Our Chinese textbooks are mainly articles. Text (article) is the main carrier of teaching or called support. Therefore, studying texts is an important basic skill of teachers, and in-depth study and accurate grasp of teaching materials are important factors for successful teaching. First, how to learn the text? If teachers can solve the following problems independently, they can be considered as basically meeting the requirements. Can you read and understand the words in the text accurately? (2) Can the relationship between each paragraph, sentence and sentence be clearly stated or generally stated? Can you summarize the content of the article in concise language? (4) What scenes and images come to mind when reading literary works? ⑤ Can you finish the exercises after class independently? ⑥ Can you independently write an "explanation" for the textbook (including fragments or whole articles)? ⑦ Can you extract some key problems that must be solved to understand the full text? These problems need teachers to complete independently. The so-called "independent" completion means that you don't read the teaching reference books first, but you can have a dictionary or dictionary to help. Second, talk about the operation process in detail. 1. Read the text silently or aloud. When you encounter words that can't be read correctly or unfamiliar words, write them down with strokes (this may also be a problem for students). The "understanding" of words includes semantic and emotional aspects, but it doesn't need to be explained like dictionaries or notes, as long as the teacher can understand it himself. 2. Study the meaning of sentences and paragraphs. Think about the meaning of each sentence, the relationship between sentences, the meaning of each paragraph and the relationship between paragraphs. When you encounter something that is not clear, just draw it with a brush. 3. Summarize the content. After reading the text, summarize the main contents of the text in your own words on the basis of understanding. You'd better write it down If you find it difficult, please write it down. 4. Do exercises after class. Do after-school exercises as seriously as students. In the meantime, if you encounter problems that you can't write, answer or understand, draw them down (it may be a student's problem or it may need to be reformed). Write an explanation for the text. The so-called explanation is to explain the whole text or a fragment of it to the extent that people who have not read it can understand it. The number of words is unlimited. 6. Refine the problem. That is to say, you must understand the problems in order to understand this text, or you can't think that you understand this text if you don't understand these problems. And such questions are often as few as three or two in a text. 7. When the above process is over, open relevant reference books and compare the results of your own independent research. If you find that it is inconsistent with the reference book, don't deny your understanding or answer easily, but study the text carefully again. If there is a problem, it is necessary to seriously reflect on the original thinking process and analyze the reasons for the error (which is of reference value for studying students' learning). If there is something wrong with the reference book, you should dare to stick to your opinion. At this time, it can be said that the study of the text has basically reached the requirements of teaching. It can be seen that the first four of the above six questions are "simulating" students' reading process, and the last two are based on teachers' independent reading experience to determine the focus and difficulty of teaching. It can be said that no "teacher" can provide teachers with the gains gained through this process when preparing lessons. And this kind of kung fu is indispensable for teachers. However, there are two thoughts to say. Teachers' research on textbooks does not mean that teachers are required to hand over all their research results on textbooks to students. Learning textbooks is a process, the purpose of which is to screen and grasp the key and difficult points of teaching. The method of delving into the text mentioned above cannot and does not need to be applied to every text. For young teachers, if there are three or five texts in a textbook, after three years, they can probably recite about 20 texts. By then, we will not only know something about the teaching materials, but also have a new feeling about how to do Chinese teaching.