Introduction to the unified Chinese language (eighth grade) textbook with subject words

Shi Shaodian, Shijiazhuang, June 29, 2018

Shi Shaodian, special teacher of Hubei Academy of Educational Sciences, China Vice Chairman of the Secondary School Chinese Professional Committee of the Education Society Chairman of the Secondary School Chinese Professional Committee of the Hubei Education Society Master's tutor of Central China Normal University and Hubei University Chinese project expert of the Basic Education Quality Monitoring Center of the Ministry of Education People's Education Press Chinese unified textbook training expert Chinese (8 grade), subject words reading, reading more, reading well, reading good books, reading the whole book, quantity, posture, content, capacity. Wen Rumin: What are the characteristics of the "unified edition" Chinese textbook for reading? The most important thing is "reading is the most important thing". "The new textbooks are designed to treat those who don't read." Change starts with reading! Chinese is a subject that guides reading. Continue reading to the end. Give students the right to read. Return the sound of books to the classroom. Jewish education helps children embark on the road to success. The most important thing is not what you do for them, but what you do for them. You taught him what he did for himself. Don’t just teach your children skills, teach them how to think. Don’t just teach them content, teach them how to think. Don't just ask your children to do what you want, but respect their ideas... Learn how to think, not how to act. A wise man can understand two meanings from one word. Knowledge is “wealth” that can be taken with you and cannot be plundered. Your children, in fact, are not your children. Gibran Your children, in fact, are not your children. They are the children born of life's desire for itself. They came to this world through you, but not because of you. They are by your side, but they do not belong to you. What you can give them is your love, but not your thoughts, because they have their own thoughts. You can protect their bodies, but not their souls. Because their souls belong to tomorrow, to a tomorrow you can't even dream of. You can try your best to become like them, but don't let them become like you, because life will not retreat or stay in the past. You are the bow, and your children are the arrows that shoot out from you. The archer looks at the target of the road ahead. He uses all his strength to pull you away so that his arrows can shoot fast and far. Bend it with joy in the archer's hand, for he loves the arrow that flies and the bow that is so stable.

Non-continuous text The so-called "non-continuous text" refers to reading materials as opposed to "continuous text" composed of sentences and paragraphs, which are mostly presented in the form of statistical charts, pictures, etc. Hand-drawn illustrated calligraphy model

Oral language is language, written language is text, single style is text, and combination is word

Those who speak are my words,

The writer's words are beautiful.

Not off topic, Jaspers’ “Axial Age” was from 800 BC to 200 BC, especially from 600 BC to 300 BC, around 30 degrees north latitude (between 25 and 35 degrees), where all civilizations appeared Great "spiritual teachers" Ancient Greece: Socrates, Plato, Aristotle Ancient India: Sakyamuni Israel: Prophets of Judaism China: Confucius and Laozi The ideological principles they proposed have shaped different cultural traditions. It has always affected human life! Jaspers said: In that era, Socrates, Plato, Sakyamuni, Confucius, and Laozi created their own ideological systems, which jointly formed the spiritual foundation of human civilization. To this day, human beings are still attached to this on top of the basics. What is culture? Culture, it is when a person walks up to you, his gestures, his smile, his overall quality. He approached a tree with drooping branches. Did it break the branches and throw them away, or did it bend over? A stray dog ??covered in ridges approached him. Did he avoid it with pity, or did he kick it? When the elevator door opens, does he let people in humbly, or does he push people away domineeringly? How did he pass by others? How he lowered his head to tie his shoelaces, how he took the change from the vegetable vendor.

