Teaching material characteristics
1, a comprehensive system.
2. Part of the content is out of touch with the new Chinese curriculum standard and lags behind.
Teaching guidance
1. Teaching is based on teaching materials and syllabus, and the content of new Chinese curriculum standard is supplemented appropriately.
2, around the key chapters and key content, and strive to be detailed and focused.
The first chapter is the essence of Chinese education
Chinese education is the basic education of the whole society, the education to improve the quality of the people, and an important part of lifelong education for every member of society.
The first section is the emergence and evolution of education in China.
First, the connotation of Chinese education
Chinese education usually refers to educational activities about the language and characters of the motherland; It calls Chinese education the lingua franca of the Chinese nation.
Second, the emergence of ancient Chinese education in China
The content of school education in Shang and Zhou Dynasties is "six arts": ceremony, music, shooting, imperial, calligraphy and number.
In the Zhou Dynasty, there was also education in Chinese studies, poetry and calligraphy, which was ancient literature education. Books are an ancient word education.
Third, the evolution of modern Chinese education in China
Section 2 Education and Social Development in China
First, an overview of the relationship between education and social development in China
Second, the relationship between education reform and social reform in China in this century.
Ye Shengtao: 1949 The textbook editorial board of North China People's Government used "Chinese" for the first time when selecting primary school textbooks. In the past, this middle school was called "Chinese" and the primary school was called "Mandarin", even unified. At that time, the same person thought that spoken language was "language", written language was "writing", and writing in language could not be biased, so it became one.
Section III Education and Human Development in China
First, the relationship between Chinese education and human development
1 language is the most important communication tool unique to human beings. If a person can't understand and use language, he can't survive and develop.
Language is a tool of thinking. Without language, people cannot think.
Language is the carrier and component of culture. With the help of language and culture, students' wisdom and personality can be enriched.
Section IV Education and Modernization in China
Chapter II Education System in China
General characteristics of China's education system
1, integrity
2. Hierarchy
Step 3 make it public
Section II Elements and Structure of China's Education System
China's education system structure
Family Chinese education, social Chinese education and school Chinese education constitute three subsystems of Chinese education system.
Characteristics of Family Chinese Education
1, inheritance
2. Foundation
Characteristics of social Chinese education
1, universality
2. Dynamic
Chinese education in schools
Chinese education in schools includes Chinese education in primary schools, middle schools, universities and adult schools at all levels.
1, normative
Step 2 be selective
Section III Subject Education System in China
China's education system includes three subsystems:
Element system, process system and state system.
Chapter III Educational Objectives of Chinese Subject
The educational goal of Chinese discipline refers to the specific requirements that people expect to achieve in all educational activities in the field of Chinese discipline, which has distinct discipline stipulation, universality of scope, anticipation of stages and feasibility of implementation. Its establishment is mainly based on the level of social development and the overall goal of education, the nature of Chinese subject and the development of students.
Characteristics of the educational goal of Chinese subject
1, discipline regulations
2. Universality of scope
3. Stage expectation
4. Feasibility of implementation
The Foundation of the Establishment of China Literature Discipline
1, the level of social development and the overall goal of education
2. The nature of Chinese subject and Chinese teaching system.
3. Student development and Chinese teaching practice.
The second part: the target system of Chinese education.
First, the elements and structure of Chinese education objectives
Chinese is the basic teaching language in schools and other educational institutions in China.
Secondly, introduce several educational target systems in China.
1, American scholar Bloom's educational goal classification theory, holds that educational goals belong to three major fields: cognition, emotion and motor skills.
2. On the basis of "Trinity", starting from the relationship between language and thinking, the main sequence of Chinese education objectives.
On the basis of highly unified logic thread of Chinese education, psychological thread of personal speech development and historical thread of national language development, the solution of Chinese education goal sequence should form a trinity Chinese discipline sequence.
Chapter IV Chinese Subject Curriculum
Chinese course is the content and process of Chinese subject education arranged by the school to achieve the goal of Chinese education.
Chinese courses with modern subject significance in China have been set up since 1903.
The explanation of the essence of Chinese curriculum by the new curriculum standard;
Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum.
Section III Chinese Curriculum in Taiwan Province and Hongkong Middle Schools
The development of Chinese education in Hong Kong has gone through four periods:
1, "Tang Wen" period
2. "China" period
3. "China" period
4. "China Language" Period
The fourth chapter is the development trend of Chinese curriculum.
1, Chinese curriculum and subject content are isomorphic.
