Normal University Edition, which passed the preliminary examination in 24, has a theme in each unit, while Zhonghua Book Company Edition has both theme units such as reading and folk culture, as well as genre units such as travel notes and letters. How to achieve "the unity of instrumentality and humanity" is still worth studying. Second, comprehensive learning, emphasizing practice. The curriculum standard points out: "Chinese is a practical course, and we should focus on cultivating students' Chinese practical ability, and the main way to cultivate this ability should also be Chinese practice." Students should be allowed to "master the law of using Chinese in a lot of Chinese practice." In order to strengthen practicality, each set of teaching materials is mainly explored in the design of comprehensive learning activities. (1) People's Education Edition regards comprehensive learning, writing and oral communication as an important part of each unit, which is juxtaposed with reading. Six comprehensive studies are arranged for each volume, with a total of six volumes for 36 times. Each time, there is a content theme, and some of them complement each other with the reading theme of this unit, such as reading is a natural scenery, comprehensive learning is to feel nature, scientific world-exploring scientific mysteries, adventure legend-rambling adventure, war life-when the world makes swords into plowshares, folk customs-going to folk customs and so on; Some are unrelated, such as ideals and beliefs-roaming the Chinese world, ancient life-how to collect information. For each comprehensive study, several activities are designed, such as "Let the world be full of love". The three activities are: caring for each partner, being under the same blue sky (caring for the disadvantaged groups in society), everyone giving a love (helping disabled children), and writing a narrative on the basis of conversation and discussion. Such activities are close to the reality of students' ideological life. "Confucius and Mencius as I Know It" arranges two activities, namely, Confucius and Mencius, the immortal Confucius and Mencius, and the following contains eight specific activities or requirements. Then write an argumentative essay on the topic of a famous saying of Confucius and Mencius. Such activities have a certain depth, and most teachers and students can also work hard to complete them. (2) The comprehensive practice system of Jiangsu Education Edition consists of three sections: synthesis unit, recommendation and reading of special topics and classics. The synthesis unit of grade seven and eight includes reading appreciation (poetry, couplets, ancient prose, etc.), writing and oral communication (or Chinese practice activities) in addition to four or five reading texts. The editor pays attention to the infiltration and connection of each content. Among them, "Chinese practice activities" and oral communication are arranged alternately, two or three times a semester, such as I love literature, simulated science and technology press conference, social focus seminar, etc., and one or two activities are arranged each time, which is highly operational. By the ninth grade, writing and oral communication are integrated into "comprehensive learning and inquiry". In addition to the synthesis unit that has been experimented for many years, Su Jiao Edition has also added a "special topic", that is, organizing comprehensive Chinese learning activities around a topic. The topics of each volume are: Wolf, Holland, the Great Wall, Chinese characters, birds, leaves, meteorological phenology, advertising prism, system thought and overall planning method, and Chinese in my heart. These ten topics involve nature, society and thinking. The study of each topic is also rich and colorful. For example, Lotus is divided into five activities: appreciating lotus, chanting lotus, reading lotus, discussing lotus and writing lotus. There are five poems, seven articles (or excerpts) and some materials. This is a useful attempt to change the style of single anthology in Chinese textbooks, and it is also welcomed by teachers and students. (3) Each unit of the Chinese version has four contents: reading (four or five texts), oral communication, writing and writing (or comprehensive learning). Comprehensive study is conducted two or three times per semester, and the content selection pays more attention to the characteristics of Chinese subjects. For example, learn to use the library, investigate the situation of Chinese characters in society, write biographies for local people, collect literary works, collect news, compile and perform short plays, look at ancient traffic from ancient poems, give a special gift to Teacher's Day, cite Chinese and foreign drama knowledge contests and myths, and "write" a book for yourself and get to know "hundred schools of thought" for the first time. These theme activities are all based on Chinese learning, which is helpful to improve students' Chinese literacy in an all-round way and feasible in teaching. Although some activities involve other subjects, most of them are related to the content of this unit, such as: What has modern science and technology brought us? Tourism resources survey, environmental protection research, women's