How to combine reading and writing with reading teaching? In my opinion, students must be allowed to read repeatedly in the context to prevent new words from coming back to life and achieve the goal of consolidating accumulation. The new Chinese Curriculum Standard also points out: "Students should fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading, and be influenced by emotions in reading." In reading teaching, we should take reading as the main line and combine double basics to cultivate students' sense of language. Recently, I had the honor to participate in the fifth primary school Chinese backbone teachers' business experience exchange meeting held in our city, which benefited a lot. Good literacy, writing habits and aesthetic awareness of writing are extremely valuable assets not only for learning Chinese well, but also for lifelong learning. After a period of practice and study, I have formed the following understanding of the integration of reading and writing and reading teaching in the new curriculum.
First, read in literacy, read in literacy.
1. Reading is an important means to master new words and understand them.
Reading is an indispensable link in Chinese teaching. As the saying goes, "Read it a hundred times and you will understand what you mean", which fully shows that students' reading is more important than teachers' explanation. To learn a text, first of all, we should read it well, use the phonetic notation of the textbook to remove obstacles, solve new words, read the pronunciation correctly, and do not add words, miss words or pronounce wrong words. There are many ways to read, including collective reading with feelings, reading in different roles, and reading stories with performance texts; Reading with illustrations, actions and psychological feelings can help students understand the text and find out the key words in the text. Encourage students to read more texts and accumulate words by reciting. Students will be handy when they know this word. For example, in the process of teaching Ugly Duckling, Mr. Chang of Shidaoqing School combined with the specific language environment to let students understand "bullying". "What's the ugly duckling like at home? Find the corresponding paragraph and read it. Read and think. What picture do you seem to see? As soon as the floodgate of students' thoughts is opened, they will gush. Some people say; "I seem to see his brothers and sisters biting and pecking at him. I don't like him very much." Some said, "I seem to see the duckling girl driving him away, and I hate him very much." Some said, "I seem to see other small animals, cocks, birds and hounds laughing at him and chasing him." In this way, students are brought into the context of the text, from outsiders to insiders, feeling the pity of the ugly duckling and realizing the sad and helpless mood of the ugly duckling. This is often said by the teacher; "Everyone treats him like this, which is called bullying." The perfect combination of literacy teaching and reading teaching enables students to understand the word more deeply and the ugly duckling's heart more deeply. At this time, let the students read the text again, and the students read it enthusiastically and entered the state. Reading, oral English, emotional cultivation and knowledge integration can complement each other.
2. Focus on word reading and pay attention to cultivating language sense.
The text consists of sentences, and sentences consist of words. Word reading is the basis of cultivating language sense, and there are generally three steps in teaching:
A, read correctly with the help of pinyin. The first stage of text learning is to read through the text, and reading through the text must first clear the obstacles of new words and sounds. Students circle new words while reading the text, pronounce them correctly with the help of pinyin, and then give feedback and check through peer help and collective inspection. Individual teachers with reading difficulties should set an example for pronunciation. If the words are read correctly, the words can be read correctly.
B, read aloud repeatedly and read fluently. Some students can't read a word well, and the problem often lies in a word or a phrase, so it is not enough to read correctly, but also to read fluently. This requires continuing to pay attention to the reading of words when reading the meaning of the text, reading the beauty of the rhythm and rhythm of words, and finally reading the whole article smoothly.
C, sink into it and read the charm. Every word carries rich connotations and excellent culture. Based on words, students feel in reading, read in feeling, and finally read words, words, sentences and articles with their own understanding, thoughts and feelings. In the long run, the formation of a sense of language will come naturally.
Second, expand resources and integrate the whole.
Mr. Ye Shengtao once said: Textbooks are nothing more than an example. If teaching materials are regarded as the whole content of Chinese teaching, it is contrary to the view of "big Chinese" Because of this, expanding resources has become a link that teachers must consider in preparing lessons and an important means to enrich classroom teaching. Any literate and intelligent Chinese teacher will pay great attention to properly screening and expanding the resources related to the content or ideas of this article as a supplement to the teaching content. The difference is the way of presentation and different goals. For example, our Buddhist teacher is teaching two little lions the design of the last link: the Buddhist teacher presents a homemade children's song with courseware (little lion, lazy, slow to do things, basking in the sun all day. Little lion, practice quickly, roll and bite hard, and you can rely on yourself in the future. Let the children read repeatedly, which immediately aroused the children's strong interest. A 36-word nursery rhyme, the children not only realized the truth of diligence in this delicious recitation, but also skillfully consolidated the fourteen new words to be known in this class. This resource is simple, concise and effective.
