First, the content and arrangement of teaching materials
In the spirit of "strengthening synthesis, highlighting key points, paying attention to language understanding, accumulation and application, paying attention to basic skills training, and improving students' Chinese literacy as a whole", the texts are carefully selected and reduced in types, which are divided into two categories: intensive reading and skimming. This book has 32 texts. Among them, there are 2 pictures, 5 intensive reading/kloc-0, and 5 skimming/kloc-0. This revision greatly updated the text. Twenty texts of the original textbook were retained, and 12 new texts with rich content and strong sense of the times were selected, namely: Green of the West Lake, Dignity, Father's Garden, Love of Birds, Ugly Chrysanthemum, Shan Yu, Voice of a China Child, Soul of the Yellow River,
In the training program, we should not only design a general sequence around the key points, but also pay attention to the integrity of training and the cycle and spiral rise of training key points. The textbook divides the texts into 8 groups, with 4 articles in each group. There is a "guide" before each group of texts, and then a "accumulation". Use ". There is "preview" before each intensive reading text and "thinking" after it. practice There are "reading skills" before skimming the text. This book has two key training items, namely, understanding ideas from the content and prioritizing articles.
Respectively arranged in the second group and the fifth group.
1, reading guide. Arranged before each group of text. The purpose is to stimulate students' interest in learning, briefly explain the composition of this group of textbooks, suggest learning methods and problems that should be paid attention to in learning, so that teachers and students can have a general impression of the contents and requirements of the whole group of textbooks before teaching and learning.
2. lesson examples. Including preview (reading skills), text and thinking? practice
Preview. Starting from this volume, arrange "preview" before intensive reading of the text, with the aim of gradually cultivating students' autonomous learning ability and forming good study habits. Preview mainly requires students to learn new words by themselves, understand the main idea when reading the text for the first time, ask questions they don't understand, collect information related to the text and so on.
Text messages. The selected text emphasizes the typicality of language, which is ideological and suitable for teaching. Each group of texts has a certain connection in content.
Thinking? Practice finishing after each intensive reading of the text. There are usually 3-4 topics. After some texts, arrange the selected questions and mark them with "△" for students to choose. The addition of multiple-choice questions reflects the flexibility of teaching materials and the combination inside and outside the class.
Reading skills. Tidy up the text before skimming it. Reading tips start with stimulating interest, and generally put forward one or two requirements, focusing on understanding the content, prompting reading methods or guiding students to start from the articles they read.
3. Read and write examples. Arranged after a group of texts, it is a summary of key training projects. The adjusted training focus reduces the number and simplifies the clues. The training programs set up strive to reflect the spirit of the revised syllabus and the requirements of middle school students' reading and writing training. The two groups that arrange training programs should train the basic skills of reading and writing around the training programs. Groups that have not arranged training programs should pay attention to the comprehensive application of the basic skills of reading and writing they have learned before, so as to achieve the connection and linkage of teaching.
4. accumulation? Use. Arrange at the end of each group of textbooks. Every accumulation? The application generally includes the following contents: reading attentively, reading, oral communication or practical activities, and exercises. The third group and the seventh group each arranged a Chinese practice activity.
Change the "basic training" after each group to "accumulation? Use ". First of all, it reflects the change of guiding ideology, from focusing on the single training of words, phrases and sentences in the past to focusing on the accumulation and application of language, and focusing on cultivating students' ability to accumulate language and comprehensively apply it in Chinese practice in comprehensive training. Secondly, it is the change of content and form. "Reading attentively" focuses on guiding students to understand Chinese excellent culture while accumulating language; "Reading" enriches knowledge, broadens horizons, increases cultural background and cultivates independent reading ability by reading short stories such as idioms. "Oral communication" aims to improve oral communication ability in communication interaction; "Exercise" lowers requirements, adjusts content, reduces propositional composition, increases the proportion of imaginative composition and practical writing, stimulates students' imagination and creativity, and improves students' practical exercise ability; "Practical activities" guide students to carry out comprehensive and research-oriented learning, so as to cultivate inquiry consciousness and comprehensive Chinese ability.
Accumulate in design? When using it, I also noticed the connection between reading short passages and texts and exercises, and noticed the accumulation? Take advantage of the connection between internal training.
From reading guidance to accumulation? Application embodies the process from practice to cognition and then to practice, and from the previous set of teaching materials to the next set of teaching materials, it embodies the cyclic and gradual training process.
