How to improve the reading comprehension ability of junior high school Chinese?
Reading teaching class is the basic class type of junior high school Chinese classroom teaching, and it is crucial in the entire junior high school Chinese teaching. In the "Chinese Curriculum Standards for Full-time Compulsory Education", the provisions related to reading teaching are the most important, the most changed, and the most reformed. However, the current situation is that reading teaching does not receive due attention. Reading teaching has also failed to play its due role. This article discusses how to improve the effectiveness of Chinese reading teaching, which is an urgent issue in current junior middle school Chinese teaching.
1. The main problems existing in the current Chinese reading teaching in junior middle schools
Reading can improve the intelligence, and reading can cultivate the character. However, judging from the current situation of junior middle school Chinese teaching, students are generally passive in reading. , random, disorderly, and inefficient state. This is not only an issue related to whether students' reading ability can be cultivated, but actually it is also related to whether students' writing ability and even Chinese ability and Chinese quality can be improved. As far as junior high school reading teaching is concerned, the main existing problems include:
(1) The steps of reading teaching are too formulaic
Current Chinese reading teaching. Trivial analysis dominates the world and dismembers beautiful texts. If teachers do not lead students to chew words, taste language, and understand emotions, the charm and aura of language and words will naturally disappear. For example, when analyzing a novel, some teachers do not pay attention to the aura of words and sentences, or the ingenuity of layout and planning. The characters who are ready to be revealed are full of humanistic connotations. Instead, the complete plot is simply dismembered into several parts, and some trivial knowledge points and abstract symbols memorized by rote are forced on the students. During the analysis process, the complete plot and image that were originally perceived are gradually blurred and replaced by some worthless things. Such repeated classroom teaching, of course, curbs students' interest in learning Chinese. Such overly formulaic teaching is not conducive to the formation of students' self-learning ability, affects the normal development of their digestion and absorption functions, and therefore stifles students' independent thinking. It inhibits and weakens students' creativity and affects students' interest in learning Chinese.
(2) Reading teaching methods are too formal
As the times progress, science and technology develop, and teaching methods gradually transform from traditional blackboard teaching to multimedia teaching. It is true that the correct and appropriate use of multimedia means for teaching can help change students' learning methods, stimulate students' interest in learning, and make students willing to participate. However, some teachers regard the use of multimedia teaching methods as a fashion and a standard to pursue. There are also some experts and teaching researchers who, during the teaching observation process, regard whether teachers use multimedia methods in their presentations as whether they use modern teaching methods and evaluate them. ⅱA criterion for the quality of classroom teaching. This is a common misconception today.
It is under the above misconceptions that in reading teaching, the mouse replaces the chalk, the screen replaces the blackboard, and the announcer replaces the teacher. What teachers pursue in each class is exquisite and varied, with various colors. If you use different multimedia courseware, the result will inevitably be to neglect the important part and take over the important part. Students feel that in class they are watching teachers perform using multimedia. As a result, the guiding role that teachers should play in the classroom is lost. The end result will only be that the latest technological means shackle lively ideas. As we all know, the imageness of reading teaching is mainly reflected in the inner image of the text, which is reflected in the image of the teacher's teaching language and the image of the students' thinking.
Not just reflected in a few pictures. What teachers need to do is to activate students' thinking, not just their visual senses. However, the abuse of multimedia teaching actually limits the imagination of the most wonderful realm of literature. Therefore, too many multimedia courseware designs not only fail to help students understand, but interfere with the effective progress of reading teaching, making reading teaching a mere formality. It has not played the role and value that real modern teaching methods should have.
(3) Reading lesson plans are too artistic
Some junior high school Chinese teachers are too superstitious about teaching design and teaching plan writing standards. The writing and design of teaching plans can be said to be seamless and flawless. Even the students' expressions and thoughts have been designed one by one. The only drawback is that these are almost all the teachers' imaginations or even whims. In terms of teaching, the entire classroom is like a photocopier of lesson plans, ignoring or even denying the complexity and differences of the real classroom. Under such circumstances, students have no time to participate in the reading of the text. They are surrounded by a series of questions and experiences designed by the teacher. It can be said that they are dancing in shackles and leaving the so-called new classroom. In fact, teachers are still following the old stereotypes, using teaching materials and teaching reference materials to unify the classroom and students' thinking. Find out why. This is largely due to teachers not fully grasping the new curriculum concepts and forgetting the fundamentals of reading teaching, or being too idealistic and forgetting the reality. Such excessive presupposition and neglect of generation is not conducive to reading teaching, nor is it conducive to the cultivation and improvement of students' reading ability. It is also incompatible with the requirements of the new curriculum reform and reflects the problem of too artistic teaching plan design.
