The Application Research Of The "Knowledge Of Filler" In Departmental Edition Chinese Textbooks For Junior High School

The Chinese textbook is a concrete presentation of the Compulsory Education Chinese Curriculum Standard and an important carrier for Chinese classroom teaching.The textbook of "Chinese" in the junior high school is compiled by many Chinese language education experts.It is the most widely used language textbook in China.The textbook of "Chinese" in the junior high school has presented a two-line unit structure of "humanities theme" and "knowledge elements",focusing on highlighting the important position of Chinese knowledge in textbooks."Filling" is an important channel for textual knowledge in textbooks and has the nature of auxiliary reading.Most of the knowledge in "filler" takes the text as an example,and has a close relationship with the selection system,which is suitable for text.However,"filler" still has many problems in the actual use of teaching.With the continuous development of the concept of knowledge,the concept of teaching materials and the concept of teaching,teachers and students need to innovate in the specific application of “whitening” knowledge in textbooks.Therefore,the“whitewash” knowledge and its application in the textbooks compiled by the research department are very necessary.The main body of the paper is divided into the following four parts:In the first part,the distribution and knowledge of the “whitewash”knowledge in the textbook “Chinese” in the junior high school of the junior high school is compiled.The “filler” knowledge is widely distributed and is scattered in reading,writing,oral communication,and comprehensive practicing.The “filler” knowledge is rich in content,including language knowledge,literary knowledge,and knowledge of listening,speaking,reading and writing methods.The second part is to explore the application value of the “whitening”knowledge of the textbook “Chinese” in the junior middle school.First,the rational and orderly “filler” knowledge helps to improve the efficiency of the use of textbooks.Second,the rich content of “filler” knowledge helps to extend and expand the content of classroom teaching.Third,the “filler”knowledge written in the text helps teachers to clarify the key points of teaching and implement a lesson.Fourth,the variety of “filler” knowledge helps to enhance students' interest in language learning.The third part is to conduct an investigation from both teachers and students.Use the questionnaire survey method to understand students' knowledge and use of “whitewash” knowledge.Use interviews to investigate teachers' understanding,usage,and usage of “whitewash” knowledge.It is concluded that teachers and students have re-election in teaching,lightly“filling up”;heavy language knowledge,light literature knowledge and method knowledge of listening,speaking,reading and writing;procedural knowledge teaching presents a tendency of declarative;teachers lack supervision and self-study for students.Evaluation and other issues.The fourth part is aimed at summarizing the application principles and strategies of “whitening” knowledge,such as the use rate of “whitening”knowledge in the specific application,the single use method,and the lack of use of various textbooks."Buffing up" and the full combination of the various systems in the textbook;deal with the relationship between in-class teaching,extracurricular teaching and extra-curricular self-study "filler" knowledge;handle the relationship between "filling" knowledge input and output.