Preparation for the start of school, interpretation of new first-grade Chinese textbooks and teaching suggestions for fall 2024

In September 2024, new textbooks for each subject that match the 2022 version of the compulsory education curriculum standards will be put into use in the starting grades of primary school and junior high school. Teachers are the key to the use of new teaching materials. How can we make good use of the new teaching materials? Here is an interpretation of the newly revised 2024 unified first-grade Chinese textbook (Volume 1) for teachers’ reference and study. Interpretation of \”Literacy and Writing\” Xu Yan (teaching researcher of Nanjing Academy of Educational Sciences) 1. Revision of literacy and writing: selected content, appropriate integration, reducing burden and improving quality. Specific changes in the textbooks are reflected in three aspects: (1) Changes in word size. Reduced from the original 300 words to 280 words; (2) Changes in character types. For words that need to be known, 58 characters from the original textbook have been deleted and 38 new characters have been added; for words that need to be written, the number of characters remains unchanged, but 20 characters from the original textbook have been deleted and 20 new characters have been added. ; (3) Changes in word order. The arrangement of writing skills is from shallow to deep, from easy to difficult, which is more scientific and reasonable. 2. Suggestions for teaching literacy and writing: (1) Respect the teaching materials and use them well. The arrangement of literacy and writing in the new textbooks is closely related to students\’ life experiences. Teachers can use visual and intuitive teaching methods in teaching, create rich and colorful learning situations, and comprehensively use a variety of literacy methods to gradually develop students\’ literacy and writing abilities. (2) Grasp the essence and design carefully. The essence of literacy and writing is a process of accumulation, construction, application and expression, rather than mechanical reading and copying. Teachers need to integrate the teaching design of the entire lesson so that every word is not separated from the word, the word is not separated from the sentence, and the sentence is not separated from the text, so as to leverage the learning of the entire text by combining the learning of core words. (3) Strengthen integration and accumulation. Let students develop their thinking and set big concepts through integration and sorting. For example, the three new words in the topic \”Heaven, Earth, and Man\” are three big concepts. Guide students to sort out the words related to \”Heaven, Earth, and Man\” in the textbook. , after sorting out, guide students to change words into words and words into sentences for specific application. Such sorting becomes a very interesting experience in children\’s lives. Interpretation of the \”Chinese Pinyin\” part Lu Zaocai (Teaching and Researcher of Wuxi Institute of Educational Sciences) 1. Six aspects of the modification of Chinese Pinyin: (1) The unit setting has been changed. It has been changed from two teaching units to three units, and the content of a Chinese garden has been added; (2) The class schedule has been fine-tuned. Originally, iuü and the soundproof letter yw were one lesson, but now they are split into two lessons, and the soundproof letter yw is taught as a separate lesson; (3) The position of the writing part of the letter has been adjusted. The original ones were placed at the end of each lesson and arranged uniformly after learning the letter syllables; (4) Some syllables were fine-tuned. For example, the syllable (chua) has been removed and some syllables that are not commonly used have been adjusted. The adjusted syllables are more daily, making it easier for students to make better use of the pronunciation of Chinese characters commonly used in life; (5) Phonetic words have been added and word recognition requirements have been put forward. The number of phonetic words is increased to 3 to 5, and the Chinese characters required to be read are clearly listed under the phonetic words; (6) Set up a \”read\” column. Setting children\’s songs into a \”Reading\” column further emphasizes the function of children\’s songs, aiming to allow students to review and consolidate the syllables they have learned during the reading of children\’s songs. 2.Teaching suggestions for Chinese Pinyin: (1) Make good use of situational illustrations to reduce the difficulty of reading. Guide students to discover the sound and shape elements in the illustrations, and try to make up a rhyme of their own to help them read the sounds and remember the shapes correctly. (2) Design game activities to stimulate students to take the initiative to read. Allow students to actively participate in fun games to enhance their interest in reading and spelling. In the game, students naturally get practice and consolidation of reading and spelling, and master the reading methods. (3) Pay attention to the combination of learning and application to relieve learning pressure. Let students take the initiative to use the syllables they have learned, such as using the syllables they have learned to write about their favorite animals, favorite foods, etc. They can also use the words provided in the textbook to form simple sentences, allowing students to practice and use them. Learn to write syllables. (4) Reform evaluation methods to alleviate learning pressure. Interpretation of \”Reading Teaching\” Liu Chun (teaching researcher of Xuzhou Academy of Educational Sciences) 1. Changes in reading teaching: (1) Changes in the catalog and text selection. The unit title of the new textbook has changed from \”Text\” to \”Reading\”, highlighting the way of Chinese language practice; the number of units has changed from 4 to 3, and the number of texts has changed from 14 to 10; the order of texts in the reading unit has been changed. There are deletions and additions. The retained and added texts are more classic, more interesting, and closer to children. The more difficult texts have been deleted, which reduces the difficulty of learning; (2) Changes in after-school exercises. The after-class exercises highlight the Chinese elements of the unit and emphasize the key points of learning. 2. Suggestions for reading teaching: (1) Find clear and meaningful learning tasks for students based on the learning content of the benchmark task group. Use the specific learning content of each learning task group as a guide to clarify students\’ reading, learning and growth tasks in the unit. (2) Build a bridge between texts and children’s lives, so that students can feel that the world described by language is familiar yet fresh. When teaching, design tasks full of life flavor, use students’ life experience as a scaffold, connect text situations and life situations, and allow students to learn to recognize the world they are familiar with through a fresh path such as language and text. (3) Start reading with reading aloud as the main line. , guide students to experience the world through embodied language. Carry out multi-level reading aloud and use various forms of reading aloud to enable students to read books accurately, smoothly and understand them. We can also make good use of teachers\’ teaching resources. Teachers should be good readers and lead students to read out their emotions, interests and understandings. (4) Establish students\’ reading files and use value-added evaluation to enhance students\’ self-confidence in learning while making