liberation, living conditions survey of the elderly, etc. Comparatively speaking, the activities such as "exploring the mystery of the moon" and "pursuing the origin of mankind" in the People's Education Edition are not complicated, but also slightly deviate from Chinese learning. (4) The comprehensive study of Zhonghua Book Company Edition also pays attention to the content and writing of the unit text, such as reading carefully, understanding the natural beauty, cultural implications in animals and plants, and searching for folk culture. (5) Each unit of the Beijing Normal University Edition has its own clear theme, including two reading texts, three or five "comparison and exploration" texts, comprehensive practice of "expression and communication" and four sections of Chinese interesting reading. Among them, the comprehensive practice content of "expression and communication" is closely related to the theme of the unit, which corresponds to each other one by one, such as: childhood dream scars-keeping childlike innocence forever, picking English in autumn-finding your own autumn, singing about family-feeling family, being good and evil in conduct-the prism of life, praising life-paying attention to animal friends, being smart and intelligent-being a teenager with both wisdom and courage. In this way, reading, listening, speaking and writing are carried out around the same topic, which is more conducive to the development of comprehensive Chinese ability. Judging from the experimental results, comprehensive learning should start from the Chinese subject, first from the internal synthesis of the Chinese subject, after-class synthesis, then to multidisciplinary synthesis, and finally to social activities outside the school. This can avoid the tendency of "pan-language" and "non-language culture". Third, develop the text and build an advanced culture. This round of curriculum standard Chinese textbooks is still a text selection textbook. So far, the text is still the main body of Chinese textbooks. It can be said that whether a set of textbooks can stand on its own feet depends largely on the text. The editor-in-chief of Chinese textbooks clearly put forward that "the construction of Chinese textbooks should reflect the direction of advanced culture", and they vigorously developed new texts, and the new texts selected for the first time in each textbook reached or exceeded 2/3. The specific statistics are as follows: The percentage of new books in modern Chinese texts (%) The percentage of new books in all texts (%) The newly selected texts have the following characteristics: (. (2) Reflecting traditional culture, there are 6 classical Chinese poems, accounting for 1/3 of the total texts, such as Dai Zhen's Difficult Teacher, Dong Xuan's Law Enforcement and Bao Zheng. (3) Reflecting world culture, Chinese and foreign famous works account for 1/4 of modern Chinese texts, of which more than 7% reflect contemporary world cultural life, and the authors belong to more than 1 countries, which has changed the appearance that foreign works are less and older in the past textbooks; (4) Embody modern ideas, such as civilian consciousness, equality between men and women, caring for the disadvantaged groups, etc. In the six textbooks, there are 18 texts with women as the protagonists and 26 texts with men as the protagonists, with a ratio of .69:1, which is greatly improved compared with the previous textbooks; (5) Close to society, times and students, such as "Voice" and "Election Storm". Due to the great efforts made in selecting the texts, the Chinese version of the teaching materials really gives people a brand-new feeling. The Chinese curriculum standard suggests: "Teaching materials should … understand and respect diverse cultures, which will help students to establish a correct world outlook, outlook on life and values." For this reason, all sets of textbooks show unprecedented attention to the diverse cultures of the world, and the cultural concepts of human beings are integrated into the textbooks. In addition to the Chinese version, many new texts have also been developed in other sets of teaching materials, such as Beyond the Mountain (Pursuing Ideal), Poetry of the Stone (Biological Evolution), Great Tragedy (Scientific Exploration), Real Hero (Brave and Strong), Wonderful Clone (Technological Development), Reshaping Life (Caring for the Weak) and. There is more than one correct answer to things (creative spirit), "Shenzhou V astronaut's expedition" (space exploration) and "More magnanimous understanding"; Hubei version of Ode to Sports (sportsmanship); The Battle of Omaha Beach (striving for peace) and The Book with John Stenden (getting rich through hard work) published by Zhonghua Book Company; "Parents' Heart" and "The Last Leaf" by Beijing Normal University Edition (human friendship); Chinese versions of susan anthony (gender equality) and I have a dream (human dignity). As far as the text authors are concerned, the works of world-famous writers have been selected into textbooks, such as Pushkin, Tolstoy, Turgenev, Tagore, Yasunari Kawabata, Shakespeare, Defoe, Hugo, simonov, O Henry, Zweig, Ji Bolun, hoshi shinichi, Keats, Ye Saining, Bacon, Lemonov, Chekhov, Jack London, and Brandt. Articles by other