This paper compares the composition units in the old and new editions of the third-grade primary Chinese textbook. It analyzes how the new edition adjusts teaching difficulty, sequence, and column design in alignment with the 2022 curriculum standards. The old version focused on basic skills, with fragmented methods and summative assessment, while the new version emphasizes "observation and expression" with gradient objectives, reading-writing integration, scaffolding methods, and process-oriented evaluation. The study also reflects on limitations of the old textbook and proposes teaching strategies such as backward design and task-driven learning to help students develop writing skills and interest, while offering insights for future textbook development.

Wenting Yu, Yongquan Li. An Analysis of the Differences in Content Organization and Method Guidance Framework of the Writing Unit in the New and Old Editions of the Unified Textbook for Grade 3, Volume 1, and Teaching Practice. Frontiers in Educational Research (2026), Vol. 9, Issue 1: 33-39. https://doi.org/10.25236/FER.2026.090105.

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