"Chinese Narratology" by American Professor Andy Pu of Style and Style From the perspective of the "method" of expressing the essence and meaning of life experience: Poetry: directly depicts the static nature of life, but less involves the process of time evolution; Drama: focuses on the contradictions of life , conveying the essence of life through scene conflicts and character expressions (the so-called stage "expression" or "embodiment"); novels: showing the essence of life in a continuous flow of experience. Judging from the content of different styles of literary works in conveying life experience; Assuming that we take "things", that is, the units of life experience, as the starting point for calculation, among these three styles; novels have the largest unit, poetry is the smallest, and drama is in the middle. Let’s talk about “Introduction to the Masterpiece “Journey to the West”” “Journey to the West” is at most an interesting comic novel, a mythical novel; it has no subtle thoughts, and at most it has a bit of cynicism that loves to curse. This point of cynicism is also very clear; it does not hide it and we do not need to search deeply. Although the author Hu Shi is a Confucian scholar, this book is really a game, not a way of talking. Therefore, the whole book only occasionally contains common talks about the five elements, especially those who have not studied Buddhism. Therefore, there are absurd and nonsensical sutras at the end of the book, which are due to confusing teachings and are popular. It has been a long time, so his works are of the same type as Sakyamuni and Laojun, and the true nature and the original god are mixed together, so that the followers of the three religions can follow suit. An introductory lesson on "Journey to the West" by Lu Xun in Nanjing. Do you like reading "Journey to the West"? Is the novel "Journey to the West" written by Wu Chengen, "The Biography of Master Tripitaka of Daci'en Temple" and "The Poems of Tripitaka of the Tang Dynasty". The development of the story of Journey to the West ——Snowball What should Sun Wukong look like? Do you want to read the poems in classical novels? How would you film "Journey to the West"? How to read "Journey to the West"? for school. Poetry is the infinite nostalgia for home, and philosophy is the constant pursuit of the spiritual homeland. My thoughts on Chinese education: Chinese is long-lasting, elegant, and poetic... Chinese is very authentic, very pure, very life-like, very natural, and very human... Chinese is about life, life, and ecology. ’s... Chinese is poetic, passionate, hopeful, and associative; it has the rush of mountains and rivers, the talk of a flat river, the silence of midnight and dawn, and the roar of rushing... Chinese is inspiration and confrontation, Perceptions, experiences, free talks, and simple chants are cadences, soul-stirring, and lingering sounds... Chinese is the home of independent thought and the residence of the national spirit... Chinese is always Chinese...

Spider-web style reading method There is light

It radiates from one point, from one article to multiple articles, from one person to multiple people, and there are countless connections between these characters and articles.

A brief review of the overall design of the textbook

How to open the new textbook

The first step: plain reading (including new and old)

Read new texts: treat them as works first, then become texts; be readers first, then teachers

Read old texts: review the past and learn the new

Step 2: Read the unit Introduction and after-class exercises

Read the unit introduction: pay attention to the teaching goals and ability system

Read the after-class exercises: pay attention to new teaching growth points ("Social Opera" VI, "lt; Rites" Note gt; Two Rules 4)

Step 3: Read the Teaching Reference

Pay attention to content that seems “irrelevant to teaching” and don’t just focus on “Teaching Design” and “Reference” Translation"

Teacher Yu Yi: Three concerns, two reflections

1. Do not read any reference books, materials or teaching materials, and rely solely on your own understanding of the teaching materials as a whole grasp.

2. Extensively collect reference materials for qualification certificates, see how famous teachers and education experts teach and analyze teaching materials, and think about three questions at the same time:

1. What questions? I thought of it in the reference materials, and I thought of it too.

2. What issues were mentioned in the reference materials, but I didn’t think of them. 3. I thought of any questions that I didn’t think of in the reference materials.

3. After taking a parallel class, summarize the experience, reflect on teaching, and prepare another lesson.

Three concerns: focus on yourself, focus on ideas, and focus on students. Two reflections: concept reflection and behavioral reflection. I have three questions: What is the difference between reading and not reading? What is the difference between teaching and not teaching? You teach me, what's the difference?

The overall structure of the first and eighth grade textbooks

Overall, the first volume of the eighth grade textbook and the seventh grade textbook maintain the consistency of the overall structure, both consisting of 6 It consists of a unit and a certain degree of independent learning content such as comprehensive learning and introduction to classics. Specifically, the structure of the first volume of the eighth-grade textbook is different from that of the seventh-grade textbook in many ways, including the following points:

1. Set up an "Activity·Inquiry" unit

2. Set up two oral communication topics

3. Start to set up a special ancient poetry unit

4. The number of "self-reading" texts in the modern reading and writing unit has been increased to two In principle, the texts in the "Activity·Inquiry" unit are all "self-reading" texts

2. Contents and design ideas of each unit This unit is the first activity-based inquiry unit in this set of textbooks, and the unit content consists of two parts :

One part is the basic materials needed for students to study independently, including texts, annotations, margins, fillers and tips; the other part is the tasks that students need to complete for independent learning, as well as the requirements for various learning activities. , including "Activity Task List" and task instructions. Students form study groups, rely on the unit content, and independently carry out learning activities and complete learning tasks under the guidance of teachers. The activity inquiry unit adopts a task-driven approach to organize teaching content, and the tasks of the entire unit are summarized in the "activity task list" to facilitate students' overall understanding. Each unit is arranged with three tasks, and each task description is set for detailed explanation. The learning tasks of this unit are news reading, news interviewing and news writing.