This textbook requires learning 180 words, which are arranged in reading pictures and intensive reading texts respectively. The words to be learned in each lesson are indicated in Tian Zige after class and in the glossary at the end of the book. There are 75 words that need to be recognized (only read). After looking at the picture, learning the text and some intensive reading and skimming the text, mark the new words. The new words in the text, including second-class words and polyphonic words, are all words with phonetic symbols, and the words in the vocabulary are with phonetic symbols. For example, the word "annoyance" of "annoyance" is accompanied by the letter F. N, pay attention to the local sound fán in the vocabulary. New words are in brackets, and polyphonic words are marked with square brackets.
Reading and thinking? Practice, read and write examples, accumulate? Use, use the method of phonetic transcription of difficult words. The new words appearing in the above contents and other new words in the text are not required to be mastered and are not included in the statistics.
In order to help students understand the text and carry out language training, the textbook has compiled many pictures. These pictures are an important part of the teaching material, which plays an important role in training students' observation ability, correctly understanding the ideological content of the text and cultivating students' interest in beauty. Teachers should make full use of pictures in teaching and organically combine the use of text textbooks with the use of picture textbooks.
Second, the learning objectives of this textbook
1, in the process of language training, educate students to love the motherland, China * * * production party and socialism; Understand the hardships of the revolutionary war, understand the hard-won happiness, learn from the lofty aspirations and dedication of the revolutionary predecessors, and establish the idea of studying hard for the motherland from an early age; Inherit and carry forward the fine tradition of hard struggle, and accept socialist ideological and moral education such as respecting teachers and attaching importance to teaching, caring for others and helping others; Cultivate the spirit of loving science, being brave in practice and innovation, cultivate environmental awareness and social responsibility, and cultivate interest in beauty.
2. Be able to read and learn Mandarin in Chinese Pinyin.
3. Learn the new word 180, and be able to read the pronunciation correctly, recognize the font, understand the meaning of the word in the language environment, and write correctly; Can recognize 75 new words, only require accurate pronunciation, no plagiarism, no dictation, and certain literacy skills.
4, can contact the context or look up the dictionary to understand the meaning. Most of the words you have learned can be used in oral or written expressions. Pay attention to the accumulation of language and form the habit of accumulating language.
5. Continue to practice reading the text correctly, fluently and emotionally. Read different tones. Be able to recite the assigned text.
6, under the guidance of teachers, can master the content of the text. Silent reading has a certain speed. After reading it, you can ask questions and discuss solutions.
7. Be able to use dictionaries or related materials for proper independent reading and understand the main contents. Gradually develop the habit of previewing before class, reviewing after class and reading after class. Read no less than 300,000 words after class throughout the school year.
8. Listen carefully to others and understand the main content. Be able to say one thing clearly in Mandarin, so that the sentence is complete and fluent, and the speech is polite. It is necessary to cultivate students' oral communicative competence in two-way interactive language practice. Encourage students to communicate freely and actively exercise their oral communication skills in daily life.
9. Pay attention to the things around you, develop the habit of being diligent in observation and thinking and willing to write, and write more specific content on the basis of observation. Encourage students to write imaginary things and write their own experiences and imaginations in an informal way. The content is concrete, the feelings are true, and the sentences are complete and smooth. Learn to use commas, periods, question marks, exclamation points, colons and quotation marks.
Third, the key content analysis of this textbook
This book has two key training items, namely "understanding ideas from the content" and "prioritizing articles".
Fourth, the difficult content analysis of the textbook
The difficult training project in this book is "understanding ideas from content".
Fifth, the feasible teaching strategies to break through the key and difficult points of the textbook.
1, understand the train of thought from the content.
Reading a text, we should not only understand the text, grasp the main content of the text, but also further understand the ideas to be expressed in the text through the content. In this way, we have a deeper understanding of the text. So, how to understand ideas from the content? The best way is to read the text repeatedly, find out the main content of the text, then think carefully and ask why.
