Final report essay

"The new high school language teaching material research," the research authors: scientific research group in eastern province
I. Research background of the subject 2. Definition of the topic III. Presupposition target of the research topic 4. Theoretical support of the research topic 5. Method design of the subject research 6. Basic process of the research topic 7. Research content of the topic 8. Research results 9. Regret and thinking

The long-awaited beginning, still hustle and bustle-----the subject background "Chinese teaching is facing a crisis. The major drawbacks of the current middle school Chinese textbook system have caused 'less, slow, poor, fee', annoying The evil consequences of learning, do not completely change it, the Chinese language teaching in middle school can not go out of the dead end!" Under this grim situation, adapt to the needs of the development of the times, the new high school Chinese textbooks in the two provinces of Jiangxi, Shanxi and Tianjin after three years of trial According to the "Course Project" and "Syllabus" promulgated by the Ministry of Education in 2000, it was used nationwide in the fall of 2000, thus replacing the high school textbooks that have been used for nearly 20 years. It is a thousand long-awaited come out". It should be said that the reform of the curriculum and teaching materials has made great progress in recent years, and we need to carry out meaningful theoretical research and valuable classroom practice on the teaching of the main channels of teaching reform. The new textbook is out, how can it adapt to the reform of the three aspects of the old textbook in terms of system and structure, and realize the "all-round improvement of students' language quality, improve students' ability to correctly understand and use the language of the motherland, and attach importance to accumulation. , sensation, edification and cultivating language sense, enable students to develop a good habit of learning Chinese. In the process of teaching, cultivate students' love of the motherland's thoughts and feelings and the common sense of the national common language, improve moral cultivation, aesthetic taste, thinking quality and The guiding ideology of cultural taste, development of healthy personality, and formation of a sound personality is still an urgent problem to be solved before us. The teaching method of the new textbook is still "still holding a half face."
Looking at the side of the mountain into a peak, the distance is different.-------The definition of the "new textbook" in the "Study on the use of new textbooks in high school Chinese" refers to the autumn of 2000 written by the People's Education Publishing House Middle School Language Room. Full-time general high school textbooks and supporting readers used throughout the country. Its "new" is mainly reflected in four aspects: 1. Emphasis on the unity of instrumentality and humanity; 2. Focus on the cultivation of students' self-learning ability and self-development awareness; Strengthen the aesthetic taste and cultural connotation of the selected text; 4. It highlights the initiative and creativity of teachers. The scope of research on the use of new textbooks includes: three systems of reading, writing and oral communication around new textbooks, starting from teaching elements such as teaching materials, teachers, students and teaching methods, taking theoretical research as the leading factor, focusing on teaching practice, and building The classroom structure of the multi-faceted and multi-functional cross-over of the new textbook and the mode of operation with a certain operational and exemplary courseware.
Lu Manman's repairs, I will go up and down ------------- Pre-set goals The research of this topic is based on the three contents of the three systems of reading, writing and oral communication in high school Chinese new textbooks. In today's quality education and innovative education, reforming teaching methods, improving teaching efficiency, improving teaching quality, developing teachers and students' individuality, and shaping a healthy and healthy personality are the goals. In the specific teaching research, there is not only practice. Operational and rational thinking, it is necessary to construct a multi-faceted, multi-dimensional and cross-class classroom structure with a combination of theory and practice, and a certain operational and exemplary courseware model. Especially in our national model high school, we have modern teaching equipment such as advanced multimedia in China, and have accumulated certain teaching experience in school-based curriculum. The teaching targets are also different levels. These personalities and characteristics have inspired us. Transforming teaching concepts, improving teaching methods, and being able to carry out teaching practice and teaching research in a targeted and effective manner in combination with reality, highlighting the personality of our research and use of new textbooks, and combining the research and teaching techniques to promote the learning method.
Asking where the channel is clear, it is the source of living water--------The theory supports the theory of multiple intelligences: the multi-intelligence theory put forward by the famous American psychologist Howard Gardner in the concept of intelligence, teaching, The concept of students and evaluations have important guiding significance for the reform of high school new curriculum in China.
Gardner believes that intelligence is the ability to solve practical problems in real life; the ability to propose and solve new problems; and the ability to provide valuable creation and service to one's own culture. He clearly explained eight kinds of wisdom in the "Multiple Wisdom" and other works published in 1993. He believes that language wisdom refers to the ability to express and appreciate the deep connotation of language in verbal thinking. Others are logic—mathematical intelligence, spatial intelligence, body-sports intelligence, musical intelligence, interpersonal intelligence, self-awareness, and natural observer wisdom. Gardner believes that multi-intelligence theory can more accurately depict and evaluate the face of human ability than the previous one-dimensional intelligence theory and intelligence evaluation theory. These wisdoms are organically combined in different ways and at different levels to form each individual's characteristic psychological structure. He also believes that each person's intellectual strengths are different and not static. The responsibility of education is to discover and develop the students' intellectual strengths, so that students can be psychologically competitive from the beginning and can experience early in the development process. Happy to success. Education must also guide students from strengths to difficult areas in a timely manner. Because all intelligence is not independent, it needs other intelligent support.
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The enlightenment of the theory of multiple intelligences on the implementation of the new curriculum for high school is: the wisdom of students is diversified; the learning opportunities offered by students and schools should be diversified; the courses offered by schools and teachers should be diversified. Teachers' evaluation of students' learning should also be diversified. Only in this way can students' full potential be fully developed.
The enlightenment of the multi-intelligence theory to the use of new textbooks is that in the teaching process, the teacher's responsibility is to discover and develop the strengths of students in listening, speaking, reading and writing, so that students can be in a psychological position from the beginning. Experience the joy of success early in the development process. Teachers should also guide students in a timely manner from the strengths of the field to the difficult areas. We advocate that teachers "teach for multiple intelligences" and "teaching through multiple intelligences." “Teaching for multiple intelligences” means respecting individual differences and respecting the development of individual students. Fully recognize the different intelligent characteristics of different students, and treat all kinds of wisdom of students equally, emphasizing that each student's intellectual strengths are fully developed, and starting from each student's intellectual strengths, promoting students' other intelligent types. development of. "Teaching through multiple intelligences" is to strive to enable students of different intellectuals to develop, and to mobilize the different roles of different intellectual activities in education and teaching, and to use diversified educational and teaching methods to improve the practical effects of education and teaching. We believe that the construction of the high school new curriculum education concept based on the multi-intelligence theory mainly includes:
Diversified curriculum and development of a variety of smart types