Teaching Points

Teaching Points

1. By reading retrospective essays and biographies, understand the life experience, personality, and thoughts of the characters in the text, and learn from them What you understand enriches your life wisdom.

2. Be able to grasp the basic characteristics of recalling prose, authentic biographical content, typical events, and attention to detail description, and master basic reading methods.

3. Learn how to depict characters in texts, such as grasping the typical characteristics of characters, describing them from multiple angles and levels, using typical examples to express them, paying attention to detailed descriptions, etc., in your own writing Can be used for reference.

4. Understand the diverse language styles of the work, have your own understanding and appreciation of the wonderful words, sentences, and paragraphs in the text.

About "Cold Tree" with xxx book In ancient poetry and prose, "Hanmu", "Hanlin" and "Hanke" are commonly seen, all of which belong to the genus of "Hanshu". "Cold wood" refers to trees that are resistant to cold and will not wither. "Selected Works" from Lu Ji of the Jin Dynasty's "Fifty Lienzhu Poems" No. 50: "The rapid wind and rain do not miss the observation of the morning birds; the strong Yin kills the festival, and does not wither the heart of the cold wood." "Cold Forest" , the woods in autumn and winter. Yu Xin of the Northern Zhou Dynasty: "The warm mat and fan pillow make the face feel happy and the knees are happy. The fish in the freezing pond are frightened, and the bamboo shoots emerge in the cold forest." "Han Ke" refers to the trees in winter. Tao Yuanming of the Jin Dynasty said: "Han Ke is hung on the pot, and it will appear again when you look at it from a distance." "The Beginner's Note": "(Winter) wood is called Han Mu, Han Ke." Generally speaking, pines and cypresses are called "cold wood". Trees that are resistant to cold and will not wither are commonly called "cold trees". Therefore, "cold tree" does not mean "a tree that makes people feel cold", but "a tree that is cold-resistant and does not wither."

Feel the beauty of classical Chinese and understand the beauty of mountains and rivers

Accumulate content words and function words

Teaching focus 1. Cultivate students’ ability to perceive poetry as a whole with the help of annotations and reference books; learn Accumulate commonly used content words and function words in classical Chinese. 2. Carefully appreciate the beautiful artistic conception in the poem and understand the author's thoughts and feelings based on repeated reading and overall perception. 3. Learn how to comprehensively use different expressions in articles.