2. How to improve the effectiveness of Chinese reading teaching in junior middle schools
(1) Create situations to stimulate students’ interest in reading
There are various ways to enter situations Yes, in this regard, it should be said that using multimedia for teaching has unique advantages. Because of the full use of multimedia Zaishan Sui Dynasty. It can effectively supplement the deficiencies in students' original experience. For example, when teaching Chekhov's "Chameleon", if students do not clearly understand the chameleon, an animal that changes color in response to changes in the environment out of an instinct to protect itself, it will be impossible to truly understand the characteristics of Ochumelov's character. Poor and sad. The understanding of the characters can only stay at the ridiculous level.
A video about chameleons in nature can quickly help students get into the context of why Ochumelov is called a chameleon. For another example, when teaching the poem "Yu Shuo" by Zheng Chouyu, how to make students feel the historical background of the poet writing this poem at that time? How to make students feel Yu's care for the children at that time? What can we do for students at this time? Play a few clips of Spring Rain, and at the same time show a few videos about children shortly after the Cultural Revolution disaster. This will help students understand the author's writing background, and it will also help students understand the care in the poem. Entering such a situation is vivid, vivid and informative. It can effectively stimulate students' interest in reading and put them into an active learning state.
(2) Strengthen curriculum innovation according to teaching objectives
Rich teaching forms and methods are conducive to improving the effectiveness of Chinese teaching. In reading teaching, we can design the following different class types: reading aloud class, study method guidance class, literature appreciation class, activity class, accumulation class, overall perception class, independent reading class, thinking training class Type, inquiry lesson type, unit combination lesson type, etc. certainly. The design of the course type should be based on the teaching objectives and focus on the key points and difficulties of classroom teaching. For example, for articles such as Mr. Jiang He's "Star Variations" with exquisite content and form, we can use reading classes and literature appreciation classes; for articles such as "Dedication and Joy" by Mr. Liang Qichao with rigorous arguments , we can adopt thinking training class type, inquiry class type, and if time permits, we can also organize students to hold small debate competitions.
Of course, there is no fixed method for teaching. According to different needs, teachers can creatively adopt different lesson types or types in teaching. to achieve ideal teaching goals. For example, when studying the article "Fan Jin passed the exam", the teacher can design the class as a textbook drama performance, allowing students to assemble and perform by themselves. Since everyone has a different performance style, each group's performance has its own characteristics. Through such performances, students can strengthen their understanding of the psychology of characters such as Fan Jin at that time. Chinese teaching is an art, and reading teaching is an art within art.
Models are diverse and flexible, and can be designed and selected differently depending on the teaching content and purpose, as well as the teaching objects and conditions. However, no matter what mode, the purpose remains the same. Yes, that is, students are the main body.
As a teacher, we should pay attention to students' personal emotional experience, respect students' unique feelings, guide and inspire students to read actively and think actively; let students understand the works with their hearts and resonate with the author; let students read out their personality and read out self.
(3) Cultivate students’ habit of reading and accumulation
Only through accumulation can one learn more. Mr. Ye Shengtao also said that reading is the basis of writing. In Chinese teaching, we should pay attention to cultivating students' habit of accumulating Chinese knowledge. Without the accumulation of Chinese knowledge, the improvement of Chinese reading ability will become a cake without rice and a tree without roots. Chinese teachers should increase the number of words in the text that students must be able to read, write, and use on the basis of careful selection.
Teachers should also guide students to collect vocabulary in and out of class over a long period of time. Cultivate students' habit of frequently excerpting and taking reading notes. Excerpting is an effective method for reading accumulation. Doing this work consistently will enable students to broaden their knowledge and improve their reading efficiency. Taking reading notes is a bit difficult. We need to help students start with simple things. Such as writing comments, writing experiences, making comments, etc., and then learning to take reading notes. Be sure to let students know the importance of taking reading notes, because it can help us read and understand the article better.
In addition. Teachers should require students to have good habits of reading and reciting. The basic requirements are accuracy, fluency and emotion. Such persistent training can cultivate a good sense of language. A good sense of language can not only enhance the understanding of the emotions and skills of the article, but also encourage you to compare your own written language with the language in the reading materials and realize your own shortcomings. Developing good recitation habits can not only develop good memory and master a wealth of knowledge, but also continuously improve and enhance one's oral expression skills and the cultural connotation of written language.