The curriculum is the foundation for student development and innovation. The multi-intelligence theory emphasizes the diversity of wisdom and must be integrated with the cause of society and the real world; the emphasis on the variability of wisdom can be cultivated and developed through the design of the curriculum. The development and implementation of the new textbooks requires that teachers must change the traditional curriculum concept and establish a multi-curricular concept. They must pay attention to both compulsory courses and elective courses. They should pay attention to both the reading courses and the reading courses. Research courses should not only pay attention to the class but also guide the extracurricular.

Individualized teaching design to meet individual differences Student personality includes the richness of individual students, the differences of individual students, the initiative of individual students and the sociality of individual students. As stated in the multi-intelligence theory, students have eight different types of intelligence, and each student has different characteristics. At the same time, "there are people who have wisdom" and "there are differences in intelligence." Based on this, teachers must establish a multi-student view, face different students and individuals, can deeply talk with students, pay attention to different students and individuals in a comprehensive development, harmonious development, free development, full development and sustainable development attitude, pay attention to students' learning methods. , establish a multi-learning concept.
Students evaluate diversity and promote comprehensive development. The long-established concept of evaluation is to use the examination as the sole criterion for measuring the quality of classroom teaching. This method of using scores to evaluate teaching brings great pressure to teachers and students. At the same time, it cannot completely reflect the actual level of teaching and learning of teachers and students, which is not conducive to the development of teachers and students. The multi-intelligence theory has severely criticized the traditional standardized intelligence test and student achievement examination. According to the theory of multiple intelligences, intelligence and education tests should be conducted in various forms through different channels and in different practical life and learning situations. From the evaluation method, we should not only look at written test scores, but only focus on summative evaluation. Usually, the subject of the evaluation may also include the person being evaluated, and self-evaluation is conducive to the development of his self-awareness and wisdom, and determine his future development direction. The student's evaluation can be directly evaluated in the teaching situation by using the observation method, and the teacher or the student can evaluate each other. The portfolio evaluation method can also be used. Accumulate the individual works of students, understand the development of students' various wisdom, combine the formative evaluation, comprehensively evaluate the various qualities and abilities of students, pay attention to the developmental and educational functions of evaluation, and continuously improve the quality of teaching and learning.
Modern Learning Theory: Constructivist learning theory provides a theoretical basis for constructing a new teaching model that is conducive to cultivating students' innovative and practical abilities. The constructivist learning theory represented by Piaget believes that knowledge is the result of the gradual construction of the interaction between the individual and the environment. Children construct knowledge and behavioral strategies in constant contact with the environment. In the process of education and teaching, the student's learning activities are a dynamic construction process. In this process of construction, on the one hand, students are driven by their personal interests, needs and external environment, which is characterized by initiative and selectivity. On the other hand, they are constrained by their original knowledge, thinking, and emotional qualities. Internal processing is characterized by independence and creativity. We believe that for students, only those related, systematic, and personal emotional values ​​can be internalized and easily mobilized, thus inspiring students' inspiration for innovation and developing students' innovative abilities. Promote the formation of students' innovative qualities. The development of students' innovative ability and the formation of students' innovative quality are just the starting point and referee of the use of new textbooks. The use of new textbooks is also subject to the "internalization" law.
The law is not born from the ancient times, the idiot is the desire to emptiness-------- method design This topic belongs to the scope of applied research, in general, the combination of theory and practice, the combination of the whole and the part, the in-class and extra-curricular Combine. Focusing on the application of research, supplemented by experience summarization method, case method, etc., the main points are:
1. Applied research is a reflective study conducted by participants in educational situations to improve their understanding of the educational practices they engage in and to deepen their understanding of the context of practical activities and dependence.
Applied research is a research paradigm that is different from empirical research. The whole research process is embodied in a spiral and in-depth development process.
2.
Emphasis is placed on problem-solving-centered research, advocating qualitative research concepts, and descriptive and explanatory construction of the intrinsic link between phenomena and outcomes. The qualitative judgment of the quality of the research results is generally descriptive, explanatory and constructive.
Although Qian Tao Wan Hao is hard, blowing out the mad sand to the gold ------- research process The research of this subject is generally divided into four stages:
2001.9——2002.7 Focus on article learning, memorizing, understanding, and teaching practice outside the classroom. Principal Investigator: Wang Zhaoping Wang Xingguo is a relatively difficult stage. First of all, he is familiar with the writing style of textbooks and grasps the characteristics of textbook writing as a whole. Then in the specific teaching and research process, the reading part combines the teaching elements of the unit - the overall perception, try to understand the language; grasp the meaning of the text, clear the ideas; summarize the main points, extract the essentials; grasp and screen the information as a whole; study and explore, deeply understand; analysis Evaluation, reference to absorption, etc., theoretical and practical aspects of the discussion. Pay attention to inheriting the advanced experience of previous Chinese teaching and innovating in inheritance. The writing part is combined with the topic of each writing unit, paying attention to the combination of “rule of the law” and “dedication of the language”. Strengthen writing guidance and raise the fragmentary and perceptual knowledge into a complete and rational understanding in the process of guidance. As for the new part of oral communication teaching, we will continue to learn, practice and summarize in the spirit of exploring and exploring.
2002.9-2003.7 Focus on literary education, analysis, synthesis, theoretical discussion and teaching practice outside the classroom. Principal Investigator: Wang Zhaoping Cui Guoping's research on reading teaching at this stage is mainly focused on literary appreciation, focusing on how to cultivate students' innovative spirit in reading teaching; how to cultivate students' innovative spirit and develop normative quality of thinking Combine it; how to do it "because of the law, benefit from extracurricular", especially how to use the "language reader". In terms of writing teaching, in addition to inheriting the effective practices of the first stage and summing up the experience in a timely manner, we also pay attention to how to combine the rationality and openness.

