This is the Jiangsu Education Edition. Approved by the Ministry of Education, we started the compilation of experimental Chinese textbooks for primary schools in compulsory education that match the new curriculum standards at the beginning of this year. Among them, the first volume of the first-grade textbook has passed the preliminary review by the National Primary and Secondary School Textbook Approval Committee and has entered the experimental area. Under the specific guidance of experts from the "standard" development team, we continued to write the second volume of the first grade.

1. Guiding ideas and principles for compiling textbooks

The guiding ideology for compiling experimental textbooks of Jiangsu Education Edition Curriculum Standards is based on the national education policy and the "Compulsory Education Chinese Curriculum Standards" (Experimental Draft)" as the basis, with the goal of comprehensively improving students' comprehensive Chinese literacy, and building a set of primary school Chinese teaching materials with Chinese characteristics that adapt to the development of modern society. Based on this, we have determined the following writing principles:

1. Comprehensively reflect the nature and status of Chinese courses. Carefully understand the discussion of the nature of Chinese courses in the curriculum standards, accurately grasp the overall goals and stage goals of Chinese education, and effectively build a new system of Chinese education in primary schools. It is necessary to infiltrate humanistic education into students' language practice activities and cultivate good study habits, so that while acquiring basic language literacy, they can love and inherit the excellent cultural traditions of the Chinese nation, understand and absorb the essence of human progress culture, and have broad prospects. vision and innovative ability, and become modern citizens with a sense of responsibility for the nation, country, and mankind.

2. Reflect the spirit of national curriculum reform, reflect the development needs of society and people, and reflect the development trend of Chinese education. The compilation of materials should highlight four basic concepts: comprehensively improving students' Chinese literacy; correctly grasping the characteristics of Chinese education; advocating independent, cooperative, and inquiry-based Chinese learning methods; and building an open and dynamic Chinese curriculum.

3. Innovate on the basis of inheritance. Pay attention to studying other versions of primary school Chinese textbooks (including those from Hong Kong and Taiwan) and learn from the strengths of each. Pay attention to drawing the essence from our country’s rich traditional Chinese education experience and absorbing nutrients from our country’s long-term successful experience in primary school Chinese education. Create your own style and characteristics based on learning and absorption.

4. Based on convenient teaching and learning. The compilation of teaching materials strives to simplify the clues, highlight the key points, and make the teaching objectives focused and clear, with strong operability. At the same time, attention should be paid to reducing students' excessive academic burden.

5. Implement open-door book editing. Carefully build a writing team with high quality, reasonable structure and high combat effectiveness. On this basis, we mobilize the majority of Chinese education workers and people from all walks of life who are interested in the construction of Chinese teaching materials to participate in the compilation work, seek the guidance of well-known experts, listen to the correct opinions of front-line teachers, and follow the "three-dimensional approach" of writers, experts, and front-line teachers. The "combination" method of compiling books enables the teaching materials to condense collective wisdom.

2. The framework of the textbook

This textbook is divided into four parts: cultivating good study habits, literacy, texts and unit exercises.

1. Develop good study habits

The "overall goal" in the "Standards" clearly states: "Develop good habits." We believe that this requirement is of extremely important significance to the lifelong development of primary school students. To this end, we have set up a series of "cultivating good study habits" in the teaching materials. The requirements for the "Habits" in this volume are: write pencil words carefully; speak actively and listen attentively.

2. Literacy and writing

This textbook uses the method of "dividing literacy and writing, reading more and writing less" to arrange 466 new words (of which 183 are only recognized but not written, the requirements are 283 words that can be read and written), which has increased significantly compared with the previous literacy level in the same volume.

The new words in the whole volume are arranged in two ways. The first is to read along with the text. Each lesson arranges no more than 10 new words that can be read and written; no more than 10 new words that can only be read but not written. The second is specialized literacy texts. Each lesson arranges no more than 9 new words that can be read and written, and no more than 8 new words that can only be read but not written.

Specialized literacy texts adopt the following three forms:

⑴ Word string literacy. As the name suggests, word strings connect related words together to express a certain scene or artistic conception. The strings of words rhyme and can be read together.

