First, the basic structure of the textbook
This textbook continues to be organized into eight groups with special topics, namely, the first group "Entering the West", the second group "Forever Childhood", the third group "The Art of Language", the fourth group "They moved me", the fifth group "The Journey of China's Classical Works" and the sixth group ".
This textbook also arranges two comprehensive studies. The first time was in the group of "the art of language", which focused on text learning and arranged some Chinese practice activities, which we called "small synthesis". The second time was in the sixth group of "Walking into the Information World". The editor broke through the textbook structure with the text as the main body and changed it into a layout form around topics, task-driven and activities throughout, which we called "grand synthesis".
except for the sixth group, there are 28 texts in the whole book, 14 in intensive reading and 14 in skimming. Each of these seven groups of textbooks consists of four parts: introduction, lesson examples, oral communication exercises, review and expansion. Set up a "word inventory" after each group of texts. Among them, the words "read, write and write" are composed of words that can be written, and it is required to be able to read and write; The words "reading and remembering" only require memorization, not writing. Some texts are followed by information kits or reading links. There are five "information kits" and two "reading links" in the whole book.
The whole book also arranges 8 selected reading texts, with two lists of new words attached. The vocabulary list (1) is 2 words required to know. At this point, the literacy task of knowing 3 commonly used words in primary school has been completed. The vocabulary list (2) is required to write 15 words, so far the cumulative amount of writing is 23.
The phonetic notation in this textbook is consistent with that in the first volume of Grade Five. New words and difficult words are marked with parentheses, and polyphonic words are marked with square brackets. Intensive reading and skimming of unfamiliar words in the text are pronounced once at a time, such as "hire him to pick up pinecones" and "hire" in Lesson 17 "The Power of Dreams". Then, in lesson 26 "The Boat in Venice", there is another phonetic notation in "Going to the boat hired by each". All new words appearing in other parts are no longer phonetic. In order to facilitate literacy, the new words in the text are annotated with local sounds; Some words that need to be tone-shifted or read softly in the language environment should be given some hints by teachers in teaching.
Second, the main features of the textbook
(1) The goal consciousness is more clear, and the learning objectives are fully implemented
In the arrangement of the textbook, one of our first considerations is: how to reflect the connection and connection between the phased objectives of the third learning period under the premise of implementing the overall objectives of the curriculum standards? In order to better reflect the integrity, stages and continuity of teaching objectives, and achieve the overall goal and the goal that must be consistent, we have organically infiltrated all the Chinese learning processes in this book, and made specific arrangements for the goals with obvious stages in the teaching materials. For example,
In reading skills, we should continue to strengthen reading training and pay attention to the diversification of training forms. For example, "first discuss how to read the different tones of the characters, and then read the text in different roles", "read the text and then act it out in different roles". In addition, the training of silent reading has been strengthened. The textbook makes specific arrangements for silent reading, which further improve the requirements in understanding and silent reading speed.
In reading comprehension, the focus of the third period is to grasp the main content of the text, experience thoughts and feelings, try to figure out the narrative order of the article and understand the basic expression methods; Learn poetry and read different articles such as narrative and explanatory. The textbook adopts various forms and makes specific arrangements in guiding students to grasp the content, feel the feelings, understand the narrative order and understand the expression methods.
in terms of reading methods, the textbook continues to strengthen the cultivation of intensive reading and skimming, and at the same time, it also arranges the content about the cultivation of browsing ability. Browse, glance at. An important purpose of browsing is to collect information as needed. One of the goals of Chinese course in compulsory education stage is to make students "initially have the ability to collect and process information". To have this ability, you must learn to browse: read quickly as needed, you can read the title first, then the text; I can read one line at a time, ignore what is irrelevant to the needs, look at what is relevant carefully, and process and process the information for my use. In the information society, browsing is an important reading method and a reading ability. One of the purposes of this textbook is to strengthen the cultivation of browsing ability.