2, how to teach students to distinguish between the primary and secondary articles
In reading teaching in primary and secondary schools, distinguishing between primary and secondary schools is the focus of training, and it is also the process of cultivating students' understanding, analysis and logical thinking ability. It is one of the means of reading articles. Only by prioritizing and then grasping the main content can we deepen our understanding of the ideological content of the article. Therefore, how to teach students to distinguish between primary and secondary articles plays an important role in reading teaching. As a teacher, we should first make clear the following three points: First, let students understand that the content of each article has its own priorities, and the priorities of the article are determined according to the ideological content to be expressed; Second, make students know how to distinguish between primary and secondary reading, grasp the important content and read it carefully to deepen their understanding of the ideological content of the text; Third, let students distinguish between primary and secondary expressions, which is helpful to highlight the main content of the article.
For example, in the text "Yuanmingyuan is destroyed", when teaching students to distinguish between primary and secondary articles, they should first read the text carefully and understand the content of the article. Then guide the students to understand what kind of garden Yuanmingyuan is. How was it destroyed? These two aspects. Let the students read the text by themselves with these questions, and understand the idea that the author wants to express: reproduce the past glory of Yuanmingyuan, let the students remember the humiliating history, enhance the sense of national mission, and stimulate the feelings of loving the splendid culture of the motherland. Based on this, this paper writes the glorious past of Yuanmingyuan in a large space to highlight the author's idea of recreating the glorious past of Yuanmingyuan, thus inspiring the feelings of loving the splendid culture of the motherland. Therefore, this part is the main content of the article. In this way, the priority of the article will be clear at a glance.
To sum up, how to teach students to distinguish between primary and secondary articles? I have a deep understanding of this. First of all, ask students to read the text carefully and distinguish which content is primary and which content is secondary according to the main meaning of the text; Secondly, grasp the main part, read it carefully and ponder it carefully. Because this can deepen the understanding of the ideas to be expressed in the article, and also learn the methods of expressing ideas from it; Third, let students apply what they have learned and apply the priority of the article to expression. For example, when writing and speaking, we should determine what to write (say) in detail and what to write (say) briefly according to the expressed meaning, so as to achieve the purpose of writing (say) articles with clear focus and prominent center. Make people understand that you want to express clearly and thoroughly.
Sixth, the teaching suggestions for this textbook.
Intensive reading text teaching
This book is an intensive reading of texts of different themes and genres. Fully considering the connection with children's experience world and imagination world, it has a strong sense of the times. Intensive reading of texts is the main body of teaching materials and the main basis for training basic Chinese skills. Pay attention to the following aspects in teaching.
1, continue to pay attention to Chinese character teaching.
Literacy has always been an important task for primary schools. We should persist in literacy in the language environment and complete literacy tasks in the process of reading teaching. Students should be able to look up the dictionary skillfully, learn new words by themselves, and gradually have the ability to read independently. It is necessary to strengthen writing guidance, require students to write carefully, constantly improve their writing skills and form good habits. Literacy teaching should learn from the experience of textbooks in the new century and make a good connection with Tianjin textbooks. "New words" refer to the following three types of words: A textbook has never appeared, and I don't know it. The words learned in B have changed their pronunciation in the new words (in fact, they are similar in shape but different in sound and meaning). Although c has learned, he still doesn't know the words that need to be learned again. In silent reading, it is easy to miss new words: those words you think you know are actually unknown or can't be pronounced correctly. In teaching, we should pay attention to praising those students who can find new words in time and correct the one-sided understanding that "whoever can't find new words will have a high level of Chinese". We should get into the habit of looking up new words in the dictionary in time and silently reading sentences with new words after phonetic notation. Don't save the new words until the last time, which will save some trouble, but it is not conducive to dispersing the difficulty of learning new words, understanding the meaning of words in the language environment and understanding the text content.
2. Continue to strengthen word training.
Word training is also a teaching focus in the whole primary school stage. On the basis of intermediate training, the requirements should be improved. It is necessary to guide students to consciously use reference books, connect context with real life, and accurately understand words, especially those sentences with profound meanings. Students should be encouraged to actively accumulate words and refine good words and sentences in reading; Pay attention to the use of words, learn from the author's method of making sentences with words, and strengthen the connection with speaking and writing.