4. Cultivate students' love for the mountains and rivers of the motherland and cultivate noble aesthetic taste. Understand the types of prose, analyze the writing language, and enrich the spiritual world. Teaching focus: 1. Perceive the content of the text, experience the emotions expressed in the article, and understand the author’s perception and thinking about life. 2. Understand the characteristics of different types of prose and grasp the unique writing methods of each type of prose. 3. Read the text aloud repeatedly, taste and appreciate the unique language, and cultivate the ability to appreciate prose language. Grasp the characteristics of expository texts, understand the language of expository texts, and understand the connotation of the article. Teaching focus 1. Learn expository texts with different characteristics and understand the stylistic characteristics of expository texts. 2. Understand common explanation methods and learn to grasp the characteristics to explain things. 3. Understand the accuracy and thoroughness of expository language and enhance the orderliness and rigor of thinking. Feel the magnanimity and wisdom, grasp various styles, accumulate words and famous sentences, teaching focus 1. With the help of annotations and reference books, gain an overall understanding of the main content of the text. 2. Recite famous ancient poems in different genres and experience the wisdom and mind of the ancients from different angles. 3. Accumulate common classical Chinese words and famous aphorisms to improve your reading ability in classical Chinese. 3. Writing, Oral Communication, Comprehensive Learning and Introduction to Classical Writings 1. The Origin of Stylistic Writing Unit 1: Learning to Write News (Embedded in Activities) Unit 2: Learning to Write Biography Unit 3: Learning to Describe Scenery (Scenery Prose) ) Unit 5: To explain things, we must grasp the characteristics (expository text) Writing 2. Continuation of general writing Unit 4: Language must be coherent Unit 6: Expression must be appropriate Oral communication intensive training, common forms, not simple narration, retelling and paraphrasing Comprehensive learning has a clear ideological and cognitive orientation. The content is more professional and the activities are rich. Traditional culture series: People have no faith but no foundation. Chinese life series: Our Internet era. Comprehensive Chinese activity series: Cultural heritage around us. Introduction to famous works. Reading of non-pure literary works and The reading unit echoes and cooperates with "Red Star Shines on China": the reading of documentary works (echoes with the second unit) "Insects": the reading of popular science works (echoes with the fifth unit) A brief summary of the characteristics of the Si Ba Shang textbook 1. Teaching materials The content points to a more autonomous and active teaching method 2. Highlights stylistic awareness and emphasizes grasping the basic characteristics of different styles 3. After-school exercises and other learning assistance systems highlight research and expansion 4. The content of the teaching materials changes from literary texts to Three characteristics of the content of reading teaching that focus on the coexistence of multiple texts: 1. The humanities theme is all-encompassing and full of "poetry". 2. The reading method focuses on the basics and gradually "climbs up". 3. The reading strategies are highly versatile and gradually become “profound”. Three differences: 1. The humanistic theme slowly moves towards the reality of life and the nature of life. 2. The reading method begins to turn professional, and the stylistic meaning gradually becomes stronger. 3. Reading strategies point to stylistic learning, with more emphasis on autonomy and in-depth study. A simple comparison of writing teaching contents. A simple comparison. The Qishang textbook mainly guides students to complete the basic tasks of writing down things, writing people, and expressing expressions. The Qixia textbook mainly guides students to improve the basic level of written expression in many aspects. Bashang textbooks continued basic training and began to emphasize stylistic training and object-oriented writing. A simple comparison of comprehensive learning and teaching content. A simple comparison. In terms of activity content, the three comprehensive learning activities on the Eighth Route School are relatively social, contemporary and pertinent. In terms of activity forms, the professionalism, complexity, openness and continuity of comprehensive learning at Bashi have been improved. A simple comparison of the teaching content of introductory reading of classics. A simple comparison. In terms of selection of titles, none of the six works given in the Bashang textbook are purely literary works, and many are not literary works. In terms of the key points of introduction, the Bashang textbook pays special attention to guiding the reading of a certain type of book, echoing reading and writing. What comes to mind from Teacher Wen’s words. As a publishing unit that compiles textbooks, the People’s Education Press provides supporting resources such as the "Masterpiece Reading Curriculum" series for the core concept of the textbook "read more". What is the significance of it? First, reading classics can only have a relatively stable status and have the nature of a "Chinese class" if it is included in the "rated" content of Chinese courses. This is called "curriculumization".

Second, the teaching of reading classics cannot become a "step-by-step" process, where students publish before reading, collect after reading, or even specify what to read every day of the week. This is called "deprogramming". Third, teaching reading of classics requires macro control, essential guidance, meticulous attention and rich resources. These supporting readings are trying to provide these things. Once the appropriate bibliography has been identified, guidance is the deciding factor. 1. The differences between different volumes of textbooks are not only reflected in the differences in specific content, but also in changes in themes, tasks, and requirements. 2. Changes in topics, tasks, and requirements can be traced. Grasping the rules and key points of these changes will help in teaching design. 3. Grasping the characteristics of teaching materials and grasping the "differences" will help determine the growth points and breakthroughs for teaching innovation and teaching research.

Several pairs of keywords in the first volume of the eighth-grade textbook

1. In fact, there is no "lower" and "upper". This is a newly compiled textbook, not a previous version. revision.

2. There are many texts that have been proven to be suitable as texts in long-term practice, but it does not mean that any set of teaching materials can exhaust them all.

3. You might as well pay attention to the value and direction of some "somewhat unfamiliar" texts.

Get rid of vanity and become simple: "Remembering My Mother"

Get rid of femininity and become masculine: "Praise to Poplar" "Wealth cannot be lewd"

Get rid of flattery and become upright : "Zhou Yafu's Army Thin Willows"

Understanding the changes of the times: Comprehensive study of "Our Internet Era"

Thinking about life: "Two Essays"

1. Eighth-grade students begin to "walk on their own" and are not satisfied with "following"; their cooperative and comprehensive learning abilities have improved.

2. Eighth-grade Chinese language teaching should transition from the general abilities and general methods of seventh-grade students to specialized abilities and targeted methods.

3. Teaching materials must conform to the changing patterns of students and subjects, so as to be more conducive to cultivating students' Chinese literacy.

