A Research Of Practice System Of Chinese Textbooks For Primary School In The S Version

Textbook is not only an important material that students can rely on but also a gist that the teachers can teach. As the most direct and the most basic curriculum resources, it has an irreplaceable existence value. As one of the four systems of textbook, practice system can help students review and consolidate the knowledge of languages, detect the effect of studying, cultivate language competence and improve language literacy. Therefore, only a scientific, reasonable, effective practice system can exert the overall effect of teaching material, and can be a great benefit to the study of students.By presenting the text and combining the characteristics of physiological and mental development of the students in three learning phases, we can give an overall statement about the practice system of Chinese textbooks for primary school in the S version. According to the ‘full-time compulsory education Chinese curriculum standard(trial version)(2001 edition)’, the primary school language teaching material is divided into five aspects : ‘Literacy and Writing’, ‘Reading’, ‘Writing’, ‘Oral Communication’ and ‘Comprehensive Study’. It analyses the characteristics of the arrangement of the practice system of Chinese textbooks for primary school in the S version from five aspects. It also pays attention to the knowledge integration, lays emphasis on learning methods and cultivating learning habits, attaches importance to training students’ independence.Investigations revealed that there are some problems in the arrangement and usage of the practice system of Chinese textbooks for primary school in the S version.The effect of the practice for the compound finals is poor. The design of the arrangement of the ‘Writing’ is less. Lacking methods of guidance for the reading and reciting. The methods of composition correction are simple. The question types of ‘Oral Communication’ are not enough and the contents look like ‘Cooperative Learning’. The communicative competence in the ‘Oral Communication’ is easily overlooked in the teaching process. The steps of the organization of class activities for‘Comprehensive Study’ are incomplete. To solve these issues, I suggest enhancing the training of compound finals in the ‘Literacy and Writing Practice’ and increasing the practice of hard-pen calligraphy and Chinese calligraphy after class. Fortify the guidance of the methods for the reading and reciting in the ‘Reading Practice’, strictly control the use of the coach books for students. Increase the model essay writing and revising practice, summary methods. Pay more attention to diversifying the question types and cultivating communicative ability in the ‘Oral Communication Practice’.The design of ‘Comprehensive Study’ should weigh heavily towards campus life.