Extracurricular reading is an effective way for students to accumulate reading. When teachers recommend books for students to read, they should not only recommend books such as "A Dream of Red Mansions", "The Romance of the Three Kingdoms", "How Steel Was Tempered", or "Andersen's Fairy Tales" and "Aesop's Fables". We should also recommend as many new books as possible to students that can reflect real society and express today's world.
(4) Reading teaching should stimulate students' innovative thinking
There are gaps in literary works, which can be filled by readers' imagination. It can be said that as many different understandings as readers have, there will be as many blank spots in the article. The process of Chinese reading teaching is a process of constantly filling in the blank points for students. Simply put, the blank spots in the text are the questions students have about the text, and they are also the key points and difficulties in teaching. Teachers should help students fill in these blank spots during classroom teaching. To this end, teachers should use various means to create various scenarios to stimulate students' desire to recreate. Teachers and students should work together to fill in these blank spots, so that students can truly appreciate and experience literary works. When the author was teaching Mr. Lu Xun's "Kong Yiji", when I read the text in the text that his face was dark and thin, and he was already out of shape. He wore a torn jacket, crossed his legs, and put a cattail bag underneath. Inspiring students to think: Why did Kong Yiji's gown disappear? Obviously, the text did not directly explain this question, but the author's question made the classroom atmosphere very active at that time. Students are thinking actively and competing to fill in the blank points raised by the teacher.
(5) Taking students as the main body. Teacher-student interaction. Optimize classroom teaching
In reading teaching, let students truly become the main body of learning. Their enthusiasm, initiative and creativity will be better utilized. The development of students' subjectivity depends on the effective interaction between teachers and students. Before starting a new class. Teachers should give students enough time to use this time to study individually or in groups to clear words, organize new words, and play word games; students can establish 1 to 2 learning goals based on the text. , and question based on the goals, students can also preset 1 to 2 topics for group discussion or personal thinking. See which questions are valuable and write down the answers or indicate your doubts. In class. Teachers and students interact, set goals together, and discuss valuable issues together. If there are indeed difficulties, ask the teacher to help.
In this kind of teaching, if students can set up questions and answer them, it will naturally become easy to achieve the goal of reading teaching in this class, and the key points and difficulties will be easily solved.
(6) Organically combine reading, thinking, discussion, and practice
Reading must achieve the following two points. It should be based on reading, read correctly and fluently, read out the sense of language, read out the feelings, and read out the students' own unique experience of the text. Teachers' reading methods should be correct and flexible, and they should carefully design inspirations, transitions, foreshadowing, and prompts to guide students to understand and comprehend the text by connecting their original knowledge and life reality during repeated readings.
Thinking is thinking. Students are the subject of learning rather than the container for receiving knowledge. Therefore, their learning initiative and positive thinking must be stimulated during the guided reading process. To this end, teachers should arrange a certain amount of time for students to think independently, and also design some valuable questions for students to think. Students must be guided to question in class, and teachers’ good questioning skills must be used to cultivate students who love to ask questions and are able to ask questions. Questioning is not only a way for students to ask questions that they do not understand, but also to mobilize their enthusiasm for learning; for teachers, it is not only a kind of research to find the right teaching points, but also a way to integrate problems and determine and solve teaching difficulties. Necessary link.
Discussion means discussing and exchanging understanding of text content. This is an effective way to cultivate students' thinking and expression abilities. Teachers should make full use of whole-class communication and group cooperative learning methods to encourage students to dare to speak out their unique experiences and express their different opinions.
Practice means practicing more. Chinese is a highly practical subject. Students must be given as many practical opportunities as possible. In recent years, in Chinese reading classes, more emphasis has been placed on students’ reading and speaking training, but writing training has been weakened. In class, teachers should identify the language training and training points of this lesson, and set up appropriate exercises or small writing exercises for students to complete in class to deepen their understanding.
(7) Carry out academic research. Improve teaching in a targeted manner
Students are the main body of learning. Students have the most say in the effectiveness of teachers' teaching. To improve teaching effectiveness, the biggest beneficiaries are also students. To change the disconnect between teaching and learning, the most effective way is to conduct academic surveys. Specific methods can be: teachers hold regular or irregular discussions or individual conversations with students to solicit students’ opinions on themselves. To receive opinions or suggestions on teaching work, listen to their appeals, understand their confusions, and then reflect on them, and then formulate plans to improve teaching. Of course, this step is more difficult to do, because students may not necessarily express their true inner thoughts in front of the teacher. This requires teachers to communicate effectively with students in an equal manner, with a sincere attitude, and artistically. quality.