2003.8: Mid-term evaluation. Principal Investigator: Wang Zhaoping's research team at this stage summarizes and evaluates the gains and losses of the first two stages of research, and sorts out some of the research results. In addition to clarifying the research focus of the third stage, it is also based on the specific teaching practice of the school. The questions to be continued for study will be submitted to the next round of the high school and high school preparation groups, so that the teachers of the whole language group will be involved.
2003.9-2004.7 Focus on cultural chemistry, taste, evaluation, theoretical discussion and teaching practice outside the classroom. Main person in charge: Wang Zhaoping Cui Guoping
At this stage, the research group faced changes in both personnel and textbooks. However, the research team first determined the direction, content, and focus of the research at this stage, and absorbed some new members and convened new ones for personnel changes. At the meeting of the members of the research group, the internal work was adjusted. In addition, the preliminary research results will be integrated in response to the changes in the teaching materials.
2004.9——2005.7
Summarize the theoretical and practical achievements of the article, literature and culture, then practice, re-examine, re-examine, and sort out the final report. The main person in charge: Wang Zhaoping and Xu Jianxin are facing the school's centennial celebration. The original scheduled time has to be postponed. In addition, in the fall semester of 2005, with the implementation of the new curriculum standard, the first grade of the higher education grade used the Jiangsu education textbook. The research of the research group brought certain difficulties, but the research group also concentrated many times before and after the Lunar New Year, gave up the holiday break, organized and further discussed, thus combing and forming our final report.
The rocky tree color is air-cooled, and the stone on the spring is sleek and rainy--------The research content involves three systems: Chinese reading, writing and oral communication, teaching materials, teachers, students and teaching methods. Teaching theory, teaching practice and many other aspects. Due to the limitations of our theoretical level, cognitive ability and practical experience, we can only do some superficial exploration in the following five aspects:

First, how to correctly understand the dialectical relationship between instrumentality and humanity in Chinese teaching.
In Chinese teaching, there is no simple “instrumentality” in every aspect of Chinese teaching, and there is no simple “humanity”. After the promulgation of the "Chinese Curriculum Standards", "the unification of instrumentality and humanity is the basic feature of the Chinese curriculum" has won wide recognition in the Chinese education community - as explained by Mr. Chao Zongqi, a member of the "Standard Group": "We believe that the unity of science and humanity, the unity of instrumentality and humanity can be the consensus of the people, and it also reflects the common expectations of all sectors of society for language education. The formulation of 'unification of instrumentality and humanity' is in line with the current curriculum. The basic concept of reform is also conducive to the development and implementation of the curriculum objectives.” Bloom said: “The facts should be clear, that is, the cognitive field and the emotional field are closely intertwined. Each kind of emotional behavior has a certain category. The cognitive behavior corresponds to it; vice versa.... Our division between the emotional domain and the cognitive domain is for the convenience of analysis, and it is completely subjective and arbitrary." In other words, the knowledge in Chinese teaching "," "skills" are "thoughts" and "health" embodied in the process of training these "skills" and obtaining these "knowledges" Degree, "humanity" and "emotion" are closely related. That is to say, in Chinese teaching, there is no simple "instrumentality" in every aspect of Chinese teaching, and there is no simple "humanity". "Any training of "skills", the acquisition of any kind of "knowledge", and the specific implementation of any teaching link are "contaminated with the color of specific values ​​and the specific values ​​attached."
In the use of the new textbooks, I found that there are quite a few teachers who have fallen into the misunderstanding of the "humanity" and "instrumentality" of the language, just as Mr. Wang Rongsheng pointed out in the book "Basics of the Curriculum of the Chinese Language Course". The concept of "ideology" or "humanity" and "instrumentality" is often materialized in the practice of specific Chinese teaching. That is to say, "'instrumentality' and 'humanity' are considered to be two Classes can be referred to as 'objective things', and people seem to be able to easily recognize that 'these goals' belong to 'instrumentality' and 'those goals' belong to 'humanity'." Imagine that teachers only in teaching activities. Starting with words, guiding students to fully develop their imagination, and using their own language to describe and praise, this is not to pay attention to the "humanity" of the language, to cultivate students' "aesthetic ability", and to enable students to accumulate language, reflecting The "instrumentality" of the language?