2. Chinese curriculum resonates with the needs of the times.
3. China curriculum is in line with international efficiency.
4. Chinese curriculum should adapt to the future development.
Chapter V Chinese Textbooks
Chinese teaching material: it is the carrier of Chinese education content and the material basis for realizing Chinese teaching objectives and giving full play to Chinese education functions.
Chinese textbooks can be divided into broad sense and narrow sense. Chinese textbooks in a broad sense are a sequence, while Chinese textbooks in a narrow sense usually refer to Chinese textbooks.
Elements of middle school Chinese textbooks;
1, text system
2. Reading assistance system
3. Operating system
4. Knowledge system
Functions of Chinese textbooks:
1 with function
2. Demonstration function
3. Educational function
4. Develop functions
Chinese textbooks for middle schools are mainly divided into two categories:
Divided into types and comprehensive types.
Requirements for the use of Chinese textbooks:
1, the use of Chinese textbooks must conform to the overall characteristics of Chinese.
2. We must correctly understand the characteristics of teaching materials.
3. It must conform to the age characteristics and cognitive characteristics of teenagers.
Section II Evolution of Chinese Textbooks
First, the ancient Chinese textbooks in China
Classics textbooks are Confucian classics represented by Confucius, which have always occupied a dominant position in the feudal society of China.
Four books: University, The Doctrine of the Mean, The Analects of Confucius and Mencius.
Five Classics: Poetry, Calligraphy, Ceremony, Book of Changes, Spring and Autumn Period.
Textbooks of Mongolian studies: Saint Amethyst, Hundred Family Names and Thousand-character Works (three, one hundred, one thousand).
Textbook Selected Works: Selected Works edited by Liang Wang Xiao Tong in the Southern Dynasties, also known as Selected Works of Zhaoming, is the earliest existing collection of poems and essays in China.
Second, modern Chinese textbooks for middle schools.
The Medium Language, published by Xinhua Bookstore 1945, is the representative of Chinese textbooks in the liberated areas.
The development trend of Chinese teaching materials in the fourth quarter
First, break through the single arrangement system.
Second, correctly handle several relations in the compilation of Chinese textbooks.
1, correctly handle the relationship between "big language" and "small language"
2. Correctly handle the relationship between literature education and language education.
3. Correctly handle the relationship between intellectual development and personality development.
4. Correctly handle the relationship between classification and co-editing.
5. Correctly handle the relationship between modernity and tradition.
6. Correctly handle the relationship between listening, speaking, reading and writing.
Chapter vi
Chinese teaching process and principles
Section 1 The General Process of Chinese Teaching
First, the concept of teaching and teaching process
The basic elements in the process of Chinese teaching are teachers, students and the content and means of Chinese teaching.
Second, views on the history teaching process in China.
The traditional procedure for learning Chinese is reading, writing and speaking.
Herbart's five-stage teaching process: preparation-prompt-comparison-generalization-application
There are five links in Kailov's teaching process: organizing teaching-reviewing old lessons-teaching new lessons-consolidating new lessons-assigning homework.
Section 2 Significance and Class Type of Chinese Classroom Teaching
First, the types of preview classes
Second, the types of lectures and reading.
Third, discussion class: it is a class that organizes students to discuss the key points, difficulties and doubts of the teaching content through joint discussion, and develops students' thinking ability and oral expression ability. Its main feature is that teachers and students learn from each other and discuss together. It can fully develop teaching democracy, overcome the disadvantages of students' passivity caused by centralized teaching, and fully mobilize the enthusiasm of students.
Fourth, the types of practical courses
Verb (abbreviation for verb) Type of visiting class
Six, self-study class types
Section 3 Principles of Chinese Teaching in Middle Schools
Chinese teaching principle: it is the basic rule that Chinese teaching principle must follow according to teaching goal and teaching law. It is a unique essential connection in Chinese teaching, which embodies the inherent law of Chinese teaching and has a great guiding role in Chinese teaching in middle schools.
Principle of integration of literature and Taoism
First, the ancients' understanding of the relationship between literature and Taoism:
Wen is the form of an article, Tao is the content of the article, Wen exists because of Tao, and Tao is expressed by Wen. The form and content of the article are closely linked.
Second, the basis of the principle of unity of literature and Taoism:
1 is determined by the nature and characteristics of Chinese subject.
2. This is a reflection of China's educational laws.
This is determined by the educational policy and training objectives.
4. Decades of history has proved that whether this principle can be implemented in Chinese teaching is a big problem related to the success or failure of Chinese teaching.