Draw new words and read silently at the same time. Be careful not to break the words. If the painting is incorrect for a while, you can read the original text several times. You can also temporarily put a question mark next to it with a pencil and confirm it when you read it intensively; You can also ask teachers and classmates. Word training should also pay attention to the following points: First, we should pay attention to the timing of word training to prevent the phenomenon of asking students to look up a large number of dictionaries before class and then look up certificates in class, which not only increases the burden on students, but also is not conducive to the improvement of students' ability. Before speaking and reading the text, students should be guided to look up some nouns and difficult words in the dictionary. For special terms and terms that have little to do with the text, there is no need to delve into their meanings, just get a rough outline. A large number of words in the textbook need to be felt by students in reading, and some difficult keywords need to be further understood in the context on the basis of looking up the dictionary; Some words related to the understanding of the full text need further comprehensive understanding after reading. Second, we should pay attention to flexible ways to understand words, focus on what we have learned from reading, and inspire students to choose their own learning methods. Third, we should pay attention not to unify the answers forcibly, and cherish the students' personal opinions in the perception of words; The meaning of some words can only be understood, but not expressed in words, so students don't have to give exact explanations, so they can be guided to express their understanding through reading.
You don't need a complete and accurate definition to understand the meaning of a word. The method of "understanding" is mainly the learned method: A, according to the characteristics of Chinese characters, synthesize the meanings of several Chinese characters in words. Infer the general meaning of words from thousands of articles. Literally expand association and imagination. D is replaced by synonyms and understood from the opposite side with antonyms. Look it up in a dictionary or dictionary. Because the situation of students is quite different, the number and content of the words drawn will be different. Teachers don't have to insist on unity, but they should ask students to take notes carefully.
3. Pay attention to "thinking? Practice "changes.
The revised "thinking?" "Exercise" removes some tedious topics of understanding the text content and training words in isolation from the original textbook, emphasizes comprehensiveness, openness and development, organically combines the understanding content with the training language, and cultivates the ability of overall grasp and comprehensive application. Pay attention to guiding students to study independently, think independently, ask questions and express their personal feelings and opinions. Use a variety of forms to guide students to accumulate language, and strive to let students choose independently and actively accumulate. It strengthens reading and reciting, and increases flexibility. Many students can choose the part to recite by themselves. In teaching, we should pay attention to correcting "thinking? Practice these characteristics and make full use of "thinking"? Practice inspires students to read, think and discuss, so as to better understand the content of the text and learn the methods of reading and writing. Students can decide whether to choose exercises arranged after class according to their actual situation and hobbies, and there is no uniform requirement in teaching.
4. Continue to strengthen reading and silent reading training.
Reading aloud is the most frequent and important reading training, and it is also the main method to understand the content and feelings of the text. In the process of intensive reading teaching, students should be given enough time to read the text, so that students can read on the basis of understanding, deepen their understanding through reading, and constantly train and improve their reading ability. Judging from the current situation of reading teaching, the phenomenon that teachers analyze and explain more and students study less is widespread, which seriously affects the improvement of students' reading ability. Overcoming this disadvantage and insisting on reading more and talking less are effective measures to improve reading teaching. We should not only pay attention to reading aloud, but also pay attention to the training of silent reading. The training of silent reading should strive to meet the requirements of the Curriculum Standard: "Silent reading has a certain speed, and the average reading is not less than 300 words per minute." Attention should be paid to the guidance and training of reading, and time should be guaranteed first. We advocate that the reading time in each class should not be less than 1/3. Secondly, we should pay attention to the reasonable requirements of reading, reflecting the process from the first reading to intensive reading, deep reading and familiar reading, from correct to fluent, affectionate and reciting. Third, we should pay attention to the reasonable changes in reading forms, such as named reading, group reading, free reading, simultaneous reading and silent reading, and make reasonable arrangements according to different needs. At the same time, we should gradually cultivate students to learn to choose their own reading forms and encourage them to choose their own reading methods.
Skimming text teaching
Skimming the text is generally strong in story and simple in text, which can arouse students' interest in reading and facilitate reading and understanding. In the teaching of skimming texts, we should pay attention to guiding students to apply the reading methods learned from intensive reading texts to reading practice. In the teaching of skimming the text, teachers should let students learn independently and guide students to read, think and discuss with the help of "reading tips" around the key points and difficulties of the text. Generally, don't read paragraph by paragraph, and don't skim the text into compressed intensive reading text. Students can be encouraged to learn in a way that suits them and gradually improve their self-study ability. Skimming has the obvious nature of independent reading. The arrangement of skimming texts is mainly to guide students to apply the basic Chinese skills learned from intensive reading to reading practice and gradually cultivate their independent reading ability. The teaching of skimming texts should pay attention to the following two points. First, in terms of content, the requirements for text understanding are lower than those for intensive reading. Generally, as long as we grasp the key points and difficulties to help students understand, understanding words and phrases is not the focus of training. Second, in terms of methods, teachers should let go more, mainly relying on students to read the text themselves, master reading methods in reading and improve reading ability. The general steps of skimming text teaching are: first, let students read and think independently with reference to "reading tips", then teachers can grasp one or two key or interesting issues according to students' self-study, guide the whole class to discuss and communicate, and can also check the reading effect by reading by name.