From the teacher's perspective, the teacher design link itself contains the teacher's "idea" on Chinese teaching, which implies the teacher's understanding of the article. That is to say, the teacher is "designed" rather than "like "Design" is his own reason and thinking. It is designed by teachers according to their own teaching philosophy and grasp of the article. It reflects the teacher's specific "emotion", "thought" and "ideas" about Chinese teaching. "Attitude" is more than just an embodiment of "instrumentality."

Second, how to cultivate students' language quality and enrich students' language literacy.
1. The teaching content is the material foundation for cultivating students' language quality and enriching students' language literacy. Teachers and students use textbooks as the medium, and teaching materials are the carrier of teaching. But even the new textbook, because of its "universality" and "generality" characteristics, determines that we must deal with the textbook flexibly and effectively according to the different teaching objects in the specific teaching process. For example, the foundations of students from different regions are different, and their ability to perceive and comprehend is different. We also need to distinguish between the introduction, enlightenment, motivation and organization of the text in the teaching, and form an effective personality. . In addition, the "Chinese Reader" that is compatible with the new textbook is a supplement and extension of the "Compulsory Book". We can't see it as nothing. We know that it is impossible to develop a language task with a single textbook. "Language Reader" is to let students transfer the reading methods learned in the class to the extracurricular, in one fell swoop, touch the analogy, develop reading habits, and form self-learning ability. Our approach is to organize students to discuss and formulate reading plans at the beginning of the semester; in the process of implementation, we will supervise and inspect through writing reviews, writing appreciation or imitation, memorizing highlights, designing thinking exercises, etc. It expands the connotation and extension of reading teaching, and pays attention to and cultivates students' good reading interest, habits and even reading consciousness and ability in the subtle.
2. The correct teaching principle is to cultivate the students' language quality and enrich the students' language literacy. First of all, follow the orderly principle and gradually form a certain system on an orderly basis. The new textbook reading training can be divided into three stages of mutual connection. Writing training is also divided into three stages. Spoken language training is divided into two stages, which constitute an independent and complementary training system for reading, writing and oral communication. The step-by-step arrangement from simple to complex and from easy to difficult reflects the step-up characteristics of language learning. In fact, this point has been well reflected in the layout of the textbook. In the course of our use, we should pay attention to the fact that in addition to the student-centered teaching concept, the cultivation of good reading habits, the formation of a positive reading psychology, and the improvement of students’ self-learning ability, we should also pay attention to guidance and The training is gradual. The general idea can be: "learning" in the first year. Under the guidance of teachers, learn the methods of reading and form a good quality of thinking. In the second year, I will study. Students can use the mastery of learning methods to complete reading tasks independently under the guidance of teachers. The third year is "learning well." The goal is to improve the quality and speed of reading and achieve the goal of “understanding, applying, appreciating, and evaluating”.
Second, follow the intuitive principle. Under the premise of intuitive, optimize students' perception of perception. People's understanding of things begins with perceptual perception, and it is a prerequisite to perceive life and feel life. The feeling of language is mainly language. The new textbook provides students with a wealth of perceptual material. The Chinese poetry and poetry account for nearly 50% of the time, and it is required to read 3/4. According to the traditional teaching concept, the task cannot be completed at all. Teachers can boldly let go under the premise of guiding the learning methods, leaving most of the time for students to read and read. Of course, letting go is not laissez-faire, it must be time-limited, and it is supplemented by a variety of feedback mechanisms to improve efficiency. During this period, teachers must also make appropriate points on the difficult points to guide students to summarize and summarize the laws of classical Chinese and their learning. The students have more backs and more accumulation, and the sense of language is naturally formed. This intuitively obtained sense of language and knowledge, the way to form reading habits and abilities, is much better than the teacher's more ambiguous. Because they get not only the superficial things, but also their own language. The same is true for the teaching of modern works.
3. The clear teaching process is to cultivate the students' language quality and enrich the students' language literacy to ensure the traditional teaching concept, pay attention to the teacher's teaching, and neglect the students' learning. This is a manifestation of a "result" and a light "process." Mr. Yuan Zhenguo has had such an incisive interpretation in his book "New Ideas of Education": "Wisdom is more important than knowledge, process is more important than result, knowledge is the means to inspire wisdom, and process is the dynamic extension of results. Teaching In order to turn knowledge into a process, knowledge can be turned into wisdom. In fact, teaching should include both the teacher's "teaching" and the student's "learning", and more importantly, the student learning process. For example, the second unit of the first volume focuses on the training of “generalization ability”. In the teaching process, the teacher must consciously guide the students to summarize. For example, the content of “Zi Yi” is more, the teaching process of the first lesson: student preparation Ten minutes, browse the full text, clear the words; repeat, guide students to retell the conversation around the background of the conversation, the original words, the author's feelings, master the retelling method; then the summary, summarize the conversation in a concise language Key points; followed by a review, instructing students to find key statements from the text for review; the final summary is also to grasp key statements and clarify ideas. This process is a process of interaction between teachers and students, a process of cultivating and forming abilities, and embodies the purpose of cultivating self-learning ability. After such organized training, self-learning ability will naturally increase gradually. Let the students "learn to learn in learning", such a "process" is the most important.
4. The flexible teaching method is to cultivate the language quality of students and enrich the wings of students' language literacy. In reading teaching, it is necessary to clarify the training focus. The modern teaching concept emphasizes the subjective position of students in teaching and advocates that "teaching" is based on "learning". Therefore, the improvement of teaching methods must be based on the principle of effective guidance and training of students' learning methods. “Cultivating students to learn” is not only the consensus of the current education community, but also an important concept of the new textbook. The reading of new textbooks has its own learning focus. The key points between the units and the units are linked to each other, presenting a gradual improvement from the basic to the complex. The system is very scientific. . Since each class has a clear training goal for each class, the teaching must be targeted, rather than "playing billiards." For example, one of the key teaching points of "The Lotus Moonlight" in the first volume is "Understanding the author's thoughts and feelings", and returning to the key points of the unit teaching is to "understand the thoughts and feelings of the works", and then analyze the ideas and make detailed details on the scenery. Analyze and appreciate, so as to grasp the thoughts and feelings of the article. The unit focuses on "whole perception", not to mention respecting the learner's first reading impression. That is to guide students through repeated reading, approaching the semantics, directly drawing the overall impression, and suddenly feel the temperament of the article. In this case, the word "read" can be used as the first priority. First, the recording will infect the students, and then the “required reading” will be projected to allow the students to read freely according to the requirements and try to convert the text into a picture. It takes about 25 minutes for reading time. In order to stimulate the students' enthusiasm for reading, the teachers are also completely immersed in the artistic conception of the article. When reading the fourth paragraph, it can be said that they have reached the point of “satisfying the words”, as if they were Mr. Zhu Ziqing at that time, because the students read aloud. Time is sufficient, and with a little bit of it, students can easily perceive changes in the author's feelings. Each key point is put into place in this way. In the long run, students will master the basic methods of learning and the students' ability will gradually improve.
Second, in the teaching of literary works, guide students to perceive and experience, and strengthen the humanity of teaching. The "Syllabus" on which the new textbook is based clearly states that students should be trained in the initial literary appreciation ability. The textbooks have correspondingly increased the weight of literary education. The literary works of ancient and modern China and foreign countries accounted for about 60%. If the traditional method is the teaching method, the logic is light and intuitive, the reason is rational and light, the feelings are re-instilled, the specific image is abstracted, and only the "speaking" that emphasizes the truth is emphasized. Losing emotional edification, losing aesthetic appreciation, and losing the feelings of thoughts and feelings, in short, will lose the nourishment of humanity. The sensible approach should be: the teaching of literary works should focus on students' self-reading and overall perception, and guide students to feel the literary image, taste the language and artistic expression of literary works, and analyze, evaluate and question the text. Accumulation, perception and edification. The teaching of literary works should follow the laws of literature itself. For example, the novel focuses on the contest between the true, the good, the beautiful and the ugly of human nature, and the humanity is common. The analysis of the characters in the works from the human nature is the grasp of the fundamentals. Never use the labeling method to classify the characters. "Simplification", singularity, a thousand readers have a thousand Hamlet in mind, this is literature. Another example is the imagery and artistic conception in poetry, the interest and interest in prose, which are more abstract. It allows students to adapt according to their own experience and in the form they are good at. Perceived understanding of the text. In particular, the ancient Chinese literary works account for about 43%. The main method is to guide students to read and memorize, to cultivate the ability to read and understand the language, to cultivate the ability of literary appreciation, to absorb the traditional cultural spirit, and to improve the cultural taste and aesthetic taste. Through the teaching of literary works, students' humanistic quality and aesthetic ability can be improved, and a relatively thick literary heritage can be formed, which makes literary education truly a powerful means of cultivating people, cultivating individuality and cultivating personality.
Third, how to give play to the leadership and creativity of teacher teaching.
One of the main goals of China's current small teaching reform is to change the traditional teacher-centered teaching structure and construct a new teaching structure that can not only play the leading role of teachers but also fully reflect the role of students in learning. Undoubtedly, only this kind of structure is conducive to the use of new textbooks.
At present, there are two main types of teaching structures used in various types of schools: one is teacher-centered and the other is student-centered.
From the reality of our country, the teaching structure before the 1990s was basically centered on teachers. The characteristics of the teacher-centered teaching structure are:
1. The teacher is the instructor of knowledge, the active teacher, and monitors the progress of the entire teaching activity;
2. Students are the subject of knowledge transfer and passive recipients of external stimuli;
3. The teaching media is a demonstration tool for teaching teachers;
4. The textbook is the only learning content of the student and the main source of student knowledge.

