In the People's Education Edition's Compulsory Education Curriculum Standard Experimental Textbook —— Chinese, the first volume of the ninth grade mainly focuses on literary works (including ancient vernacular novels) and argumentative essays, and still focuses on arranging topics and styles, and carries out reading teaching in unit form, and another classical Chinese unit focuses on learning classical Chinese. In the ninth grade, literary works appeared as independent content forms, instead of being mixed in narrative and expository texts as before, so as to cultivate students' preliminary literary appreciation ability. This textbook is divided into three units: poetry, novel and ancient vernacular novel. Poetry unit takes natural ode as the theme, novel unit takes youth life as the theme, and ancient vernacular novel unit takes classical masterpieces as the main theme. As the focus of this textbook, argumentative writing consists of two units. One is the unit of words and expressions, which takes the ideological style as the theme and gives consideration to the method of discussion; One is the pure argumentative unit, which is the only unit arranged according to the argumentative style in this set of textbooks. With knowledge as the theme, learn the characteristics and methods of argumentation and refutation. The classical Chinese unit takes historical biography as the theme, carries out classical Chinese reading teaching, undertakes the collation of previous teaching materials, and compiles a certain number of ancient poems.

Second, the teaching objectives

The teaching objectives of the whole set of teaching materials are set according to three dimensions: emotion, attitude and values, process and method, knowledge and ability. This textbook focuses on cultivating the ability to appreciate literary works, read argumentative papers and read simple classical Chinese. The specific objectives are as follows:

(1) literary works

1。 Be able to distinguish between real works and fictional works, and understand literary styles such as poems and novels.

2。 Appreciating literary works, we can have our own emotional experience, initially understand the connotation of the works, and gain beneficial enlightenment to nature, society and life. The ideological and emotional tendency of the works can be evaluated in connection with the cultural background; Be able to tell his own experience of touching situations and images in his works; Taste the expressive language in the works.

(2) Argumentative paper:

Read simple argumentative essays, and distinguish opinions from materials (truth, facts, data, charts, etc.). ), find the connection between ideas and materials, and make judgments through your own thinking.

(3) classical Chinese:

1。 Be able to understand the basic content with the help of notes and reference books.

2。 Reading and reciting ancient poems, through accumulation, perception and application, consciously improve their taste and aesthetic taste.

Third, the purpose of the arrangement

According to the spirit of curriculum standards, the design of this textbook in terms of text selection, exercises and activities mainly implements the following intentions.

(A) the main idea of writing

1, human nature

This set of teaching materials takes the connection between Chinese and life as a clue. Organize units according to three major plates: man and self, man and nature, man and society. This textbook strives to highlight humanity in the arrangement of selected texts and exercises. For example, the appeal for freedom and equality in the speech commemorating the centenary of Voltaire's death; Paying attention to the growth of teenagers in the lonely journey —— Examining China traditional culture with the spirit of knowing and doing: Chen She family's resistance to tyranny, etc. , with a strong humanistic spirit.

2. Diversity

Because readers' growing environment, life experience and cultural accomplishment are different, their understanding of literary works will be different. The process of reading literary works is also the process of readers' re-understanding and re-creation. Therefore, the diversity of understanding of literary works should be allowed and advocated. Textbooks respect students' unique experience and diverse reading interests in the reading process. In the design of reading tips and exercises, students are also guided to draw their own understanding as much as possible to avoid standardized and unified answers. Such as the analysis of the theme of Hometown, the evaluation of the Phillip couple in My Uncle Yule, and the understanding of the inner meaning of Jin Fan's tragicomedy in Fan Jinzhong Residence. Diversity also provides good conditions for students' personality development, which should be paid attention to in teaching.

Step 3 investigate

Entering the third grade, students' minds have developed to some extent, their thinking level has also improved to some extent, and their personality image has also deepened to some extent. Therefore, the textbook encourages students to use a variety of methods to conduct diversified inquiry from different angles, and gradually increase the depth of students' inquiry learning. Both reading and comprehensive learning activities require students to explore deep-seated problems through superficial things such as language expression. For example, the thoughts on life issues such as "having a job" and "integrity" in Dedication and Happiness; A study on the narrative angle of Zhi Sheng Lu-also on the meaning of "wine" in five ancient poems. Inquiry learning focuses on cultivating students' comprehensive Chinese ability, rather than unilaterally training some Chinese skills.

