语文教科书是语文课程教学的凭借和依据。
Chinese textbook is the gist of Chinese curriculum and teaching.
从中我们可以看到本套语文教科书的基本特点。
We can see the basic characteristic of this set of Chinese textbook from it.
关于语文教科书的构成要素，学术界有不同的表述。
The constituent elements of the Chinese textbook are different on language academics.
从此出现了白话文和文言文在语文教科书中并存的现象。
From then on, the Chinese teaching materials have both Classical Chinese and writings in the vernacular.
第四部分针对语文教科书隐性价值，提出一些建议和思考。
The four part, putting forward some Suggestions and thinking, based on the Chinese textbook's recessive value.
而后综合分析了近代教科书及语文教科书的现有研究，提出研究意义。
Then it analyzes and sums up the available study on the textbooks, including Chinese textbooks, of modern times and raises the importance of this research.
譬如，语文教科书(当然也包括华文教科书)都以英文解释生字和语法。
For example, text books - yes, even Chinese text books - contain explanations of vocabulary and sentence structure in English.
根据新课程标准编写的这套高中语文教科书的作业系统发生了很大的改变。
The exercise system in high school language textbooks based on the set of curriculum standards has made a significant change.
在此基础上，以教科书的影响力为标准，确定了9套语文教科书为研究对象。
On the basis of this narration, we determine 9 sets of Chinese textbooks as objects of study by influence as standard.
另一方面，也可发现并完善小学语文教科书本身的问题与不足，提高教科书的质量。
On the other hand, it can be found and improve primary school language textbooks for their own problems and shortcomings, improve the quality of textbooks.
人教版七年级语文教科书对“综合性学习”专题的选择和设计存在一些值得改进的地方。
There are some faults of the material selection and design of the comprehensive study part of the Chinese textbook for Grade Seven.
语文教科书练习活动的变革远远未完成，现有教科书中的练习活动仍存在不少问题，还需我们不断的探索和努力。
The reform of Chinese textbook exercises and activities is far from being over, there are lots of problems in the current textbook exercise, it need us further explore and hard work.
教科书是对学生进行品德教育的凭借，因而，对语文教科书中承载的传统美德内容的开发与利用成为语文学科道德教育的重要一环。
Textbooks are tools to educate students in virtue, therefore, it is a seminal step to explore and use Chinese textbooks loaded with traditional virtues.
研究以1897年为上限，1922年为下限，在掌握一手资料之基础上，从教科书内容的层面分析这一时期语文教科书的变迁之路。
On the basis of materials between 1897 and 1922, the research analyzes the changes of Chinese textbooks in this period from the scope of the contents of textbooks.
语文教科书的变革不仅体现在语文教学内容、教学方法和手段等物化层面上，更反映在语文教育观念、教育思想、教育理论等精神层面上。
The evolution of Chinese textbooks not only lies in teaching contents, teaching methods and teaching means, but also in teaching concepts, teaching thought, and teaching theory.
传统语文教学中对词义的讲解一般是利用教科书，以直接表示概念的词汇意义为基本进行词义的解析，结合上下语境选择义项。
In the traditional Chinese teaching explaining meaning of a word, by the textbook, on the basis of direct definition of the word is to analyze its meaning, do a choice under some context.
现行的中学语文教学大纲和教材将文章主题统称为“中心”或者“中心意思” ，通行的写作教科书将主题定义为作者通过文章内容表现出来的“基本的意见”或者“中心的思想”。
The theme of an article is named "center"or "central meaning"in Present syllabus of middle school, and also named"basic opinion" or "central idea" in current writing textbooks.
现行的中学语文教学大纲和教材将文章主题统称为“中心”或者“中心意思” ，通行的写作教科书将主题定义为作者通过文章内容表现出来的“基本的意见”或者“中心的思想”。
The theme of an article is named "center"or "central meaning"in Present syllabus of middle school, and also named"basic opinion" or "central idea" in current writing textbooks.
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