Three, correctly implement this principle, we should pay attention to:
First of all, we should fully understand the meaning of the unity of literature and Taoism. Three meanings: the article is the unity of form and content; Chinese teaching should pay attention to the unity of intellectual education, moral education and aesthetic education; Chinese teachers should grasp the characteristics and advantages of Chinese subject and give full play to the role of teaching and educating people.
Second, when preparing lessons, study the teaching materials thoroughly, explore the contents of Chinese training, ideological education and aesthetic education in the teaching materials, and make plans in teaching.
Third, strive to implement the integration of literature and Taoism in listening, speaking, reading and writing.
Fourthly, we must overcome a misunderstanding.
(2) The principle of mutual promotion of listening, speaking, reading and writing.
(C) the principle of combining Chinese training with thinking training
(4) The principle of combining Chinese learning in and out of class.
Chapter VII Teaching of Basic Chinese Knowledge
Section 1 The Position and Function of Basic Chinese Knowledge
Basic knowledge of Chinese refers to the basic theoretical knowledge of Chinese that middle school students must understand and master according to Chinese curriculum standards or syllabus.
Section 3 Requirements and Methods of Basic Chinese Knowledge Teaching
First, the basic requirements of Chinese basic knowledge teaching
(1) Be concise, easy to understand and useful.
(B) overall grasp, "knowing and doing" combination.
Chapter VIII Reading Teaching
Section 1 The Position and Function of Reading Teaching
Second, the role of reading teaching
1, learn knowledge from reading
2. Master reading methods.
3. Develop intelligence in reading.
4. Give play to the role of ideological education.
5. Give play to the function of aesthetic education.
Cultivation of middle school students' reading ability
First, the cultivation of reading ability.
Experts believe that middle school students should master 3,500-4,000 Chinese characters and advocate natural accumulation.
Second, the cultivation of understanding ability.
Third, the cultivation of evaluation and appreciation ability.
Evaluation and appreciation ability: the ability to evaluate works is a higher level of reading ability; Appreciation is a higher level of reading ability. Evaluation refers to the reader's comments on the merits of the article, which tends to be rational; Appreciation, on the other hand, has more personal subjective colors and interests, tends to be intuitive in image, and feelings are also distinct from love and hate.
Fourthly, the cultivation of reading skills.
1, read aloud
Step 2 read silently
Step 3: Intensive reading
Step 4 skim the floating foam
Section 3 Reading Teaching of Various Styles
The role of classical Chinese reading teaching
1, cognitive function
2. Reference function
3. The role of ideological education
Chapter IX Composition Teaching
Section 1 The Position and Function of Composition Teaching
The role of composition teaching
(A) to promote the formation and improvement of students' language expression ability
(2) Promoting the all-round development of students' morality, intelligence, physique and aesthetics.
1, improve students' ideological understanding and cultivate students' good personality and character; 2. Promote the development of students' intelligence;
3. It is beneficial to students' physical and mental development and the cultivation of good will quality; 4. It can cultivate students' healthy aesthetic taste.
Section 2 General Procedures of Composition Teaching
China traditional composition teaching procedure;
Proposition-Guidance-Revision-Comment
Internationally accepted composition teaching procedures:
Guidance before writing-guidance during writing-guidance after writing
The general procedure of composition teaching:
The first stage: teacher's guidance before writing-student preparation.
The second stage: teacher-directed writing-students' writing.
The third stage: teacher's guidance after writing-student's summary.
Composition review
1, evaluation requirements
(1) Integration of literature and Taoism, comprehensive evaluation; (2) Focus on key points and be practical; (3) Positive education, enthusiasm and sincerity
2, the evaluation method
(1) Comprehensive comments; (2) Special opinions;
(3) Comments on outstanding works; (4) Comparative evaluation
Section 3 Ways and means of composition guidance
Situational composition:
Also known as situational composition, situational imaginary composition. That is, in composition training, teachers design and provide a specific situation in life, and then conduct composition training on this basis.
The fourth quarter, the cultivation of middle school students' writing ability
The composition ability of middle school students mainly includes the ability to examine questions, conceive, collect materials, select materials, plan the layout of articles and modify compositions.
First, cultivate the ability to examine questions.
Examining questions is the first step in writing a good article and the key to the success or failure of the composition. Examination of the topic is to correctly analyze the purpose and significance of the topic, and make clear the requirements, theme, selection range, genre and characters of the composition according to the topic.
1, the genre is clear; 2. Clear the theme;
3. Define the center; 4, clear people; 5. See the demand clearly
Second, the cultivation of conception ability.
1, combine life with composition.
2. See the big from the small.
3. Multi-angle conception
Third, the cultivation of material selection ability.