4。 make public

The meaning of openness is the communication inside and outside the teaching materials, inside and outside the classroom, and inside and outside the school, so that the teaching materials extend from the classroom to the outside of the classroom, so that students can enrich their knowledge and experience and have a certain understanding of social life. According to the students' cognitive level, this textbook pays more attention to the openness of the textbook than the previous four volumes. Especially in discussion and practice, almost every class has a certain depth and breadth of expanding topics. For example, the voice touches some phenomena in current education; The enlightenment of more than one correct answer to things to students' thinking: the extension of Tang drama to personality and history. Comprehensive learning is an activity to expand the scope and form of students' learning, broaden their horizons, deepen their thinking and pay attention to social life. For example, smile to face life, youth caprice, money, common topics and so on. Are closely related to students' real life, so that they can enrich their life experience in activities and form good personality and concepts.

(B) the quality of students

1, independent consciousness

The design of the whole set of teaching materials focuses on stimulating students' initiative and enterprising spirit, cultivating students' awareness and habits of autonomous learning, creating a good autonomous learning situation for students, respecting students' personality differences, encouraging students to choose their own learning methods, and enabling students to master the law of using Chinese in accumulation and practice. This textbook focuses on the appreciation of literary works and the reading of argumentative essays. Compared with the first four volumes, it pays more attention to making reading a personalized behavior of students. Reading tips, discussions and exercises are mainly to guide students to contact their own life experiences, activate their thinking, stimulate their emotions, deeply understand the ideological connotation of the text, and actively extend from in-class learning to extracurricular practice. In teaching, we should give full play to students' learning enthusiasm, advocate students' autonomous learning, and teachers should give appropriate guidance. Advocate heuristic discussion teaching, and give full play to the initiative and creativity of teachers and students in teaching. Improve Chinese ability and achieve teaching objectives. Reading tips in textbooks mainly point out ways to explore and solve problems for students, rather than giving clear answers. There are also many topics to be discussed in the exercise, such as the understanding of several important sentences in a letter to my daughter and the discussion of reading methods of two short articles. Although some exercises do not appear in the form of discussion, they have the basis of forming discussion and can be mastered flexibly in teaching.

2. Innovative spirit

This textbook pays attention to students' creativity because of the characteristics of content and subject matter. The reading of literary works emphasizes individuality and creativity, advocates multi-angle and creative reading, and uses students' positive thinking and emotional activities to realize and think, so as to get emotional edification, ideological enlightenment and aesthetic pleasure. In writing, we should give full play to students' creativity, provide students with freedom and imagination, reduce the constraints on students' writing, and encourage students to express creatively. Especially for understanding literary works, creativity is a necessary activity for readers to read. For example, the understanding of images in poetry units and the interpretation of characters in novel units provide a broad space for students to play their creative spirit.

3. Consciousness of cooperation

To cultivate students' Chinese ability, we should not only pay attention to students' autonomous learning, but also pay attention to students' discussion and discussion. The spirit of cooperation not only plays an important role in improving students' Chinese level, but also has certain significance in the formation of students' sound personality and good character. This textbook emphasizes students' cooperative learning, so there is no need to say more about comprehensive learning activities. For example, many activities in "Good Reading, Good Reading" and "Random Thoughts of Youth" have clearly defined the contents and methods of cooperative learning; After-class exercises also need cooperation and communication, such as communication in Rain Theory, in order to understand the spirit of things and learn from others' exploration experience. Teaching materials provide opportunities and space for students' cooperative learning, and teachers should pay more attention to guidance and encouragement.

4. Integration ability

Chinese ability is comprehensive ability, so the teaching materials pay attention to mastery. Consider the integration of knowledge and ability, emotional attitude and values, process and method as a whole. Comprehensive practical ability of listening, speaking, reading and writing. And carry out in-class and out-of-class exchanges, make full use of educational resources such as schools and communities, carry out comprehensive learning activities, broaden students' learning surfaces and increase students' Chinese practice opportunities. In comprehensive study, oral communication. The combination of writing and special activities enables students to improve their oral communication ability and writing ability in practice. For example, in "Good Reading, Good Reading", collect famous people's reading experience (reading), talk about their own "reading" experience (oral expression), write comments, write reports (writing), run salons, and do book exploration (practice). Comprehensively integrate students' Chinese ability. In reading teaching, we should also pay attention to the combination of various knowledge and skills. After-class exercises include reading, writing, listening and speaking, communication and practice, which has changed the single and one-sided teaching mode in the past.