The advantage of this structure is that it is beneficial to the teacher's leading role, facilitating the organization and monitoring of the whole teaching activity process, facilitating the emotional communication between teachers and students, thus facilitating the transfer of systematic scientific knowledge and fully considering the emotional factors. An important role in the learning process. The serious drawbacks are: the teacher dominates the classroom, neglects the student's learning subject role, and is not conducive to the growth of creative talents with innovative thinking and innovative ability.
The student-centered teaching structure gradually developed after the 1990s with the increasing popularity of multimedia and Internet technologies. The student-centered teaching structure is characterized by:
1. Students are the main body of information processing and the active constructor of knowledge meaning;
2. The teacher is the organizer and instructor of the classroom teaching, and is the helper and promoter of the student's constructive meaning;
3. Teaching media is a cognitive tool to promote students' self-directed learning;
4. The textbook is not the main learning content of the students. Through self-learning, the students mainly acquire a large amount of knowledge from other ways.
This kind of teaching structure emphasizes that students are the main body of the learning process and the active constructor of the meaning of knowledge, which is beneficial to the students' active exploration, active discovery, and the cultivation of creative talents. This is its outstanding advantage. However, this kind of teaching structure emphasizes the "learning" of students, often neglects the role of teachers in leading role, neglects the important role of emotional communication and emotional factors between teachers and students in the learning process; in addition, due to neglecting the leading role of teachers, when When students' freedom of self-learning is too large, they are also likely to deviate from the requirements of teaching objectives, which is another shortcoming. Constructivist learning theory and teaching theory are its main theoretical basis.