1, around the theme
2. Typical
Step 3 be true
4. novelty
Fourthly, the cultivation of planning and layout ability.
Fifth, the cultivation of article revision ability
Chapter 10 Teaching of Obedience
The new curriculum standard issued by 200 1 calls "obedience" and "speaking" oral communication.
Section 2 Training of Middle School Students' Listening Ability
Composition of middle school students' obedient ability
1, the ability to distinguish between sound and meaning
2, the ability of memory integration
3. Ability to understand semantics
4. Ability to judge words
Cultivation of middle school students' obedient ability
(A) the cultivation of obedient psychological quality
1, the cultivation of obedient and correct attitude (modest and positive)
2, the cultivation of good habits of obedient (concentration and patience)
(B) Training of professional listening ability
1 Training of the ability to distinguish sound and meaning; 2. The cultivation of memory integration ability; 3. Cultivate the ability to understand semantics; 4. The cultivation of critical discourse ability
Section 3 Ways and means of obedient training
Complete obedient training is:
(Speaker) Output-(Monitor) Input-(Monitor) Output Mode.
Chapter XI Oral English Teaching
Cultivation of Middle School Students' Oral Ability
Second, the composition of middle school students' oral ability
(A) the ability to organize internal speech in the thinking stage
(B) the ability of fast language coding in the transitional stage
(C) the ability to use pronunciation and style in the expression stage
Third, the cultivation of middle school students' oral ability.
Section 3 Ways and Methods of Oral English Teaching
Training of Speaking Style in Reading Teaching
1, read and recite
Step 2 retell
Step 3 answer questions
4. Class discussion
Chapter XII Intellectual Development in Education in China
Section 2 Main factors of intellectual development in Chinese subject education
Thinking quality of Chinese ability
1, quick thinking;
2. Deep thinking;
3. Flexibility of thinking;
4. Original thinking;
5. Critical thinking.
Metacognition in Chinese learning;
It is people's self-awareness and self-regulation of Chinese learning activities. Including metacognitive knowledge, metacognitive experience and metacognitive monitoring.
Non-intelligence factors in Chinese learning
1, emotional process;
2. Can handle it;
3. Personality consciousness tendency;
4, temperament;
5. Personality
Section 3 Ways to Develop Intelligence in Chinese Education
First, cultivate observation (observation is the basis of Chinese ability)
Second, develop memory.
Third, develop thinking ability.
Fourth, develop imagination.
V. Keep the organization concerned.
Chapter XIII Moral Education of Chinese Subject
Confucius said, "Confucius teaches four religions; Wen, Xing, Loyalty and Faith. " Except "Wen", they all belong to moral content.
Section 1 Characteristics of Moral Education in Chinese Subject
First, the combination of emotion and reason.
Second, implement moral education in teaching content and form.
Third, the content of moral education is not systematic.
Fourth, clarity and concealment.
5. Positive content and negative content coexist.
Section 3 Ways and Methods of Chinese Moral Education in Middle Schools
First, the way of moral education in middle school Chinese subject
(A) classroom teaching edification
(B) Extracurricular reading activities
(C) Chinese extracurricular activities
(D) the influence of teachers in China
Moral education methods of Chinese subject in middle school
Emotional stimulation method:
Emotional appeal is an important feature of ideological and moral education in Chinese classroom. Emotional stimulation is a method to stimulate students with certain emotions, so that they are infected and then produce corresponding emotional changes.
Chapter XIV Aesthetic Education of Chinese Subject
Aesthetic education of Chinese subject;
It is to educate students about beauty through Chinese education activities, and to teach them how to perceive beauty, understand beauty, appreciate beauty, evaluate beauty and create beauty. Establish a correct aesthetic point of view, cultivate a healthy aesthetic taste and form a lofty aesthetic ideal.
Section 1 Characteristics of Aesthetic Education in Chinese Subject
I. Coordination
Second, the effect.
Third, induction
Fourth, utilitarianism.
Section 2 Contents of Aesthetic Education in Chinese Subject
First, cultivate the ability of aesthetic perception
Second, cultivate aesthetic imagination.
Third, cultivate the ability of intuitive thinking.
Fourth, cultivate good sentiments.
V. All-round development of personality
Section 3 Ways and Methods of Aesthetic Education in Chinese Subject
First, aesthetic education through teaching activities
Second, broaden your horizons and accumulate aesthetic experience.
Third, impart preliminary aesthetic theory knowledge.
Chapter 15 Extracurricular Chinese Education
Extracurricular Chinese education: refers to the extracurricular Chinese education activities in parallel with traditional classroom Chinese teaching.