The word strings are equipped with related situation pictures to help children understand the meaning of the words and feel the artistic conception depicted by the word strings. For example, "Wide Literacy: "Spring breeze and spring rain/willow trees and young grass buds/cuckoo swallows and bees/pear blossoms, apricot blossoms, and peach blossoms." When viewed separately, they are several groups of words arranged neatly; when read together, the rhymes are catchy, like a small poem "Literacy" 1, 2, 5, and 6 classes all belong to this format, and their contents are "Spring", "Olympic Games", "Summer", and "Summer Night" respectively.

This category is arranged. The purpose of the text is to enable students to learn Chinese characters with the help of verse forms and situational pictures; to train students to automatically recognize Chinese characters through reading; to help students understand things and be influenced by beauty.

⑵ Mainly to learn to read pictures. Visual pictures are used to reveal the meaning of characters, and are accompanied by relevant short texts that provide a language environment for literacy. For example, "Literacy 3" uses "physical objects-ancient characters" about the characters such as boat, bamboo, stone, spring, river, and swallow. ──The evolution process of "Modern Characters" enables children to initially realize that most pictographic characters and referential characters evolved from pictures. "Literacy 7" uses visual graphics to show that "people follow the crowd and the forest is dense" and so on. How to gradually superimpose basic characters to reflect the meaning of words.

⑶ Turn the wheel to learn characters. First, turn the wheel to display a group of words with the same sound, and then compile these words into a short text to provide language for literacy. Environment. "Literacy" 4 and 8 both belong to this form. For example, in "Literacy 4", the text first uses a turntable to change the radicals, and a string of phonetic characters with the same sounds such as Chi, Di, He, and Chi are transferred. , to make students initially realize that these words are composed of two parts: one part represents the pronunciation of the word, and the other part represents the meaning of the word. Then let the students read an interesting word puzzle: There is a horse that can travel a thousand miles, there is soil that can grow crops, and there are people who can't. You and I can raise fish and shrimps if we have water.

The purpose of arranging this type of text is: to reveal the rules of Chinese character creation; to focus on learning a group of characters. Students' interest in learning Chinese characters.

Whether it is a new character that appears with the text or a new character in the "literacy" text, all the words that are required to be written appear in the field grid at the back of the text; they can only read but not write. The characters are listed in the two green lines.

In order to improve the basic writing skills of primary school students, all new characters required to be written are displayed in stroke order one by one according to the standards stipulated by the National Language Committee, so that primary school students can draw red lines. , imitate, and follow it when writing.

The "Standard Book" attaches great importance to the teaching of writing. Many people have a one-sided understanding of the function of writing: computers have become popular in modern society, and there is no need to let them. Students spend so much time practicing calligraphy. Especially calligraphy has no practical value and there is no need to include it in the textbook. We think this view is not comprehensive because writing is not just a tool for conveying information in writing. It also contains the wisdom of the nation, the culture of the nation, and the spirit of the nation. As a descendant of the dragon, if you cannot speak Chinese or write square characters, you have lost your national roots. As a mother tongue teaching material, it is your duty to teach children to write square characters well from an early age. Not only must they be able to write, but they must also write well, and we must encourage students to gradually develop an attitude of loving and respecting Chinese characters in the process of writing Chinese characters. Therefore, we insist on drawing red and shadowing in the teaching materials, not just for the first and second grade. Do it consistently, describe it to the end and imitate it to the end in the six school years. In the past, our children's poor handwriting was largely due to the discarding of the effective experience of traditional handwriting teaching.

3. Text

***27 lessons, divided into 6 units. The selection of articles strives to be exemplary and contemporary, with both literary quality and beauty, and appropriate difficulty. Pay attention to children and be full of childishness. Most of them are poems, fairy tales or stories that children love. The selected articles are close to children's lives and fully consider the connection with children's experience world and imaginary world. For example, "Studyful Dad", "Grandma's White Hair", "Letting Birds Go", etc. are connected with children's world of experience, while "What a Beautiful World", "Ant and Grasshopper" are connected with children's imaginary world.