celebrities, such as politicians Lincoln, Martin Luther King, educator Suhomlinski, scientists Fabres, Einstein, Madame Curie, Yang Zhenning, Ding Zhaozhong, Asimov, etc., have also been selected into the textbook, which greatly broadens students' reading horizons and is conducive to understanding and respecting multiculturalism. Fourth, the reading guidance of famous books, arranging the respective curriculum standards to put forward the goal of "absorbing the wisdom of national culture" and "absorbing the excellent cultural nutrition of human beings", stipulated that the total amount of extracurricular reading in grades 7-9 should be no less than 2.6 million words, listed the recommended articles for reciting excellent poems, and put forward suggestions for reading Chinese and foreign famous books after class. Each set of teaching materials has made different arrangements in detail. (1) In addition to selecting some excellent poems as texts directly, the People's Education Edition focuses on arranging 1 ancient poems after six units, and 6 ancient poems in six volumes. There are also three "Introduction to Famous Books", six volumes and 18 volumes. Among them, there are 6 articles, including Education of Love, Insect Theory, Flowers in the Morning (narrative prose), Biography of Celebrity, Letters from Fu Lei and Bacon Essays (which are discussed more), accounting for about 33.3%. Each work has a brief introduction, reading suggestions, wonderful fragments, exploration and thinking, etc., and the guidance is more specific. (2) The "Famous Books Recommendation and Reading" of the Soviet Education Edition is arranged between two units, with six volumes of ***6, of which one article is "Flowers in the Morning". Each masterpiece consists of three activities: recommendation, reading, thinking and communication (with excerpts and relevant materials) and writing and activities. The excerpts are longer and the guidance is more specific. (3) In the Chinese version, after seven units in each volume, the appendix "Introduction to Famous Books" is attached, and experts are hired to write articles, introducing three famous books in 1, words, and introducing 12 books in four volumes, among which two articles are "Three Biographies of the Giant" and "Flowers in the Morning", and contemporary works are "Muslim Funeral" and "Harry Potter and the Sorcerer's Stone". There are 4 appendices "Recommended Masterpieces" in each volume of Zhonghua Book Company Edition, and each introduction is less than 1, words. Beijing Normal University Edition comments on the excerpts of a famous book (such as The Daughter of the Sea) in the form of criticism, and then introduces three famous books (such as the fairy tales of Andersen, Grimm and Wilde) in a few hundred words. There are more or less readings of famous books in each set of teaching materials, and the readings are detailed and sketchy. First, several literary classics listed in the curriculum standard are selected, such as Gulliver's Travels by The Journey to the West. However, there are few arrangements for "popular science fiction books and political, historical and cultural books" in the curriculum standard proposal, that is, articles and works. From the reality of junior high school students, it is not that such articles and works are not needed. Popular science books such as Zhu Ziqing's Appreciation of Elegance and Custom, Ye Shengtao, Xia Mianzun's Wen Xin, Lv Shuxiang's Regular Reading of Chinese and Zhou Youguang's Leisure Reading of Chinese, 1, Why's, Children's Encyclopedia, Biography of Famous Scientists, Self-report of Academician of China Academy of Sciences and History of Ancient Science and Technology in China. V. Reflections on Chinese textbooks for junior high school curriculum standards Since the curriculum reform, one set of new textbooks has been approved and launched one after another. Most of the articles about Chinese textbooks we read in newspapers and periodicals are self-affirming introductions by textbook writers, or self-proclaimed speeches for training textbook users, and some even advertise themselves for expanding distribution, with little in-depth discussion on the theory of textbook construction and even less critical opinions. The only critical article written by Dr. He Wensheng, Chinese Department of Hong Kong Institute of Education, is "Rethinking the Writing System of Four New Curriculum Standards for Junior Middle School Chinese Textbooks". The four sets of textbooks are People's Education Edition, Jiangsu Education Edition, Chinese Edition and Hubei Edition. Dr. He's main viewpoints are as follows: (1) Organizing thematic units according to humanity, with ever-changing content, it is difficult to find a reasonable combination of units, and the current unit content is relatively random; (2) There is no obvious internal logic between units, so it is difficult to apply what the former unit has learned to the latter unit; (3) Humanism before instrumentality does not conform to the learning characteristics of Chinese (see Chinese Construction, No.9, 25). ）。 These opinions point to the weakness of the new textbook. The problems worth studying in junior middle school Chinese textbooks are as follows: (1) Which comes first, instrumentality or humanism? "tools