1. Independent reading is the spirit of the curriculum standards and the consistent concept of this set of textbooks.

2. The requirements for "independence" of Yashang textbooks have been improved.

First, the proportion of self-reading texts has increased. Each modern literature unit is arranged with two self-reading texts (one for seventh grade). The classical Chinese poetry unit also has self-reading texts and activity exploration. The texts in the unit are all designed as self-reading texts.

Second, one of the two modern self-reading texts does not have side comments, only reading prompts, and requires students to rely on their own strength in reading.

Third, the number of recommended readings in after-class exercises and reading tips has increased (classical Chinese texts also have recommended readings), and the types are also richer.

3. The "activities" in Yashang textbooks are by no means limited to activity inquiry units.

1. The stylistic clues are particularly clear and the stylistic scope has been expanded. News, memoir essays and biographies, classical Chinese scenery essays, rhymed poems, essays, expository essays, various classical Chinese styles, and various ancient poems. Many of them are non-literary genres.

2. The stylistic arrangement is detailed and concentrated, making it easy for comparative reading.

3. Seize the characteristics of different writing styles and languages ??to design.

1. The knowledge presented in the textbooks goes far beyond the general scope of language, grammar, and Chinese teaching knowledge, and provides a lot of important knowledge in the fields of literature and culture.

2. It not only provides fixed and static knowledge, but also provides strategic knowledge and procedural knowledge, providing clues and paths for students to construct their own knowledge. (Concentrated in the activity inquiry unit) Increased knowledge capacity

3. Presenting more knowledge has the meaning of accumulation, but it is more to provide students with starting points and clues to help students think about problems. , leading students’ thinking in depth.

Use knowledge to deepen students’ thinking and learn knowledge in the process of thinking

Three important contents of the first volume of the eighth-grade textbook, activity exploration unit, oral communication topic, classical Chinese poetry unit

Activity-based inquiry unit

1. Different from the traditional text-centered unit organization.

2. Take activity tasks as the axis, reading as the foundation, and inquiry as the core.

3. Integrate reading, writing, oral communication, as well as information collection, activity planning, field trips and other projects to form a learning system that interacts with reading and writing, integrates listening and speaking, and goes from in-class to extra-curricular.

Overview of task sheets, global activity descriptions, clarify the specific content of each task. The text provides the basic content for learning, and the side comments without exercises provide basic knowledge and prompts for understanding difficult points. The filler provides basic knowledge and skills related to style to provide guidance for students' reading. Provide double support with writing, especially guidance on writing

1. Reading is the foundation. 2. Activities are characteristics. 3. Integration is the direction. 4. Practice is the spirit. 5. Autonomy is the essence.

1. The subject of Chinese should be explored in the "Compulsory Education Chinese Curriculum Standards (2011 Edition)": "The Chinese curriculum is a comprehensive and practical course for learning the use of language."

2. Chinese teaching reform requires activity inquiry.

Alleviating the contradiction that teachers intellectually agree with the concept of "letting students learn Chinese through Chinese practice", but in practice lack corresponding teaching content and larger teaching space.

3. The learning content itself is suitable for activity exploration.

Ignoring the "activity" of learning content and still using traditional teaching methods, which mainly focus on static understanding and appreciation of relevant texts, it is difficult to truly teach these contents.

4. Front-line teaching has been doing activity research.

The arrangement of the unit activity process and the design of specific activity content draw on the teaching experience of many front-line teachers and condense their teaching wisdom.

1. The activities of comprehensive Chinese learning are relatively complex; the activities of the activity inquiry unit are relatively simple.

2. Comprehensive Chinese language learning emphasizes interdisciplinary barriers; activity inquiry units are mainly intra-disciplinary activities.

In a sense, the "activities" and "inquiry" in the activity inquiry unit are the extension and development of classroom activities and inquiry-based teaching in traditional Chinese teaching.

They have a complementary relationship with "teaching" and "acquisition" rather than contradicting each other.

1. Students’ learning: reading and learning - practical activities - writing and expression, more autonomy in acquiring and constructing knowledge, more autonomy in reading and learning from texts, more autonomy in division of labor and cooperation, activities, more autonomy in evaluation, improvement and improvement

2. Teacher’s teaching: activity planning - centralized guidance - process tracking, less instilling basic knowledge and conclusions, less interpretation of texts regardless of style, less focus on learning results, less screening and hierarchical evaluation

1. How to deal with the "teaching-oriented" and "process-oriented" content of the unit.

Teaching materials: not only provide teaching content, but also make explicit the learning methods, activity processes, task concepts, specific requirements, etc. that are usually hidden behind the teaching content.

