The unified compilation of textbooks pays attention to the growth of students’ language ability. In addition to carefully compiling unit texts, it also presents the knowledge points and ability training points in the texts in a concentrated way through “Chinese Garden” so that students can consolidate and practice.The content of “Chinese Garden” in the lower grades has not only increased in quantity, but also become more integrated in the plate setting, including “Using Pinyin”, “Reading Gas station”, “My Discovery”, “Using Words and Sentences”, “Writing Display”, “exhibition”, “Accumulated over a long period of time”, “Reading with adults” and so on.In order to sum up the law of literacy, hint the importance and difficulty of literacy, conclude the basic rules of writing, expand students’ literacy path, etc.Such setting makes the plate of the unified compilation of teaching materials more clear and explicit, with stronger operability.How to interpret “Chinese Garden” in the unified edition of the textbook and lay a foundation for the growth of students’ speech ability?▌ The unified compilation of teaching materials adopts the “dual-line and parallel” approach, emphasizes the construction of Chinese core knowledge system, and highlights the cultivation of students’ Chinese core literacy.If you study the textbook carefully, you will find that the Chinese training elements presented by the unit are the detailed decomposition of the middle school goals of the new curriculum standard, and then presented in order.The setting of each section of the textbook “Chinese Garden” is exactly the same, not isolated from each other, but related, left and right extension, in order to present.With such a holistic grasp of text units, we can really follow the holistic goal of classroom teaching, promote the improvement of text learning efficiency.Such as “Chinese garden” in the days of the first year, “writing prompt” this plate material editor according to the cognitive characteristics of lower grade students, adopted the form of lively image of “study partner discovery”, respectively, in the first unit, unit 5, 8 unit reveals three times in the initial stage of the basic requirements for writing Chinese characters.The first unit from the writing posture and pen posture, put forward the “sit upright, hold the pen” requirements;Unit 5 puts forward the requirement of “from left to right, first skimming and then na”;In Unit 8, the writing principle of “middle first and then both sides” is put forward.These three “writing tips” skillfully fulfill the writing goals of the lower grades: to understand the basic strokes and common radicals of Chinese characters, to be able to write with hard pen in a certain order, and to pay attention to the frame structure of Chinese characters.Throughout the section setting of “Chinese Garden” in the first grade, the editor completely infiltrated the writing sequence of Chinese characters into the teaching material according to the principle of spiraling up from easy to difficult.It is necessary to pay attention to the inner connection of writing knowledge from the perspective of the whole teaching material. The key point is to enable students to discover the basic rules and requirements of Chinese characters independently in the process of writing practice of a semester, and to lead students to break through the difficulties in writing independently in the process of practice and reflection.In addition to the sequential classification, this section also reflects the distinctive characteristics of rumination, internalization and consolidation, that is, the use of the “writing tips” section in “Chinese Garden” to further consolidate the previously learned new characters, to achieve the teaching effect of “review the old and know the new”.For example, in the section of “Writing hints” in The Fifth unit of Chinese Garden, volume one of teaching Grade one, we can determine the teaching objectives as the following two dimensions.One is to master the basic rules of Chinese characters “from left to right, first skimming and then na” to promote the formation of good writing habits of students;Second, while perceiving and internalizing the rules, review and consolidate the four new words learned.▌ As “Chinese Garden” is a concentrated presentation of unit training points, we should not divide knowledge points and training points artificially and treat them as simple content to carry out teaching, but lead students to relate and integrate each other in the process of comprehending and understanding.The content setting of “Chinese Garden” is by no means isolated. We cannot teach what the textbook presents, but we should accurately figure out the real intention of the textbook editor, and skillfully integrate the explicit and implicit content of Chinese training, so as to promote the diversified development of students.For example, 10 new words are set up in the section of “Literacy gas station” in Unit 7 of Chinese Garden, Volume 1 of Grade 1, all of which are the appellations of relatives. According to the arrangement of generation, it aims to guide students to learn to read and write in life.To this end, teachers can set up the following sections to guide students to learn.One is to read aloud, read the correct words, understand new words.The second is to guide the students: “What do you find from the new words in the textbook?Let them read according to the pattern;Then, show the family tree in the textbook and ask the students to introduce their family in a logical way.Third, let the students contact life experience, think about how to classify in addition to according to the generation, and guide the students to try to classify and arrange in the way of gender.The textbook skillfully combines the appellation commonly used in daily life with the teaching of literacy, and penetrates language accumulation and thinking training.Therefore, we should pay attention to the comprehensive training of “Chinese Garden”, strengthen the guidance of methods and the cultivation of ability, attach importance to students’ independent learning, promote the internal transfer of students’ cognitive methods, and let students realize the fun in the process of language learning.To strengthen integration and implement the new curriculum of efficient learning emphasizes that teachers are the developers, users and integrators of curriculum resources.Chinese teaching should guide students in the process of in-depth practice, accurately grasp the real intention of teaching materials, to improve students’ learning efficiency.For example, Chinese Garden, Unit 7, Volume 1, Grade 1, has two sections, “Reading station” and “My Discovery”, but they are not independent, but share the same teaching content.In the teaching, teachers can try to stick to the same teaching content, the literacy “gas station” of the language of the two sections summarize the arrangement, guide students to explore independently, found these said appellation ten new words are words softly, found