Second, the importance of extracurricular Chinese education
One of the drawbacks of traditional education in China is that it is divorced from reality.
The role of extracurricular Chinese education
1, to stimulate interest in Chinese learning
2. Open up new fields of social practice in China.
3. Promote the overall reform of education in China.
Section 2 Contents and Forms of Extracurricular Chinese Education
Extracurricular Chinese education takes activities as the main form.
Section 3 Family and Social Chinese Education
The forms of family Chinese education mainly include:
First, set an example;
Second, teach by example.
Section 4 Organization and Guidance of Extracurricular Chinese Education
Guiding principles:
1, the principle of independence;
2. Individualization principle;
3. Practical principle;
4. Coordinate with the classroom teaching and extracurricular activities of all subjects to avoid students' overburdening;
5. Strengthen guidance and give full play to the principle of combining students' initiative and creativity.
Chapter XVI Methods of Chinese Education
There are rules in teaching, but there are no fixed rules. -Ye Shengtao
The first section is an overview of educational methods in China.
China's educational methods:
In the process of Chinese education, in order to achieve the overall educational goal and Chinese educational goal, teachers guide students to complete Chinese learning tasks, make students develop their ideological and moral qualities and psychological qualities healthily, effectively master Chinese knowledge and effectively improve their Chinese ability.
Section 3 General Methods of Chinese Education
Conventional methods in Chinese classroom teaching
Language-based approach
(B) focus on training teaching methods
5. Discussion teaching method
It is a method to achieve teaching objectives through students' discussion under the guidance of teachers. Generally speaking, the questions raised by teachers are to be discussed, and you can also ask questions that you want to discuss orally or in writing through study. Teachers summarize and condense them, and then give them to students for discussion.
Click teaching method
In view of the knowledge obstacles and psychological obstacles in students' learning process, teachers "make the finishing point" to inspire students to think positively, find ways to solve problems, eliminate learning obstacles and achieve teaching goals.
Chapter 17 Educational Media in China
Teachers, students and the media are three essential elements in the teaching process.
Traditional teaching media: textbook+blackboard+audio-visual media.
Modern teaching media: textbook+multimedia+network
Chapter 18 Measurement and Evaluation of Education in China
Section 1 Historical Evolution of China Examination
The contents of ancient imperial examinations are basically: Confucian classics.
Types of Chinese test
(1) Classification by test attributes
According to the standards mentioned in the education evaluation
(three) according to the preparation method or standardization of the exam.
According to the stage of teaching process or the purpose of evaluation, it is classified into diagnostic, formative and comprehensive evaluation.
(five) according to the purpose and purpose of the examination.
The function of Chinese examination
(A) the guiding function
Evaluation function
(3) Diagnostic and feedback functions
(D) Incentive function
(5) Prediction function
Section 4 Evaluation and Reform Direction of Chinese Examination
1929, American educator Taylor first put forward the concept of "educational evaluation".
Quality index of examination evaluation
We usually call the evaluation of test quantity and quality quantitative evaluation, and the evaluation of non-quantitative test data qualitative evaluation.
1, difficulty;
2. Degree of discrimination;
3. effectiveness;
4. Reliability
Chapter XIX Object of Chinese Education
The guidance of middle school students' Chinese learning methods should mainly be the guidance of Chinese self-study methods.
Section 1 Overview of Educational Objects in China
The individual differences of Chinese education objects are composed of differences in personality, psychology and intelligence level.
Section 2 Characteristics of Middle School Students' Chinese Learning
(a) exposure to Chinese learning materials, but insufficient understanding of examples
(B) have a certain knowledge of Chinese, but the schema construction is incomplete.
(C) Language ability has been cultivated, but the level is not high.
(D) China people's intellectual and non-intellectual factors have been mobilized, but their potential has not been fully tapped.
Section 3 Guidance on Chinese Learning Methods for Middle School Students
To make middle school students form an interest in Chinese learning, the key is to make them correct their attitude towards Chinese learning.
Chapter 20 Educators in China
Section 1 Literacy of Chinese Educators
First, moral quality.
Second, intelligence literacy.
Ability literacy:
1, the choice and processing ability of the influence on various Chinese education;
2. The ability to convey the influence of education in China;
3. Organization and management ability;
4. Self-adjustment ability.
Section 2 Teaching Work of Chinese Teachers in Middle Schools
Teaching links:
First, prepare lessons.
Second, the classroom is the central link of the whole teaching work.
Three. Homework, corrections and comments
Fourth, extracurricular counseling and answering questions
Five, check and evaluate academic performance