Another example is the second volume of the second grade "Painting Style" taught by Teacher Li. When the children got to know the new words, understood the content and realized the truth, Mr. Li put a poetic and childlike nursery rhyme (Song Tao, who likes to draw together). Blink your eyes to be creative and decide to compare styles. The red flag flutters in the wind, and the oblique rain sends spring. Small trees bend windmills and use their brains to solve problems. There was a sudden breeze, and the picture looked even more beautiful. ) as a gift for children who are good at observing and thinking. The children read children's songs, affectionately called the names of Song Tao, Chen Dan and Zhao Xiaoyi, and recalled the joyful scenes when the children painted the style. Innocence and childlike innocence are thus born, and children further consolidate the new words they want to master in this pleasant atmosphere. At the same time, teachers skillfully create language situations, take children to experience the emotions expressed in the article again, and let children unconsciously internalize these emotions into their own emotional factors, which unconsciously enrich the accumulation of language.
Third, standardize writing habits and strengthen writing practice.
Writing is an important Chinese basic skill. Compared with the physical and mental characteristics of primary school students, writing teaching can not only consolidate literacy; The handwriting is correct, the lines are neat, and there is a certain speed, which is helpful to better complete the homework of various subjects and lay the foundation for future study and work. Writing also plays an important role in improving cultural literacy. Long-term serious writing can cultivate sentiment, form aesthetic consciousness, form good habits and improve cultural literacy. The Ministry of Education's "Several Opinions on Strengthening Writing Teaching in Primary and Secondary Schools" clearly points out: "Writing Chinese characters correctly and neatly is the basic guarantee for effective written communication and the basis for students to learn Chinese and other courses and form lifelong learning ability; Loving Chinese characters, developing good writing habits, having skilled writing skills and preliminary calligraphy appreciation ability are the basic qualities that modern China citizens should have, and they are also one of the goals of basic education courses. " Therefore, it is very necessary to cultivate students' writing habits and abilities in a good writing class. "Chinese Curriculum Standard" points out: "At present, while attaching importance to students' mastery of computer Chinese character input technology, we should continue to emphasize that primary and secondary school students should write Chinese characters well. To inherit and carry forward the excellent culture of the Chinese nation, writing teaching should be strengthened, not weakened. "We are standing at the height of such an era to effectively carry out writing teaching. In practice, our school has gradually explored a way of writing teaching of its own.
1. Create a good classroom atmosphere and stimulate students' interest in writing.
Einstein said: "education should make what is provided a valuable gift for students, not a difficult task for them to undertake." It can be seen that writing teaching should stimulate students' interest in writing, and students can consciously practice writing if they are interested; Without interest, it is easy to scribble and perfunctory. Teacher Tan teaches the second volume of Thunderstorm for Grade Two. She put the study and application of new words into the whole teaching process, which made students interested. For example, Teacher Tan led the children into the text and realized that the wind was strong before the thunderstorm. The children found the sentence "A spider hung down from the Internet and ran away". For the word "line" in the sentence, Mr. Zhang adopted a simple and effective method. He first showed the word card to let the children read the pronunciation correctly, and then inspired the children to think: how about replacing "hang" with "drop"? Combined with pictures, I can intuitively feel the spider hanging down on the internet, understand the word "hang", say something with the word "hang", and finally write the word "hang" in my heart. What a solid and ingenious literacy teaching! When students master literacy methods, are willing to read and are good at reading, teachers should consciously guide students to read in reading and reading in life, so that Chinese can be wonderful because of life and enrich their literacy because of reading, thus publicizing students' personality and opening up a broader new world for Chinese literacy and reading teaching.
If literacy is the foundation and reading is a kind of savings, then speaking and writing is to lay a solid foundation and pour out savings, and it is also a process of combining literacy with reading, reading with training thinking and stimulating expression.
2. Standardize students' writing posture and cultivate good writing habits.
"New Curriculum Standard" points out: "Writing teaching should pay attention to the guidance of students' writing posture, guide students to master basic writing skills and develop good writing habits. "Incorrect writing posture of primary school students is harmful, and light ones affect the quality of writing and form bad habits; In severe cases, it affects growth and development, which is not conducive to physical and mental health. We have adopted a series of normative and guiding measures: we should make clear the harm and make sure that our posture is not standardized and we don't write; Find out the reasons and give targeted guidance; Make up children's songs to promote standardized training; (Teachers) practice skills and give play to the demonstration effect; Seek cooperation (parents' cooperation) to achieve consistent requirements. Thus, students' good habits and attitudes of writing posture, writing methods, caring for writing utensils and writing seriously are effectively standardized, and students generally form good writing habits.
What I mentioned above is exactly what I have been thinking about in my lectures for more than a year. It is irrelevant, time-consuming and inefficient to artificially separate literacy from reading, mechanically put literacy in the examination at the beginning of class and put literacy and reading in the concentrated practice at the end of class, which should arouse every junior teacher's in-depth thinking and effective research.
In short, the integration of literacy and reading teaching is not a simple addition of literacy and reading, but an organic literacy teaching and effective memory of new words in junior high school reading teaching; At the same time, in the process of literacy, promote reading teaching and improve students' reading ability, so that the integration of the two can achieve a rolling development and a virtuous circle. Let's all try to take the road of "integration of literacy and reading teaching", let junior students read with me and fly together, and effectively improve the effectiveness of classroom teaching.