that “woman beside the word” and by the word “day” to a different meaning, so that they can further feel the constitutive character rule of Chinese character component ideographic Chinese characters.In this case, the teacher fully grasped the connection between the plate setting in “Chinese Garden”, guided students to master the whole, and improved the overall efficiency of teaching.Timely expansion, according to the classification of “Chinese garden” in each section of the list of words, is the editor in order to reflect the intention of the list of materials.On the basis of accurately interpreting the editor’s intention, teachers should select and expand the same type of resources in combination with the learning content, so that students can classify and organize, and train students’ structured thinking.For example, in the fifth unit “Chinese Garden” in the first volume of the first grade, “my discovery” in this part of the content, for students listed 4 “wooden word beside” new words, 4 “grass word head” new words.In teaching, in addition to guiding students to understand the new words listed in the textbook, teachers should also guide students to closely recall these two sides and search for other new words they have learned, such as “he, huang” in “cao Zi tou” and “xiao, sen, desk” in “mu Zi tou”.The teacher will organically integrate these new words with the text in the textbook, consolidate in the review, and let the students consciously classify and sort out.Such moderate expansion, students not only efficiently and solidly learn the content of the textbook, but also internalize the law of language learning, forming a sense of relevance, classification and arrangement.▌ Based on the perspective of learning situation and close to students’ cognitive ability, the sections set up in Chinese Garden show a strong integrity and comprehensiveness.When teaching, only from the perspective of students, can we give full play to the due role of each section and help the development of students’ core abilities.Teachers should not stick to rules in the use of Chinese teaching materials, but should pay attention to the actual learning of students, clear cognitive characteristics of students in the creative use of teaching materials, so as to enhance the inner cognitive law of students.For example, the unified compilation of textbooks on the first grade volume of the third unit “Language garden” “spell spell, write a write”, is in the students to complete the two units of pinyin after the request to write again.At this time, a lot of students to new characters, writing has appeared a revival phenomenon.Although we can see that the editor’s intention is to help students review and consolidate pinyin, the effect is not good from the teaching practice.Which requires teachers from the students’ learning practice, in the first unit in Chinese characters and the whole process of the second and the third unit learning pinyin, to consciously and purposefully arrange daily practice basic strokes and related characters, lets the student in the “boxing hand, mouth a” piece of solid foundation in the practice, forming ability.In this way, when teaching this part of the content, it is easy to achieve the teaching goal of paying attention to the structure of Chinese character frame and preliminarily feeling the beauty of Chinese character form.The value of the content in the Chinese Garden is not only in classroom teaching, but also in guiding students to preview before class and communicate after class.To this end, we should be based on the different content of the textbook, in accordance with the existing cognitive ability of students appropriately one or two weeks in advance, the content is arranged, and after the classroom teaching is finished, the organization of follow-up expansion and extension, so that there is activity preparation before class, real-time regulation in class, after class there is a display selection.For example, the “showcase” section in Unit 4 of the first volume of the first grade is to know the names of the students in the class.Many teachers in the process of learning pinyin, has completed the task of name pinyin, on the one hand, let students timely understand the situation of students, on the one hand, experience students spelling ability.After learning pinyin, teachers can transform names into Chinese names.This requirement can be arranged in advance, through the distribution of exercise books, Posting Chinese names and other forms to create a reading atmosphere.In the formal teaching part, we can carry out the game activity of “King of name memorization”, and extend this activity outside the classroom, so that every student has the opportunity to participate in the activity, and expand their literacy when memorizing the names of classmates in the class.The teaching of Chinese Garden is easy to fall into the mire of mechanical and inflexible.Although the aim of language teaching should be instrumental, it does not mean that the training of language ability must be mechanical and rigid.We should start from the students’ cognitive law, create a sense of life with the atmosphere of life, let students practice in life, improve their ability.For example, when teaching the Fifth unit of the first volume of the first grade, Chinese Garden, if all the plates are separated and rigid task training is carried out, students will inevitably lose interest, and the effect can be imagined.Therefore, teachers should create a life situation of “traveling in the kingdom of Chinese characters” ingeniously according to the characteristics of students’ thinking mainly in images, and integrate the plates in the garden naturally.When teaching, teachers can introduce a new lesson like this: “Today is a nice day, let’s go to the ‘Kingdom of Chinese characters’ travel.First stop: four rows of soldiers meet us proudly, let’s get to know them!Second stop: 8 new characters are dancing on the stage to welcome our arrival!Then, ushered in the carnival time of this tour, we also brought a string of new word babies, and they sing and dance together.Third stop, we went to the calligraphy room of the Kingdom of Chinese characters to enjoy the demonstration performance of calligraphers in the micro video.Fourth stop: We came to the Spelling classroom of the Kingdom of Chinese characters, through the use of words and sentences and accumulated over a long period of time, to understand new words, and timely correct the easy to pronounce wrong new words.”With the help of this novel and unique series form, students’ cognitive initiative is fully mobilized.The whole learning activity is like a wonderful adventure, magical and unique, in line with the cognitive law of students.”Chinese Garden” is the integration and summation of Chinese training elements.Teachers should accurately grasp the setting intention of the textbook editor, link the students’ basic learning situation, carry out teaching in various forms, and help the development of students’ core ability.