Teachers: Study the learning content in depth, enrich and update their subject knowledge and teaching knowledge. In particular, it is necessary to strengthen the ability to predict and preset the learning process and continuously generate teaching wisdom.

2. How to deal with the "segmentation" and "sectorization" of units?

Teaching materials: The units have basically the same "three-stage" content section. This unit organization form is not only the framework needed for students' independent learning, but also a kind of exemplary guidance.

Teachers: Pay special attention to the teaching characteristics of each link, and pay more attention to the transitions and connections between links, especially the connection between relatively static reading links and relatively dynamic links. Don’t put The unit teaching was "disbanded".

3. How to teach reading without a little practice and prompts?

Textbook: First, the reading difficulty of the text is average, and students can basically understand the meaning of the text by using the prompts in the comments;

Second, there are no exercises or prompts. It reflects the intention of correcting the teaching bias of "concise analysis of each chapter and detailed lectures in each lesson". Teacher: According to the teaching materials, correct the direction and focus of reading teaching, and let students read by themselves. Supplement fresh, localized reading resources, read more, broaden students' horizons, and enhance the flavor of the times.

4. How to arrange and help students carry out group activities?

Teaching materials: The activity-based inquiry unit focuses on students’ independent learning, and teachers no longer directly control and dominate the unit learning process. However, this does not mean that teachers let students learn on their own.

Teacher: The grouping principle of "heterogeneity within groups and homogeneity between groups" should be adhered to. Within the group, "fixed division of labor and autonomy of personnel" should be achieved. In some important aspects of students' learning (such as the overall planning of group activities) and difficulties that are difficult to overcome by students alone, teachers still need to actively provide guidance to ensure that students can smoothly carry out independent learning.

5. How to implement the theme of activity inquiry throughout the teaching process?

Teaching materials: Activity-based inquiry is not inconsistent with traditional teaching, but activity-based inquiry is the core and main line, and it is also the direction for the transformation of students' learning methods.

Teachers: Teachers should avoid turning centralized guidance into simple knowledge explanations and announcements of answers, let alone instilling descriptions of tasks and requirements for student activities into students in a simplistic way. Instead, they should use Conduct classroom teaching in a flexible and exploratory manner, and serve as a model and guide for students' learning styles.

1. Don’t worry, let go, don’t “herd sheep”.

2. Learn first, try first, and “step in” first.

3. Interest, ability, and seeking to "win".

4. Values ??and attitudes must be "balanced".

1. The evaluation process is embedded in the activity process, highlighting implicit evaluation.

2. Pay attention to the evaluation of basic knowledge and basic skills, and do not require everything to be comprehensive.

3. Pay attention to process evaluation and organize stage evaluations in different ways multiple times.

4. The evaluation subjects and standards are diversified, and the focus of evaluation should not be screening.

Special topic on oral communication

1. Oral communication ability is an important ability that modern people should possess.

2. Listening, speaking, reading and writing should be developed in a balanced way, and no one aspect should be neglected.

3. Oral communication training is very helpful in cultivating students’ thinking ability.

4. It is necessary to combine daily decentralized training with concentrated thematic training.

1. Consider the communication situation and the characteristics of the communication objects. 2. Consider the input, conversion and output of content. 3. Consider the conversion of language style, person, and time and space. 4. Consider the appropriateness of pronunciation, speaking speed, and intonation. 1. A teacher is a teacher, and students who are good at telling stories are also teachers. 2. Storytelling artists and announcers telling stories are both resources. 3. Most documentaries and feature films can be used as teaching resources. 4. Record your own audio and video to engage in self-media, with rich presentation methods.

Three tasks, each with its own emphasis

Classical Chinese poetry unit

1. Classical Chinese poetry should be taught as poetry rather than literary materials.

2. Deepening understanding and forming a sense of language through recitation should be the focus.

3. It is necessary to break through the narrow understanding of knowledge content in classical Chinese teaching.

4. Make good use of the differences between classical Chinese and vernacular, ancient and modern people.

One page, how much knowledge. One page, how much ability?

A few words from my heart

1. It is absolutely impossible to be perfect if you try your best.

2. The growth of teaching materials is by no means a one-time deal.

3. Learn from teachers and experts.

4. The teaching materials are the joint achievement of the entire Chinese language community.