Recently, the online on \"the first grade of primary school language unified compilation of teaching materials more difficult\" views have attracted public attention and discussion. Why would there be such a view that the primary school language first grade unified compilation of teaching materials after all difficult? In response to this question, the reporter recently interviewed children reading research experts,(,) Professor Li Hong, primary school language compilation textbook executive editor-in-chief Chen Xianyun, Linxi County, Inner Mongolia Wang Ximei and Pingshan County, Hebei Province Qin Shaohua two rural school language teachers, listen to them.
\"Compared with the first-year experimental textbook, the first-year literacy requirement has been reduced from 400 words to 300 words,\" Chen said.
As an educational psychologist who studies children's reading, Professor Li Hong has systematically studied Chinese teaching materials in primary schools. She has analyzed several versions of primary school language teaching materials such as the original edition and the current compiled language teaching materials, and counted the number of new characters in each volume of literacy and writing tables in each edition of the textbook. According to statistics, the first grade of the current Chinese language textbook primary school literacy is lower than the other versions of the volume of literacy, writing is basically the same. Why would anyone find it difficult for a freshman to read? Li Hong told reporters, because the first grade of primary school is to first learn the commonly used high-frequency characters in life, and then learn low-frequency characters, first learn less strokes, simple structure of the single character, and then fit the word slowly more. However, the historical evolution of many high-frequency characters in Chinese characters is very complicated, which leads to the fact that the rules of their construction are not obvious. For example, some high-frequency characters are not characterized by sound side-by-side and shape-by-side ideographic characters.
Mr. wang xiumei, of thriving boarding school in linxi county, chifeng city, inner mongolia, believes that the first grade book will recognize 300 words and write 100 words, and the requirements of teaching materials are moderately difficult for such rural boarding primary schools as theirs. Because these words are basically common words in life, the presentation form is also very vivid. For example, in this lesson, it is not difficult for students to read the eight new words in this lesson by looking at pictures.
Teacher Qin Shaohua of Lianghe Hu Cun Primary School in Pingshan County, Shijiazhuang City, Hebei Province shared his experience:\" What if the words to be written in a certain lesson are more concentrated? For example, the most written class has five words, which can be separated, the first class will solve two words with the class, and the next class will solve the next three words, so that it is not difficult for students to learn.
“If you don't count the selections in the relevant column, the number of texts in the first grade is 24, and the number of texts in the first grade of the first grade is 28. Chen Xianyun introduced.
The text has been reduced from 28 to 24. Why would anyone find reading difficult? Professor Li Hong and his research team collected each of the four versions of the primary school Chinese textbook, and set up a corpus of about 800,000 words. By analyzing the number of words, type, frequency, word type, word type, word frequency, function word proportion and sentence length of each text, a readable formula for calculating the difficulty degree of the Chinese text was created. They used the formula to calculate the difficulty of every article in the first grade of the Chinese textbook (including the text and Pinyin, the selection of articles in the Chinese Garden, etc.), and found that the difficulty of most of the articles was very close to that of the previous experimental textbook, only a few articles, the data statistics showed that the difficulty was slightly higher, but these articles had a specific purpose. (1)(2)(2)(2)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(3)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4)(4 \"Little Snail\" is the last lesson in the first grade, but the passage is long, but the text takes the seasonal change as the clue, some of the content appears repeatedly, the paragraph form is consistent, the student only understood a paragraph, can draw a lesson from one another to understand the full text, the actual understanding is not difficult. \"The Monkey Catching the Moon\" and \"Pulling the Carrot\" are long articles, but in the \"Reading with Adults\" column, students are not required to read by themselves, but rather, teachers or parents are expected to read them to students, so as to stimulate reading interest, cultivate reading habits, and lay the foundation for students to read independently in the future. Therefore, the teaching requirements of different texts in the teaching materials are different, which teachers and parents need to pay attention to.
