Research On The Use Of Unit Lead In Chinese Textbooks For Junior Middle Schools

As the main basis for carrying out Chinese teaching activities,Chinese textbooks have always implemented the teaching philosophy of "Compulsory Education Chinese course Standards(2011 Edition)",and are responsible for meeting the needs of students’ language learning and improving the students’ core literacy of Chinese.The unit introduction is located on the front page of each unit of the textbook,occupies a special textbook page,and is an integral part of the Chinese textbook reading aid system.It is the most important means for textbook editors to convey their editorial intentions and a key bridge for the dialogue between readers and textbook editors.It plays an important guiding and auxiliary role in teachers’ teaching and students’ autonomous learning.This research takes the part-edited junior high school Chinese textbook unit lead as the object,investigates its current use in teachers’ teaching and students’ self-study,and proposes specific and actionable solutions to the current situation,in order to provide teachers and students with suggestions for using the unit lead and give full play to the guiding and auxiliary role of the unit lead in Chinese teaching.The research first expounds the relevant overview of the unit introduction of the junior high school Chinese textbooks,briefly described the concept,writing concept,content form characteristics and functions of the unit introduction,trying to clarify the "what" of the unit introduction as a whole."Compulsory Education Chinese Curriculum Standards(2011 Edition)" and Chinese core literacy are its main concepts for compiling;rich connotation,concise language,friendly tone,and combination of graphics and text are its content and form characteristics.Its main functions are that it can achieve dialogue between readers and editors,close the distance between readers and texts,and lead unit learning objectives and methods and so on.The second chapter is to clarify the "how" of the unit lead in Chinese teaching,mainly investigating the usage of the unit lead by teachers and students.The content of the questionnaire mainly involves teachers and students’ cognition,use,guidance and evaluation of the unit lead.The problems are that teachers and students do not pay enough attention to the unit lead,the teachers and students use the unit lead inadequately,the teachers lack systematic guidance for the students’ learning lead,and the unit lead itself is slightly more patterned.The third chapter provides strategies for teachers and students to use the unit lead based on the concept of "Compulsory Education Chinese Curriculum Standards(2011 Edition)" and the content of the unit lead.The key points are as follows: teachers should pay attention to,introduce,use,and optimize the unit introduction from the aspects of updating teaching concepts,basing on the students,keeping up with the editors’ intention,and getting rid of the limitation of thinking,so as to give full play to the guiding role of the unit introduction and improve the quality of classroom teaching.Students should pay attention to the unit introduction,cooperate with the teachers’ teaching,study the unit introduction,and combine the elements of reading aids,so as to give full play to the guiding role of the unit introduction and improve the effect of autonomous learning.The fourth chapter analyzes the teaching cases of the two teachers based on the content of the unit introduction.Aiming at the shortcomings of the teaching case,we optimize it in combination with the content of the unit lead and reflect on the optimized teaching case,in order to make full use of the unit lead in Chinese teaching practice and truly give play to the guidance and assistance of the unit lead in teaching effect.