Viewing The Changes Of Chinese Education Concept From The Practice Design Of The Moonlight Over The Lotus Pond Of The Teaching Material Of The Five Versions Of The PEP Edition

With the promulgation of the 2019 version of the high school language textbooks,the knowledge,selections,reading materials and exercises of teaching textbooks have undergone great changes,which have aroused great concern from the academic community.This article pays attention to the vertical comparison of the PEP Edition,and selects the common text of the 1981,1990,2002,2004,and 2019 editions of the PEP high school Chinese textbooks,The Moonlight over the Lotus Pond,take the practice design of after class as the research object to make a longitudinal comparison.After-class practice design is an important part of the textbook,which has an extremely important function in the Chinese course,which largely reflects the value and layout characteristics of a set of textbooks.With the deepening of the curriculum reform,the value and characteristics of the practice design of The Moonlight in the Lotus Pond have also changed.This article will start with a small point to explore the concept of Chinese education concept in the practice design..Based on the national guiding documents and using the two-dimensional classification of Bloom's educational goal classification theory,this paper combs the practice design of The Lotus Pond Moonlight of the five versions of PEP.On this basis,it compares and analyzes the similarities and differences of the practice design of five versions of The Moonlight over the Lotus Pond,discusses its shortcomings and functions,and pursues the change of Chinese education concept in "change" and "invariability" To move,to examine and explore the development path of Chinese education concept dialectically and from multiple perspectives,so as to provide reference for Chinese educators to transform education concept into practical teaching action.This article mainly includes the following four parts:The first part is the introduction,which discusses the reasons for selecting the topic,literature review,research methods,and innovations.The second part is mainly to determine the theoretical basis for the study of the five versions of the exercise design,the national guidance document and Bloom's educational goal classification theory.The national guidance document is an important theoretical support for instructional design and has a guiding role in its layout and practice.Bloom's educational goal classification theory has an important role and significance in the classification of the five versions of exercise design,and the classification of exercise design is more comprehensive and detailed.The third part is to sort out,compare,and analyze the practice design of the five versions of The Moonlight over the Lotus Pond under the guidance of Bloom's classification theory,and explore the common points between them: they have commonalities in the selection of teaching content and set questions The boundaries are clear and the order of setting questions is concise and orderly.From the four aspects of the number of exercises,types of exercises,the form of learning tasks,single reading and group reading,compare the differences between them and discover the differences.The fourth part is the main part of this article,which mainly discusses three aspects: First,evaluate and reflect on the function and shortcomings of the five versions of the exercise design,in order to have a more profound understanding of the five versions of the exercise design understanding.Second,pursue the concept of Chinese education behind the practice design of The Moonlight over the Lotus Pond in different periods: teaching should be based on the characteristics of the text and follow the cognitive development laws of students;the transformation from "teaching" materials to "learning" materials;from language ability to The core literacy of Chinese;from language application to cultural cultivation;and strengthen the connection of unit chapters.Third,examine and explore the way Chinese educators transform education ideas into actual teaching actions,which has some enlightenments: based on curriculum standards and grasp the connotation of disciplines;based on core literacy,reshape Chinese education goals;Grow in reflection;connect with reality and focus on the migration and expansion of learning;Improve learning participation and focus on individual student growth.