Reading and writing example teaching
Examples of reading and writing focus on the training focus of this group of texts, and shoulder the task of guiding reading or homework. Reading and writing examples are independent reading, which can be completed by students themselves. Guide students to learn reading and writing examples, let students read the examples first, and know what hints the examples have for reading and writing; Then contact this group to read the text intensively to further understand the suggested reading or practice methods in the examples; Finally, according to my own reading and writing practice, I will talk about the inspiration and experience gained from the examples, focusing on guiding students to use the knowledge learned from the examples in their future reading and writing practice.
Accumulate? Applied teaching
The training content is arranged after each group of texts, which has certain connection with the texts and is relatively independent.
Part 1: Look at the back.
There are two famous sayings, two ancient poems and two idioms in this book. 1 three-character classics (excerpts) and 1 couplets are arranged in 8 groups. The teaching of "reading attentively" focuses on guiding students to learn about Chinese excellent culture while accumulating language, so that students can learn from it and recite it. Teachers should never explain the specific meaning, but can guide the discussion or explain the students' questions appropriately.
Part II: Reading
In every accumulation? Reading essay training is arranged in the application. In teaching, students can use the thinking questions at the back of the short passage to clarify their reading requirements, think while reading, try to answer these questions, and finally communicate and discuss. When guiding students to read short passages, we should pay attention to applying the basic Chinese skills we have learned to reading practice and gradually improve students' reading ability.
Part III: Oral communication
This book is in Accumulation? Six oral communication links are arranged in "Use", which are "Choose by yourself", "Invite your classmates to dinner on your birthday", "Recommend a good book", "Can primary school students travel together", "Guests come to my house" and "How to spend the summer vacation". The purpose of arranging oral communication is to standardize students' oral communication, improve their oral communication ability and cultivate good listening and speaking attitudes and language habits.
When instructing students in oral communication, we should start with stimulating interest and desire to speak, so that students have the desire to speak and know how to speak. It is necessary to strengthen the training of fluency and coherence, so that students can speak clearly. It is necessary to reflect the two-way or multi-directional interaction between students and reflect communication. The training of oral communication only depends on accumulation? It is not enough to arrange several times in the application. We should make full use of all aspects of Chinese teaching. Oral communication training should take various forms for all, so that everyone has the opportunity to train, and fundamentally reverse the bad tendency of emphasizing reading, writing and ignoring listening and speaking.
Part IV: Exercise.
This book arranges eight exercises, namely, writing about the scenery observed in spring, abbreviations, writing about things you regret, writing a proposal, writing about things you want to tell others most, writing about people or things in the future, writing about things you did for the first time, and writing about your Sunday. Guiding exercises should guide students to observe and love the life around them, arouse their enthusiasm for observing, thinking and practicing writing, open their minds and express themselves freely in any form. We should guide students to write about people, events, sights and things they are familiar with, tell the truth and express their true feelings, and don't tell lies or empty words. It is necessary to stimulate students' bold imagination, expand association and even fantasy, and give full play to their imagination and creativity. In exercise teaching, teachers can flexibly use teaching materials according to students' reality, creating conditions for students to be willing to express themselves.
Part V: Practical activities.
This book has been arranged twice, respectively, to investigate the situation of Chinese characters in society and to select excellent articles of small inventions. In Chinese practice, we should fully reflect the characteristics of students' independent practice, stimulate students' interest in active inquiry and cultivate the spirit of unity and cooperation. Chinese practice is the expansion of Chinese learning in the classroom and the comprehensive application of Chinese ability. The time of practical activities does not need to be too limited by class hours. China's approach should be adapted to local conditions. Teachers should make full use of all kinds of Chinese educational resources, and creatively organize colorful Chinese practice activities according to local conditions. The arrangement in the textbook is for reference only.