First, pay attention to the differences in learning objectives and methods.

Different texts have different ways of thinking and speech characteristics, so they have different learning objectives and learning methods. Therefore, in teaching, we should consider the difference between elective textbooks and compulsory textbooks, formulate different objectives and teaching methods, and strive to suit the text characteristics of the selected textbooks and guide students to learn to the maximum extent.

Second, the orientation of elective and compulsory courses is different.

Elective courses are the perfection and expansion on the basis of compulsory courses, and should not be compulsory counseling and exam-oriented counseling. They can neither stay at the level of perceptual understanding and appreciation, nor become purely rational discussions. The orientation of elective courses is to expand and improve on the basis of compulsory courses, pay attention to the appreciation and edification function of courses, guide students to conduct in-depth exploration and research, and improve their literacy.

Third, there must be different evaluation systems.

Elective courses are just "optional reading". They should not be remedial courses or exam-oriented counseling for compulsory courses, nor should they simply copy the elective course model of universities. Instead, it is necessary to set reasonable curriculum objectives according to the actual situation of students, appropriately expand in depth and breadth, advocate research, and attach importance to students' autonomous learning.

Dealing with the relationship between teaching and examination, since it is a course, examination is inevitable, and the effect of teaching and learning is difficult to measure, but the form of examination can be more free and flexible, and students' enthusiasm for learning may be higher. Therefore, our elective examination can be closed or open; It can be writing a paper or answering questions orally.