It can be seen from the above analysis that the two teaching structures have their own advantages and disadvantages. They cannot simply replace or deny the former, or reverse the former to negate or replace the latter. Rather, they should learn from each other's strengths and complement each other, and strive to play the role of the teacher's guidance, but also fully reflect the role of the student's learning subject, paying attention to the teacher's teaching, paying attention to the students' learning, and taking the initiative of both teachers and students. The enthusiasm is mobilized. The ultimate goal is to optimize the learning process and learning effects through this new teaching idea, in order to cultivate a new generation of cross-century talents with high innovation ability. In order to distinguish from the teaching-centered teaching structure and the learning-centered teaching structure, we refer to the teaching structure realized according to this idea and goal as the teaching structure of “learning and teaching”. Its characteristics are:
1. The teacher is the organizer of the teaching process, the facilitator of the student's constructive meaning, and the breeder of the student's good sentiment;
2. Students are the main body of information processing and emotional experience, and are active constructors of knowledge meaning;
3. The teaching media is not only a demonstration tool for supporting teachers, but also a cognitive tool and emotional motivation tool for promoting students' independent learning;
4.
Teaching materials are not the only teaching content. Through teacher guidance, independent learning and collaborative communication, students can acquire a wide range of knowledge from a variety of learning objects and a variety of teaching resources.
Fourth, how to use network resources and multimedia to modernize teaching methods.
The integration of information technology and teaching is an important part of the modernization of education and teaching, and an important teaching method for the use of new teaching materials. With the development of science and technology and the popularization of technology application, with the deepening of modernization, in the process of education and teaching, the introduction and application of modern information technology, the realization of the informationization of teaching content, the tacticalization of the teaching process, the modernization of teaching methods and The network of teaching resources, in order to better improve the quality of education, and promote the overall development of students' physical and mental quality, has become the general trend of education.

The integration of information technology and new teaching materials is guided by modern educational thoughts. In the process of teaching, information technology, information resources, information methods, teaching content and teaching process are combined and organically unified on a time and space platform to better accomplish A new teaching model for teaching tasks. This model emphasizes people-oriented, student-oriented development, emphasizes that information technology should serve teaching, and should be applied to teaching, so that it can increase the benign effect of teaching, improve learning efficiency, and help students master more knowledge and cultivate. The multi-faceted ability helps to develop the initiative and creativity of students and cultivate students' innovative spirit.
Like information technology, teaching is also a means. The result of integration of information technology and teaching is still a means. The purpose of using this method is to make full use of the advantages of modern information technology to promote the better completion of teaching tasks and achieve quality education. The goal. Obviously, this integration model should become a cognitive tool for students to obtain information, explore problems, learn cooperatively, solve problems and build knowledge, and should also be a strong support for teachers' teaching. Its main functions are:

1. Tools for teaching demonstrations. This is the initial form of information technology and teaching integration, and the most basic level. Teachers can use their teaching software or multimedia materials to write their own presentations or multimedia courseware to clearly explain the structure of the explanation and visually demonstrate the content of the teaching; or to display dynamic changes and theoretical models with charts, animations, films, etc. Wait.
2. The media of the subject communication. The teaching process should be an exchange process between teachers and students and between students. Through the hardware environment of the Internet and the regional network, thematic questions, problem discussions, individual counseling and emotional exchanges between teachers and students, students, and the connection between teachers and students and outsiders in the field can be achieved quickly and with high quality. The goal of high efficiency, the maximum benefit of knowledge acquisition and capacity training. This kind of integration mode can realize individual tutoring teaching, which can replace some functions of teachers, such as questions and assessments. It can also better teach students in accordance with their aptitude, solve the problem of quality imbalance caused by individual differences of subjects, and more effectively Improve the input and consciousness of students' learning.

3. The generation of resource environment. The integration of information technology and teaching can break through the limitations of book knowledge as the main source of knowledge, and continuously optimize the generation of new and colorful teaching resources. It covers an infinitely rich resource in nature, society, and humanities. Such resources have been exploited and utilized, and the means and conditions for language teaching will change dramatically. Similar to the scales, the long-distance, the asynchronous dialogue, the heart-walking, the thoughts, the time-space tunnel, and other things that originally belonged to the exaggerated imaginary category, once it becomes a reality in Chinese teaching, it will greatly enrich the teaching resources, and greatly Improve students' initiative and creativity in learning Chinese.

4. Construction of new knowledge. Information technology can become a carrier of new knowledge construction. Because it integrates with teaching, it can cultivate students' ability of information processing, information analysis and thinking. This kind of integration emphasizes students' quick extraction of large amounts of information. By reorganizing, optimizing, and processing information, it is possible to internalize a large amount of knowledge and become something of its own.