The selected article also pays attention to the need to adapt to the new era, consciously penetrate the modern consciousness that marks the progress of human society, and is committed to cultivating a new generation of innovative people with innovative spirit and ability according to the characteristics of this discipline. To this end, we have selected a number of texts of contemporary significance in the teaching materials.

For example, "Studying Dad" reflects such a new fashion: with the advent of the era of knowledge economy, learning new knowledge and new technologies has become a conscious requirement for people. "Flying Birds" and "It's So Nice Here" are intended to enable students to form a new concept of "harmony between man and nature". "Luban and the Oar" and "Crow Drinking Water" are intended to encourage students to use their hands and brains and cultivate their creative consciousness.

The after-class exercise design adheres to simplicity, practicality, and grasps the key points. It mainly highlights the four items of recognition, writing, reading, and memorization. All 27 texts require reading aloud, 12 of which require memorization. Some texts are designed with practical, exploratory, and creative assignments full of childlike interest based on the characteristics of the teaching materials and the psychological characteristics of the students. For example, after students learn "Lu Ban and the Oar Ban", they are asked after class to collect a story about invention and tell it to everyone. After learning "The Ant and the Grasshopper", they were asked to "play out this short story in different roles." After learning "What is the happiest thing to do", they were asked to "adapt this short story (such as replacing woodpeckers, buffaloes, and bees with roosters, tabby cats, praying mantises, etc.) and then tell it to their classmates."

4. Unit exercises

This part is divided into three sections: comprehensive exercises, Chinese accumulation and oral communication. Compared with previous textbooks, it has three characteristics: turning cumbersome individual training into comprehensive exercises; integrating it with practical social activities and penetrating into other subjects; paying attention to cultivating primary school students' sense of inquiry.

Starting from this volume, "memorizing idioms" is arranged in each unit exercise. The form is to compile a group of idioms with related content into "idiom songs" to facilitate children's recitation and memory. . "Idiom Songs" are accompanied by corresponding pictures to help children understand the meaning of idioms. Most of the "idiom songs" are related to children's life experiences or previously learned texts. For example, in "Exercise 1", "Thundering cheers, ecstatic joy, singing and dancing, bright lights" can be understood in connection with the carnival scene on the night when the "Olympic bid" was successful. Another example is "Be fearless in the face of danger, be resourceful and decisive, be calm and unhurried, and be cautious" in "Exercise 8", which can be understood in conjunction with the content of the lesson "Sima Guang".

The "standards" require students to "have basic abilities in daily oral communication, learn to listen, express and communicate in various communicative activities, initially learn to conduct interpersonal communication and social interactions in a civilized manner, and develop a spirit of cooperation." . In order to implement this goal in the teaching materials, we abandoned the "look at pictures and talk" model that was used in lower grades in the past and constructed a training series of "oral communication". For example, in the second volume of the first grade, we have arranged oral communication training content such as talking about my home, looking for spring to talk about spring, giving directions, learning to apologize, discussing, communicating with each other about festival activities they participated in, learning to be guests, listening to stories and telling stories. In terms of presentation methods, we strive to make it easier for teachers to set up a communication environment and strengthen the interactivity between both parties.

3. Suggestions on teaching methods

How to make good use of the second volume of the "Standard Text" for first grade? We believe that we should pay attention to four "natures", namely practicality, subjectivity, foundation and interest. Let’s talk about each one separately.

1. Practicality

First of all, we should have a new concept in our understanding of Chinese courses. What is a Chinese class? Chinese classes are not teachers speaking and students listening. Chinese classes are students’ independent Chinese practice activities under the guidance of teachers. Teachers are only organizers, guides and collaborators of students' Chinese language practice activities. The teacher's responsibility is to organize, demonstrate, give instructions, answer questions, encourage... In a word, it is to make the best of the situation and help from the side, rather than to take over the world. Of course, first-grade children are young, so when teachers give guidance, they should be specific and vivid in their expressions and demonstrate more. If you instruct children to speak boldly, you should say: How to be bold? Stand up straight and look forward. Looking at the ceiling or the ground and bending over are signs of timidity. You can also demonstrate it to children and demonstrate how to stand boldly.

