Teaching material analysis should start with the analysis of the position and function, content and structure of textbooks, clarify the teaching objectives, key points and difficulties, explore the scientific methods, ability training and ideological education factors of textbooks, understand the instrumentality and humanism in Chinese textbooks, analyze the learning psychological problems in textbooks, design appropriate teaching plans or put forward reasonable teaching suggestions.

The so-called intensive reading means that on the basis of intensive reading, a section in a Chinese textbook is deeply studied, each paragraph is analyzed, each sentence is studied, every word is considered, and the textbook is carefully analyzed.

Extended data:

Textbook training: the content of the fifth grade Chinese exam (unified edition);

1905, after the Qing dynasty abolished the imperial examination system, it began to open new schools. Chinese was taught in ancient Chinese, so it was called "Chinese" at that time. After the May 4th Movement broke out, Chinese classes were challenged by advocating vernacular Chinese and opposing classical Chinese, so primary schools were changed to "national language".

The teaching materials have distinctive oral features, all of which are vernacular prose, children's songs and stories. Chinese classes are still offered in middle schools. In the 1920s and 1930s, Wei Bingxin, Cheng Qibao, Ye Shengtao, Zhu Ziqing, Xia Zun and others used the word "Chinese" extensively, and they began to try to compile new Chinese textbooks in summer, but unfortunately they were forced to stop because of Japan's invasion of China.