look at oral communication again. First of all, from the emotional attitude goal of oral communication, the third stage puts forward that "communication with others can respect and understand each other" "Respect" means not only "listening carefully and patiently", but also respecting the personality of the other party. For example, you should concentrate on it, don't interrupt others casually, and you can reflect it with a look when listening; "Understanding" means listening and thinking from the other person's point of view, understanding what the other person said, and understanding the other person's mood at that time, which is obviously a step forward in the requirements of emotional attitude. Secondly, from the cultivation of oral communication habits, the first two periods emphasize the habit of speaking Mandarin, and the third period puts forward that "paying attention to the beauty of language and resisting uncivilized language" is not only a habit, but also a manifestation of one's language literacy and moral cultivation. From the perspective of oral communication ability training: listening, from the first stage to understand the content, to grasp the main content in the second stage, and then to grasp the main points in the third stage. Expression, from the first learning period to the second learning period, is clear and clear, and then to the third learning period, it is centered and organized. Coping means expressing in communication, answering, asking questions or explaining at any time in communication, and being prepared before expressing opinions; There is a certain quality when expressing opinions. The textbook implements the above goals through the choice of oral communication topics and the design of prompts.
From the point of view of exercises, the third period put forward clear requirements for exercises, which should be specific in content and true in feelings, and be able to write simple factual and imaginary compositions and common practical articles. Focusing on the above-mentioned objectives, the textbook has arranged many exercises. In terms of exercise types, it focuses on writing factual compositions, and also arranges practical writing exercises such as writing letters, research reports and commendations.
When teachers delve into teaching materials, they should work hard to accurately grasp and concretely implement the teaching objectives, which is very important for making good use of teaching materials and improving teaching quality.
(2) The theme setting is flexible and diverse, and the arrangement form is innovative
1? It is more flexible to determine the topic from the combination of instrumentality and humanity. Some put forward from the perspective of how to communicate with people appropriately, for example, "the art of language", in which students feel the charm of language through the characters' language of clever answers and witty responses in the text; At the same time, through the contact with scripts, cross talk and other literary genres, feel the art of language expression. Some put forward from the perspective of trying to figure out the writing style of the article, for example, "the people in the writer's pen", while feeling the vivid characters, try to figure out and learn the ways in which writers portray characters through appearance, language, movement and psychology. Some of them are put forward from the angle of introducing China's classic works, such as "Journey of Chinese Classic Works". Some put forward from the perspective of emotional edification, for example, "they moved us", which made students feel the value orientation in the text and were infected by the spiritual strength of the characters in the text. Some put forward from the perspective of cultivating students' ability to collect and use information, such as "entering the information world". Others put forward from the perspective of broadening horizons and feeling multiculturalism, such as "exotic customs". Many topics not only appear for the first time, but also pay more attention to the embodiment of language.
2? Textbook arrangement develops in inheritance. For example, in the fifth group, there is an information kit at the end of each text, which systematically introduces the main contents, historical status, authors, typical characters and stories selected from this text. Students learn one text after another, but what they learn is one masterpiece. This arrangement not only controls more with less, but more importantly, leads them to get close to and read masterpieces in their study and life from now on.
Another example is the seventh group, which adopts the arrangement form of selecting several fragments to form the text. In A Group of Character Descriptions, the textbook selects three fragments of character descriptions as the intensive reading text of this group. Before each fragment, there is an introduction about which book the character image is selected from and the general content of the book, and some also explain the general background of the fragments. The three fragments are the representatives of three kinds of characters: in terms of age, there are children, young people and old people; From the perspective of gender, there are men and women; From the methods of character description, there are action description, detail description, language description and appearance description. In this way, a variety of images of characters are displayed in a limited space, and students can learn a variety of methods of character description, which is difficult to do in a complete chapter.
(3) the humanistic connotation is rich and colorful, and the theme genre has been broadened
1? The content of the textbook is full of times and humanistic connotation.
A large number of new texts have been selected and compiled in the textbook: Silk Road, which shows the splendid history and culture of the motherland; Repairing the Railway to Lhasa, which reflects the achievements of China's western construction and praises the hard work and selfless dedication of the new generation of builders; Grandfather's Garden, I Think, and Childhood Ink Painting, which are full of life interest and reproduce colorful childhood life. There are Bridge, which reflects the noble qualities of party member who was devoted to his duties, selfless and fearless, and gave new meaning to revolutionary traditional education, The Power of Dreams, which shows a child's pure and kind wish, My own flowers are for others, Dancing with elephants and Colored Africa, which show colorful exotic customs. Text arrangement attaches great importance to the embodiment of literariness and highlights the characteristics of Chinese subject. It not only compiles many famous works, but also compiles units such as "People Written by Writers" and "Journey of China Classical Works". In order to teach students the ability to use information and solve practical problems in their study and life in the modern society with the rapid increase of information, the textbook specially arranges comprehensive learning units aimed at learning to collect information, screen information and write simple research reports with information.