Chen Xianyun believes that some columns of the primary school language textbook have different teaching objectives. For example,\" cumulative \", mainly to let students initially feel the Chinese excellent traditional culture, with the help of teachers through reading, memory to accumulate. Unit 4 of the First Year of the First Year of the First Year of the First Year of the First Year of the First Year of the First Year of the First Year of the First Year of the First Year of the First Day of the First Year of the First Year of the First Day of the First Day of the First One inch of time and one inch of gold is hard to buy. Short 4 sentences, let the students know from childhood to cherish the time. Again such as \"read with adults\" column, mainly considering the characteristics of the first grade young and young cohesion, through reading with adults to stimulate students'interest in reading, do not require students to read independently. Because the literacy of first grade students is still very small, it is difficult to read independently. Therefore, the \"Monkey Catch the Moon\" article, students can read with the help of adults, with the help of illustrations to understand the general meaning of the story, teachers or parents in the guidance of students do not ask for higher requirements. As long as with the help of adults, students can use Pinyin to read the text, even if there are some words, some sentences do not understand it does not matter. With the increase of students'literacy and reading ability, they can slowly change from ignorance to understanding and from not to attend the meeting.
Li Hong believes that the main purpose of learning the text is to cultivate students'reading ability, and it is very important to increase the amount of reading. Only by reading a lot can we help students improve their vocabulary and accumulate background knowledge and so on. As far as words are concerned, the same word often has multiple meanings, and its meanings and functions are different in different contexts. Only by reading extensively will students have access to specific situations in which words are sufficiently diverse and abundant.
Wang xiumei, qin shaohua two teachers on the compilation of chinese teaching materials column settings to give affirmation, especially \"read with adults\" column. They believe that students like to hear stories most in kindergarten, and they like to hear stories from adults. And \"read with adults\" the establishment of this column, is reflected in the \"young convergence\" concept. Through reading together, students and adults cannot only carry out language communication and emotional communication, but also realize that the learning of Chinese and the happy time in life are merged together, and realize the interest and importance of Chinese learning.
“There are six ancient poems in the first grade, some in the text and some in the'accumulation'section of the Chinese garden. From the arrangement of the textbook, I think the ancient poetry can be remembered as long as the students are familiar with it. said Wang. In learning the ancient poem "Gu Lang Yue Xing ", Wang Xiumei first demonstrated reading, and then let the students close their eyes to imagine that the students in the process of imagining the picture, she again described the artistic conception of the poem, on this basis, the students read with teacher Wang. In the course of such an interactive exchange, it is easy for students to memorize the poem "Long Moon Walk ".
“The problem of teaching materials difficult or not difficult is very subjective. Those who are different, those who are different, those who are wise, or those who are good, are not bad. said Li Hong. She points out from the researcher's point of view that some people on the Internet find Chinese teaching materials difficult, mainly for two reasons: the first is the particularity of Chinese, because Chinese characters are square characters, do not express sound, the basic writing symbols are not letters, students need to master the commonly used 2500 Chinese characters, each Chinese character has to learn how to read and how to write, so it is relatively difficult to learn Chinese reading, which determines when students can learn to read in different language environments is also different. The second point is that different columns of teaching materials have different goal design and teaching requirements, teachers should grasp the individual differences of students, make full use of the gradient design of teaching materials, so that students who learn more easily can "eat enough" and feel that learning is challenging. Only in this way can they become active learners, which is a challenge for teachers.
Chen Xianyun told reporters that some of the problems reflected in the online primary school language first grade teaching materials have been through different forms of teaching materials training to the teaching and research staff and front-line teachers, such as what the concept of textbook writing, each column carries what kind of function. At the same time, in the teacher's teaching book, the teaching material arrangement intention, the teaching goal request and the teaching suggestion also have the detailed explanation. For the first-line teachers, the primary work is to eat through the teaching materials, with the help of teachers teaching books and other materials, in-depth understanding of the textbook layout intention, starting from the learning situation, clear teaching objectives, clear \"what to teach\" and \"how to teach \", so as to make good use of the textbook.
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