In this way, it can not only cultivate students' knowledge and ability to acquire, process and utilize information, but also lay a solid and comprehensive cultural foundation to cultivate students' information literacy and information utilization quality. It also develops students' attitudes and abilities for lifelong learning, their ability to adapt, and their ability to solve practical problems. Maximize the development of students' potential and motivate students to learn.
5. A platform for teaching resources. Our school started with Internet resources and multimedia teaching. In 1996, the campus network was formed. After moving into the new campus, the school leaders attached great importance to the configuration of multimedia devices. Each classroom and every teacher had a computer. Our school teachers can participate in resource construction. It can be said that the resources construction participants of our school are rich in resources and form a system. Each teacher can consciously produce courseware, audio-visual materials, and skillfully use multimedia to complete teaching tasks.
The research group “Study on the Use of New Textbooks in High School Chinese” mainly constructs Chinese teaching resources from the following aspects:
First, communication, our research team and the major Chinese language websites have a good relationship of co-construction. We have exchanged resources with the principle of “resource sharing and interoperability” in the network of Sanchaju, Middle School Language Resources and Middle School Language Network, which enriched our resource pool in a short time.
The second is originality. The resources of our school are mainly based on originality. All-round, all-dimensional participation, our teaching plans are almost all original, such as Wang Zhaoping's "Yuanyuanchun•Changsha" reflects his teaching thinking that poetry teaching should adopt "reading------------- Research" teaching mode.
The third is to establish a dedicated media production team. The school is equipped with a “multimedia production center”. The research team has a team dedicated to media production. It regularly meets, exchanges and produces new media products. Some teachers have their own audio-visual products. Now we have all the texts of this set of textbooks. Recording and most of the courseware, video.
There are four platforms for our schools to integrate Chinese language teaching resources:
First, the platform for the exchange and interaction of language teachers in the school: regional network - high school language group. The Chinese language materials of our school have accumulated over 8 years, with a total of more than 1600 courseware, more than 600 audio and video materials, and more than 2,000 teaching plans.
Second, the regional network used to store Chinese multimedia products - language audio and video materials, mainly store audio, video, pictures and courseware, as permanent storage, the general language teachers have no permission to modify.
Third, the teacher's personal space is mainly the computer of each teacher, there is 40G space, and there is 200M space on the education network.
4. A platform for interaction and exchange between teachers and students, schools and schools - "three-person middle school language network".
The founder and general owner of the "Three-Way Middle School Language Network" is President Wang Zhaoping, and the technical director is the director of the school's network center, Shan Dongming. The teachers of the project are the moderators of each section.
This website is divided into two parts: the homepage and the forum. The homepage is mainly the essence of the exhibition, theoretical exploration, special research and so on. Our topic "Study on the Use of New Textbooks in High School Chinese Language" can be found in the "Special Study" on the homepage.
The "Three-Way Middle School Language Forum" is a resource forum. It is divided into theoretical research, high school language, high school language, high school language, composition guidance and other sections, focusing on the teaching plans, courseware, audio-visual products and student composition of the teachers. Our forum construction pays special attention to the interaction between teachers and students. Students can ask questions in this forum. Teachers can also answer in the forum. The moderators not only have teachers but also students. The student moderators are mainly concentrated in the “Starlight” section, which is the topic of “Starlight Literature Society” of our school, which is mainly based on the excellent composition of our school students. Students participate in management and participate in construction

The "three-person middle school language forum" currently has a high click-through rate for the college entrance examination topic and the third-grade test questions. So far, the website has owned all the language test questions of 10 provinces and cities in Jiangsu Province; The average is 3,000 people, with 7,000 clicks per day, and is currently ranked 86th in the national language education website. It has a strong influence and appeal in the national language community. The "three-person middle school language network" is mainly based on high school content, but it also radiates the contents of the People's Education Edition and the Jiangsu Education Edition. The hit rate of the Guozhong section is also high and the influence is also great.
5. How to extend the use of the reader.
The new textbooks comprehensively improve students' language literacy and attach importance to the development of students' individuality. "On the basis of traditional Chinese textbooks, three major reforms have been made: one is reading and writing, and the oral communication is divided; the second is to break the complexity. The narrative, the more complicated explanations and the more complicated 'three-stage' mode of discussion; the third is to prepare a language book that is compatible with the textbooks as an integral part of the student's book." We believe that the first two items of reform are in the past. The "restructuring of assets" and "revitalization and re-circulation" of the Chinese knowledge teaching system, while the third reform is a new creation from scratch and a true "creation". Therefore, the latter's ideological impact on Chinese teaching workers and the impact on the entire Chinese teaching system will far exceed the former. It can be said that the success of the language education reform with the reform textbook as an opportunity depends on whether the majority of Chinese language educators, especially first-line language teachers, can change the teaching philosophy of Chinese education. From an operational perspective, It depends on whether we can make full use of the Chinese Reader. At the same time, can we fully realize the importance of using the "Chinese Reader", the use of Chinese readings is precisely the wind vane to measure whether a teacher has changed the concept of Chinese teaching - the teaching content of Chinese textbooks has already occupied the legal teaching time Under the conditions, how to further guide students to study the "Chinese Reader" is not only a question of work attitude or teaching methods, but how to treat the nature of language, the nature of Chinese education, and the nature of Chinese teaching.

