Study On The Use Of Unified Edition Primary School Chinese Textbook Assistant Reading System

As an important carrier of Chinese curriculum content,Chinese textbook is an important basis for teachers and students to teach and learn.In the autumn of 2017,all primary schools in China will use unified Chinese textbooks for the first grade,and by the autumn of 2019,all primary schools will be covered.Compared with the original edition,the unified edition of primary school Chinese textbook has been greatly changed,especially the part of the aided reading system.Middle school language office director Wang benhua pointed out that the compilation of unified teaching materials pay attention to multi-level construction of the system,in the design for students everywhere to consider,to adapt to the needs of students independent learning,self-help construction.The aided reading system of the unified edition reveals the editor's intention in more abundant contents and various forms,and indicates the key points of teaching and learning for teachers and students.On the one hand,teachers should be guided to determine teaching objectives more accurately and scientifically and carry out teaching activities.On the other hand,it can provide effective guidance for students' independent learning and highlight their dominant position.However,it is the first time for teachers and students from grade 4 to grade 6 to use the unified edition textbook,and some problems are inevitably exposed in the adaptation and use of the aided reading system.In order to better promote the use of the aided reading system,this study is conducted.Based on the text analysis of the aided reading system of the unified edition textbook,the author designed a questionnaire,sorted out the data results,and combined with the author's observation on the use of the aided reading system in the actual teaching of teachers and students,found the problems and analyzed the causes,in order to provide more scientific and effective Suggestions for teachers and students to use the aided reading system.This paper is mainly divided into five chapters:The first chapter defines the concept of the unified edition Chinese textbook and the aided reading system,discusses the theoretical basis for the preparation of the aided reading system,sorts out the basic situation of the aided reading system in the textbook,and analyzesthe value of the aided reading system from the three perspectives of teachers' teaching direction,students' self-study ability and classroom teaching effect.The second chapter takes the aided reading system of the unified primary school Chinese textbook as the research object,mainly investigates some teachers and students in the school through the form of questionnaire,understands the current situation of the use of the aided reading system by teachers and students in the actual teaching process,and analyzes the survey results.In chapter three,based on the analysis of the survey results and the author's observation of the classroom,it is concluded that teachers tend to formalize the use of the aided reading system and neglect the implementation of the teaching objectives.The use of illustrations is unitary and separated.The students have more blindness and randomness when using the aid system.The dependence on teacher guidance is strong.The fourth chapter focuses on the analysis of the reasons for the problems in the process of using the aided reading system by teachers and students.However,the students lack the guidance of the teachers and have weak independent learning ability.The last chapter mainly gives corresponding Suggestions for the problems in the process of using the aided reading system.Teachers should accurately grasp the value of the aided reading system and pursue the implementation of teaching objectives.They should pay attention to the overall planning and optimization among the textbook systems and guide students to use the aided reading system correctly.Students should improve their awareness of the use of the system,develop good study habits and learn to be flexible when they study independently.