2? Increase the content of patriotism, revolutionary tradition education and Chinese traditional virtue education, and further strengthen the educational function of Chinese textbooks.
measure 1: design related topics, make use of the advantages of the integration of each group of teaching materials, and increase the proportion of the above educational content. For example, in the "Entering the West" group, the editor carefully selected four representative texts, from which not only can we feel the beautiful natural scenery and splendid history and culture in the western part of the motherland, but also stimulate students' feelings of loving the motherland, and we can also feel the Chinese nation's endless national feelings and love for the national conditions for thousands of years from the arduous struggle experience of generations of China people. In the group "They moved me", students can feel the internationalist friendship between the Chinese and Korean people, which is higher than the mountains and deeper than the sea. Learn the lofty spirit of Red Army soldiers' unity and friendship, taking the overall situation into account and being brave in dedication; Learn from the noble qualities of the old branch secretary, such as loyalty, selflessness and fearlessness, self-sacrifice and saving others; You can also feel the golden heart of an ordinary child who loves others.
measure 2: select a new batch of texts and implement the above educational contents. For example, "Building the Railway to Lhasa", "Silk Road" and "Bridge", these texts can enhance students' national self-esteem and pride, stimulate the spirit of striving for progress, and guide them to be upright China people who love the motherland, have morality, love and have a sense of social responsibility.
measure 3: in addition to the text, provide students with relevant corpus to expand reading. For example, after the "Silk Road" text, arrange an "information kit" to briefly introduce the historical position and role of the Silk Road; Using the column of "Extracurricular Bookstore", I recommend reading Gorky's Childhood. By relying on the column of "Accumulate over a long period", students can recite excellent ancient poems, make up their minds, cherish time and study hard, and reflect Chinese traditional virtues, so that students can be influenced by thought and morality while accumulating language and culture.
3? Broaden the style and style of the text, for example, classical Chinese, modern vernacular Chinese, scripts, cross talk, research reports and other genres will be incorporated into this textbook, and some genres will enter the primary school textbook for the first time.
(1) classical Chinese. In the third group, "The Art of Language", this book arranges the first classical Chinese in primary school ── The Son of Yang, which is short and plain, and suitable for students to accumulate and recite. Classical Chinese is an ancient written language formed on the basis of pre-Qin spoken language. In the fourth period, the curriculum standard clearly puts forward that "reading simple classical Chinese can help you understand the basic content with notes and reference books." One of the main purposes of arranging classical Chinese in this book is to build a ladder for the study of the fourth period, so that students can initially feel the language style of classical Chinese and pave the way for a smooth transition to the study of classical Chinese in middle schools.
(2) Modern vernacular Chinese. In the fifth and seventh groups, the textbooks arranged four modern vernacular texts: Jingyanggang, The Birth of the Monkey King, Yan Jiansheng before he died, and Feng chili pepper first saw Lin Daiyu, and some of them only extracted a fragment. The language style of these texts is quite different from that of modern vernacular Chinese, and the usage and meaning of some words and expressions are different from now. For example, "after" means "after", "detain" means "suddenly" and "elder brother" refers to a little boy. Teachers should make some explanations accordingly.
(3) the script. A script is a script for a theatrical performance. In the third group, this textbook was selected into the script "Half Candle". The basic characteristics of the script are determined by the comprehensiveness and stage of the drama. The characters, plots and scenes should be highly concentrated, and there should be concentrated and sharp conflicts. The script is characterized by stating the time and place of the story, the characters and scenery in the play at the beginning, and then focusing on the dialogue between the characters. Scripts can't portray characters by narrative description like novels. They can only rely on the language and stage descriptions of the characters (including their expressions, actions, etc.) to express their thoughts and personalities. Therefore, the language of the characters in the play must be personalized. "Half Candle" tells the story of Mrs. Bernold's family's clever struggle with German officers to protect information during World War II. Through the study of the text and the dialogue between the characters, students can not only feel the courage and wit of the characters, but also get a preliminary understanding of the characteristics of the script.
(4) cross talk. Crosstalk is a kind of folk art form that makes people laugh by speaking, learning, teasing and singing with humorous language.