? Chinese course is a comprehensive and practical course to learn the use of language and characters. The Chinese course in the compulsory education stage should enable students to learn to communicate with each other in the language of the motherland, absorb the excellent cultures of ancient and modern China and foreign countries, improve their ideological and cultural literacy and promote spiritual growth. The unity of instrumentality and humanism is the basic feature of Chinese curriculum.
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Chinese course is a comprehensive course, and it is a course for learning mother tongue. There are unique conditions for learning mother tongue. Chinese is everywhere, and Chinese characters are everywhere. In the ocean of Chinese, Chinese characters and national culture. This makes learning a language not only have superior conditions-unparalleled language environment, but also rich language and cultural resources. Chinese course is a course that is naturally connected with real life. Natural scenery, cultural relics, local customs, important events at home and abroad, students' daily life … whatever is suitable for Chinese courses in real life can be the resources of Chinese courses.
Chinese course is a practical course, which enables students to learn to use Chinese. Chinese course should focus on cultivating students' Chinese practical ability, guiding students to enrich their language accumulation, cultivate their sense of language, develop their thinking, initially master the basic methods of learning Chinese, develop good study habits, have the ability to read, write and communicate in spoken English, so as to meet the needs of real life and correctly use the language of the motherland.
? Curriculum standards point out that the unity of instrumentality and humanity is the basic feature of Chinese curriculum. Its core word is "unification", so how to achieve "unification" should always be the pursuit of Chinese textbooks. So how to implement the core idea of "the unity of instrumentality and humanity" in the compilation of Chinese textbooks? The most important thing is to let teachers use this set of textbooks to teach Chinese as a Chinese class. No matter from ideological education, moral education, scientific education or aesthetic education, everything must be carried out within the framework of Chinese. Taking the first volume of the first grade of the unified textbook as an example, I will talk about how the unified Chinese textbook embodies the nature of the Chinese curriculum from three aspects: the first lesson, the selection of texts and the design of after-class exercises.
? The first lesson in school. The first lesson of the first volume of senior one is "I go to school". When children leave home, kindergarten and school, their roles have changed, they have a new understanding of their own needs, and they are also facing psychological adaptation to the new environment. The purpose of arranging this part of entrance education is to help students complete the role transformation as soon as possible and adapt to the new learning environment.
? Entrance education leads children into school life with the tone of "I'm going to school", which highlights the children's dominant position. The content is divided into three parts: "I come from China", "I am a pupil" and "I love learning Chinese". These three parts have a strong logical connection: from the identification of "I am from China" to the transformation of "I am a primary school student" and then to the positioning of "I love learning Chinese", which organically integrates emotional edification, habit formation and language learning. Through "I love learning Chinese", let students love learning Chinese as a starting point, so that they will naturally love learning other subjects and finally achieve the goal of loving learning. For children who have just entered school, the first Chinese lesson is the "foundation". If they have rich association and imagination of Chinese, their window of Chinese may open.
? Selected articles. In addition to pinyin and literacy units, the first volume of Senior One also involves children's poems, nursery rhymes, ancient poems, fairy tales and fables, which are catchy, rhythmic and full of feelings. Among them, children's songs also account for a large proportion. As we know, the excellent tradition of Chinese education in China is to let children read the three-character classics, hundreds of family names and thousands of characters since childhood, because these books are easy to understand, catchy and easy to recite, which conforms to children's cognitive laws. When we learn pinyin and literacy, we also take nursery rhymes as the support, which embodies the unity of form and content, that is, the unity of instrumentality and humanity.
? Practice design after class. After-class exercises are basically designed along the idea of "unity of instrumentality and humanity", focusing on guiding students to understand the content and feelings while strengthening their understanding and application of language and characters. For example, in the autumn lesson, the second question after class is "Count, how many natural paragraphs are there in the text?" The natural paragraph is the basic unit to express the meaning of the article. It is clearly marked: there are two spaces in front of each natural paragraph. According to this feature, students can know natural paragraphs. For example, in the article "Big or Small" in lesson 10, the second question after class is "When do you feel big? When do you feel small? " This is to guide students to contact their children's lives and pay attention to their growth. Moreover, "Talk about it" appears many times in after-class exercises, aiming at guiding students to talk about understanding and feelings, organically combining language learning with content understanding, and cultivating students' ability to express themselves in their own words from primary school. After-class exercises are suggested to be completed in class so that students can read freely after class.