It is necessary to communicate inside and outside the classroom, broaden students' learning space, and increase students' opportunities for Chinese language practice activities. For example, literacy can encourage children to use the social environment. The titles, endings, names of program hosts, advertising slogans, etc. of some TV programs are large in capacity, repeated many times, and highly interesting. They are all good educational resources.

2. Subjectivity

The "standard" clearly states: "Students are the masters of Chinese learning."

In the past, there was a fixed program for literacy, that is, in Under the unified command of the teacher, the students spelled out the pronunciations of the characters in unison, analyzed the character shapes, and connected the words to read the characters. Doing so deprives students of the initiative in literacy. It is also unreasonable to apply "one size fits all" to new words regardless of their difficulty.

The initiative in literacy should be given to children. It can penetrate a little knowledge of Chinese characters in a simple and easy-to-understand way. For example, after learning "horse" and "worm" and then learning "ant" in "ant", you can tell the children: ant is an insect, so it is next to the word "worm", and "horse" tells us the pronunciation of this word. If a character is difficult to learn, let the children find it themselves and figure out how to memorize it. For example, the "egg" of "silkworm egg" is remembered by some children as follows: the right half of the willow, with a small dot on each side, is the egg. Another child's notation was different: I had seen silkworm eggs, which were small dots. As soon as I saw the two small dots in the word "egg", I remembered that this was the word "egg". Students use their own brains to memorize words, and their efficiency is greatly improved.

3. Basics

Primary school requires a solid foundation for learning Chinese, and first grade is the foundation. We have implemented several of the most important basic Chinese skills in the teaching materials one by one. For example, when writing, you can adopt the method of "combining reading and writing, tracing and imitating the human body", that is, practice writing whatever words you know. Through red tracing and shading, students' handwriting gradually becomes "human". The so-called "human body" is not the body of Liu Ouzhao in front of the human body, but the body of the human body in regular script. Students should be guided to make good use of the matching calligraphy books. We must also insist that "putting up the pen is the time to practice calligraphy." As Mr. Ye said: "We write every day for practical needs. In fact, we are practicing calligraphy every day. There is no need to set aside special time to practice calligraphy." We must guide children to develop such a good habit: no matter what the occasion When writing, as soon as you pick up the pen, you must write stroke by stroke and write seriously. Another example is reading and reciting. We also have clear requirements and we should implement them one by one.

The key to the implementation of good study habits lies in the teacher's persistence. We need to "grasp over and over again" and "grasp over and over again". We cannot expect to achieve success overnight.

We must "pay attention to the correct orientation of emotions, attitudes, and values." For example, the teaching word string "The stars are shining brightly at night/grandparents and little penis/bamboo chair cattail fan firefly/Morning Glory and Weaver Girl Big Dipper", the task is not completed just by knowing the words, but also requires children to recite it, just like reciting a poem, while reading A vivid picture of enjoying the coolness on a summer night emerges in my mind. Children not only know words and things, but also are influenced by beauty.

4. Interestingness

People often use "the road to the mountain of books is the path to hard work" as a motto to encourage learning, but we value the word "interesting" more. Because as long as he is interested in reading, he will be "diligent" even if you don't tell him to "diligently", which is called never getting tired of it. Modern neurocognitive science research has also confirmed that when the brain tissue receives information of interest, it will secrete a substance called endorphin, which is 50 to 100 times more effective than morphine in stimulating brain nerve excitement. Mr. Tao Xingzhi, a Chinese educator, said: "When students are interested, they will do things with all their energy. Learning and happiness are inseparable." Therefore, teaching must pay attention to stimulating students' interest in learning.

How can we stimulate children’s interest? There is such a famous saying, "Squat down and look at the children." It makes sense. For example, when teaching children oral communication - listening to stories and acting out stories, you can give them headdresses like big trees or apples and perform them. Don't underestimate the role of headwear. Children's world is the world of fairy tales. As soon as he puts on the headdress, he becomes a character in the story, both in the eyes of the actor himself and in the eyes of other children. Experienced teachers pay great attention to the use of headgear. It adds interest and makes learning easy.