In the 1980s and 1990s, a prominent feature of Chinese textbooks for primary schools published by People's Education Press is that reading and writing training items are the main line of Chinese training. In order to highlight Chinese literacy and clarify the teaching objectives, the Teaching Materials Department adopts "double-line organization of unit content", that is, the unit texts are organized together with broad humanistic themes, and at the same time, the basic elements of Chinese training, including necessary Chinese knowledge, basic Chinese ability, appropriate learning strategies and study habits, are divided into several "points" of knowledge or ability training, which are distributed and embodied in each unit from shallow to deep, forming an explicit clue running through the whole set of teaching materials. Taking Chinese training elements as the main line and bright line, the teaching objectives of each unit are directly reflected in the unit introduction. After-class thinking exercises are set around unit training elements, with clear teaching objectives and enhanced operability. There are similarities and differences with the "reading and writing training project" in the nine-year compulsory education primary school Chinese textbook published by People's Education Press. This requires teachers to clarify a core concept in the new textbook: Chinese elements, and understand its connotation and function.

From the function of the teaching material unit, there are literacy, reading, exercises, comprehensive learning and other units. In the reading unit, four reading strategy units are arranged: prediction, questioning, improving reading speed and purposeful reading. Reading strategy units, small comprehensive learning units and comprehensive learning units are arranged alternately, which makes the presentation forms of teaching materials more diverse. It is a great breakthrough in the history of textbook compilation to organize unit content with reading methods and strategies as the main line.

In the second and third issues, each volume has its own practice unit. It is a great innovation to arrange independent practice unit content with practice guidance as the main line. In addition to orderly arranging students to write documentary and imaginary compositions in reading units, they also strengthen the practice of practical writing, such as letters, speeches, proposals, etc. At the same time, it also arranged the composition of materials such as reading pictures, continuing writing, abbreviations, and feelings after reading. Starting from the third grade, according to the development system of students' writing ability, eight self-contained writing units have been arranged in a planned way, with the aim of strengthening the teaching weight of writing, in order to change the situation that reading is more important than writing in Chinese teaching practice for many years. (Excerpted from Chen Xianyun: Strengthening Six Kinds of Consciousness and Teaching Chinese Textbooks in Primary Schools)

"China element" should be understood as "national studies element". In this way, its connotation is much clearer, including not only Chinese knowledge, but also Chinese ability, Chinese learning methods and habits. Simply put, "China element" includes "what to learn" and "how to learn" in Chinese. Chinese elements should correspond to the learning content and objectives during the learning period, but they are more targeted, operable and detectable. We can also understand the Chinese elements of each unit as the key learning goal of the unit-it is absurd to say that the reading goal is "Chinese elements" and the writing goal is "homework requirements". (Content from the Internet)