continuous progress. Make full use of opportunities such as class, recess, and checking homework to understand students\’ reading level, pay attention to students\’ common difficulties and individual expressions in text reading, encourage students\’ progress in reading, and provide students with a reading display platform to allow students to read aloud. The process of learning to read aloud can be seen, leading students to understand the world through Chinese characters and express their knowledge and love for the world through reading aloud. Interpretation of \”Expression and Communication\” Wang Aihua (teaching researcher of Nantong Academy of Educational Sciences) 1. Overall interpretation: The first-grade (volume 1) textbook focuses on the requirements of expression and communication. The textbook uses daily life situations, literary reading situations and interdisciplinary situationExpression and communication, there are a total of 4 topics on oral communication, 6 on the use of words and sentences, and 8 on thinking and communication during reading. The teaching materials consciously allow students to learn expression and communication in the oral communication of the topic, the use of individual words and sentences, and the accumulation of integrated reading. The arrangement of teaching materials is no longer a single training of knowledge and skills, but reflects the interdependence, integration and three-dimensional structure of Chinese language practice activities. 2. Teaching suggestions for expression and communication: (1) Focus on core competencies and pay attention to the cultivation of communicative awareness and communicative habits, so that students can become civilized and courteous social citizens. (2) Focus on theme practice, pay attention to situational excitement, and guide students in various ways to improve their communicative cognition and develop students\’ communication skills. (3) Embody the integration of \”assessment-teaching-learning\”, focus on guiding students to pay attention to the purpose and effect of communication, reflect on the communication problems existing in life, and guide students to practice the general principles of oral communication. (4) Pay attention to the comprehensiveness and integrity of Chinese learning, pay attention to the ubiquitous oral communication activities in daily teaching, and consciously guide students to improve their oral communication skills in daily life. 3. Suggestions for writing: (1) Guide students to discover the value of writing in daily life. Guide students to observe and discover life attentively, write what they want to say, and write about their unique discoveries, experiences, and feelings about life, so that they can have a true expression of life and the world around them. (2) Respect students’ original writing style. We teachers should modify, process, and beautify students\’ writing as little as possible, try to maintain students\’ original expressions, and allow children to have unsatisfactory semantic expressions in their writing. Respecting students\’ original writing style means respecting the laws of children\’s language development and respecting the laws of children\’s growth. (3) Use modern information technology to develop writing skills. Using modern technology, we can record students\’ voices, smiles, and the world at any time and anywhere, and encourage students to deepen their observation and thinking about life and the world around them. If we can record what students say impromptuly, we can help students organize it into written language, so that students can understand how to Just say what you want and write how you say it. Writing is so simple and fun. \”Whole book reading\” interpretation Zhang Chenhui (teaching researcher of Zhenjiang Academy of Educational Sciences) 1. Overall interpretation: The compilation of unified textbooks focuses on reading, and more on reading expansion. The new textbooks still promote children\’s reading from the two aspects of \”reading happily\” and \”reading with adults\”, and basically the teaching materials have not changed. However, the order of the eight \”Reading with Adults\” articles has undergone some changes. Children\’s songs and rhymes with short and easy-to-read words and stories that are familiar to children are placed first, which is more in line with children\’s cognitive rules. 2. Teaching suggestions for reading the whole book: (1) Pay attention to the classroom. The teaching of the eight articles read with adults is definitely different from the texts in the reading unit. Teachers can use their own methods to stimulate children\’s interest in reading in the classroom based on their academic situation and their own methods. (2) Lead from chapter to chapter and expand reading. When teaching, we can expand from the article we learned to its author and related books, or we can bring related books to the children to read, and learn from an article.Get a book and make students interested in such books one after another. Among them, the expanded picture books are more suitable for first-grade children. We can take children to read picture books in a happy, relaxed and free state, so that children can fall in love with reading picture books and then fall in love with reading the whole book. (3) Focus on habits. The curriculum standards and textbooks talk about cultivating habits in many places. Teachers can promote activities and do practical activities on whole book reading, such as recitations, story gatherings, drama festivals, etc., so that students can fall in love with reading and develop the habit of reading. Good habits. Interpretation of \”Interdisciplinary Learning\” Chen Xiaoping (Vice President of Yancheng Education Research Institute) 1. Overall interpretation: Interdisciplinary learning has been implicitly integrated into the compilation of teaching materials. In the textbooks, interdisciplinary learning is organically integrated into the entrance education, pinyin, reading, oral communication, and Chinese garden sections. 2. Teaching suggestions for interdisciplinary learning: (1) Improve cognition and positioning, and actively complete teaching tasks. Learning task groups and \”interdisciplinary learning\” should change the traditional indoctrination teaching and allow students to actively learn knowledge in practice, accumulate experience, improve abilities, and form core competencies. (2) Based on learning conditions, use teaching materials to penetrate and integrate skillfully and flexibly. Making full use of teaching materials and integrating interdisciplinary scientific concepts and basic requirements into the teaching process will not only allow students to complete Chinese learning tasks, but also extend to the concept of interdisciplinary learning. (3) Consciously design “interdisciplinary learning” activities with the help of teaching content. Chinese learning has always been inseparable from other subjects, and will involve relevant knowledge and ways of thinking in other subjects. It allows students to combine literacy, reading, and expression with other subjects, making the learning and application of language full of the fun of exploration and discovery. (4) Use the resources around students to specifically design “interdisciplinary learning” activities. For example, we design activities related to the Mid-Autumn Festival, Double Ninth Festival, Spring Festival and other traditional festivals for primary school students to participate in and experience, and experience the simple folk customs through watching, listening, speaking, singing, etc.