"Learning language, the first thing is the textbooks that are studied in the class. But the class time is limited, the number of texts is not much, and it is obviously difficult to develop language skills with only one set of textbooks. Therefore, it is necessary to strengthen extracurricular learning, expand horizons, and increase Accumulation." It is precisely because of this purpose that experts and scholars have compiled this set of "Chinese Readers."

The editors of the "Chinese Reader" divide the selected part of the text into three parts: extended, appreciative, and intellectual. However, no matter which kind of text is selected, students should pay attention to their radiation function when they are reading. Accumulate students' interest in learning Chinese and the inferior function of Chinese learning methods. This requires us to have an extremely important reason in the process of learning the Chinese Reader - the principle of extension. This is a way to implement the editorial intention of the "Chinese Reader", and it is also a major measure to promote the importance of language learning; it is also an important condition and effective method to foster and protect and even promote students' interest in language learning. To put it bluntly, we can use the learning of the Chinese Reader as follows.

5. How to extend the use of the reader.
The new textbooks comprehensively improve students' language literacy and attach importance to the development of students' individuality. "On the basis of traditional Chinese textbooks, three major reforms have been made: one is reading and writing, and the oral communication is divided; the second is to break the complexity. The narrative, the more complicated explanations and the more complicated 'three-stage' mode of discussion; the third is to prepare a language reading book that is compatible with the textbooks, which is an indispensable part of the student's book." We believe that the first two items of reform are in the past. The "restructuring of assets" and "revitalization and re-circulation" of the Chinese knowledge teaching system, while the third reform is a new creation from scratch and a true "creation". Therefore, the latter's ideological impact on Chinese teaching workers and the impact on the entire Chinese teaching system will far exceed the former. It can be said that the success of the language education reform with the reform textbook as an opportunity depends on whether the majority of Chinese language educators, especially first-line language teachers, can change the teaching philosophy of Chinese education. From an operational perspective, It depends on whether we can make full use of the Chinese Reader. At the same time, can we fully realize the importance of using the "Chinese Reader", the use of Chinese readings is precisely the wind vane to measure whether a teacher has changed the concept of Chinese teaching - the teaching content of Chinese textbooks has already occupied the legal teaching time Under the conditions, how to further guide students to study the "Chinese Reader" is not only a question of work attitude or teaching methods, but how to treat the nature of language, the nature of Chinese education, and the nature of Chinese teaching.

"Learning language, the first thing is the textbooks that are studied in the class. But the class time is limited, the number of texts is not much, and it is obviously difficult to develop language skills with only one set of textbooks. Therefore, it is necessary to strengthen extracurricular learning, expand horizons, and increase Accumulation." It is precisely because of this purpose that experts and scholars have compiled this set of "Chinese Readers."

The editors of the "Chinese Reader" divide the selected part of the text into three parts: extended, appreciative, and intellectual. However, no matter which kind of text is selected, students should pay attention to their radiation function when they are reading. Accumulate students' interest in learning Chinese and the inferior function of Chinese learning methods. This requires us to have an extremely important reason in the process of learning the Chinese Reader - the principle of extension. This is a way to implement the editorial intention of the "Chinese Reader", and it is also a major measure to promote the importance of language learning; it is also an important condition and effective method to foster and protect and even promote students' interest in language learning. To put it bluntly, we can use the learning of the Chinese Reader as follows.

Extending the study of "Chinese Reader" to classroom teaching "Textbooks include textbooks for in-class use and "Chinese Readers" for extracurricular use". "Chinese Readers" and textbooks are important components of Chinese textbooks. However, the authors have different learning objectives and learning methods for the "Chinese Reader" and the textbook. "For textbooks, it is generally required to intensively read, and the training is more systematic and more powerful. For the "Chinese Reader", it is generally required to skim. Use the knowledge and experience gained from intensive reading to read independently..." It is necessary to make such a distinction, which will benefit the teaching of teachers and the self-reading of students. However, some teachers have produced a misunderstanding that all the selected articles in the "Chinese Reader" are not as good as the text in the textbook, the training feasibility, and even the artistic and even interesting taste of the text. The knowledge and experience of learning Chinese is also a process of learning the textbooks and flowing to the study of the Chinese Reader. However, the fact is that knowledge and experience are like free water in cells, and its movement is omnidirectional; just like the water in a siphon, where it flows, where it can flow, it can be one or the other. Moreover, the selection in the "Chinese Reader" is no worse than the selection in the textbook. Xie Tao’s "Forever Campus" and textbook selection Jiang Zemin's "Speech at the Celebration of the 100th Anniversary of Peking University" is an essay to commemorate Peking University and introduce Peking University. The author's thinking, but the two cultures are different, the author's identity is different, the writing angle is different, and the thinking of the text is different. If you let the students compare and read in the classroom, it will have a multiplier effect. If you focus on Xie Wei’s article in detail, then the effect of studying “The Speech at the Celebration of the 100th Anniversary of Peking University” will be even better. In the textbooks of the pre-Qin philosophers, after reading "Zi's Will Cut the Book" in the intensive textbook, the article "Zi Lu, Zeng Yi, Yu You, Gong Xi Hua Shi Shou" in the "Chinese Reader" can not only promote students' classical Chinese language. The mastery of knowledge, more importantly, it allows students to have a more comprehensive understanding of Confucius's basic principles of human and Confucian doctrine. Because of its unconventional difficulty, "Easy Travel" has curbed the interest of students in learning Taoist school works, we should boldly choose to make a relatively shallow and interesting work in "Zhuangzi" to make up for it, such as "King Ding Jie Niu" "Autumn Water" and so on.