However, in Chinese teaching activities, after giving students preview tasks, students are often at a loss, and the articles they have read leave no preview marks, which not only fails to achieve the purpose of preview, but even forms a bad habit of doing things hastily and perfunctory. Then, how to cultivate the habit of autonomous preview and how to teach students the method of autonomous preview? Let's talk about the strategies of cultivating good Chinese preview habits based on our own teaching practice.
First, interest is the best teacher. I think that in cultivating students' good Chinese preview habits, we must cultivate students' preview interest and enthusiasm, and constantly care for this interest and enthusiasm. It is necessary to have regular and modular preview requirements, but teachers must not stifle students' autonomy in preview. In Chinese preview, students should be given more rights to choose independently. For example, we can change the requirements, methods and contents of Chinese preview, so that students can keep their enthusiasm for Chinese preview and develop good Chinese preview habits. I once tried to launch the "I'll test the teacher" preview contest, and regularly gave "thinking awards" to those students who could put forward "difficult" teacher questions to commend those students who were well prepared. At that time, the students in the class were very motivated. They read the textbooks repeatedly during the preview, think about each problem actively, and try to solve it by themselves, as a standard to measure whether they can "beat" the teacher.
Secondly, peer help is also very important to cultivate students' good Chinese preview habits. I think preview can be individual behavior or group behavior, and I especially value the cooperation between students' preview. According to the actual situation of students, divide the whole class into several study groups, so that the members of the groups can learn from each other, discuss, exchange previews and introduce experiences and methods. If there are problems that can't be solved in the group, the group leader will submit them to the teacher, which will not only facilitate the teacher to quickly understand the students' preview, but also help the classroom teaching to prescribe the right medicine. When previewing Xu's text Sunrise, a group of students couldn't understand that "the text was written before watching the sunrise at high altitude, quoting the sunrise passages of Heine and Turgenev, and writing about the fact that the author didn't see the sunrise twice". I think this question is a good question, so I changed the teaching design in class. Around this issue, the whole class guided students to think deeply and discuss actively. Students finally understood the author's intention and had a preliminary understanding of the writing techniques of Holding the Moon in the Cloud.
Thirdly, teachers should have clear requirements and methods for students' preview. We might as well understand students' Chinese preview as a purposeful Chinese self-study activity under the guidance of teachers. In this process, students should not only read the text, look up information, remember doubts, think about problems and do problems, but also remember and accumulate, associate and imagine, analyze and compare, mobilize the known and solve the unknown. With specific requirements and guidance, students can successfully complete the preview task, and the teacher's preview requirements should be scientific and reasonable according to the students' Chinese learning situation, and there should not be too much room; Not too tall, not too thin. I summed it up in four sentences: read the text, look up the dictionary, mark it, ask more questions and think hard. Teachers can ask students to finish their written preview homework and design some preview columns, such as "I read the text", "phonetic notation of new words", "extract witty remarks", "preliminary exercises" and "I want to ask questions", so that students can have a clear idea. Some texts (including special topics) can be arranged with more specific requirements, such as lotus topics, and students can be arranged to collect and provide poems and articles related to the Netherlands. Because of the preview before class, students will have more energy to discuss problems in class, participate more and explore problems more deeply. In the preview, we should constantly discover the bright spots of students, encourage and praise them more, and let students change from "asking me to learn" to "I want to learn". After a long time, good Chinese preview habits will be formed.
Fourthly, it is also important for teachers to cultivate students' questioning habits when students preview texts. How can we help students ask high-quality and effective questions in preview?
Tell students that when previewing an article, they should combine their own life experiences to understand the emotions and philosophies described in the works and stimulate their unique reading feelings. For example, when a classmate read A Chang and Shan Hai Jing, he said, "The book A Chang bought for the author is rough, the paper is yellow, and the image is not good. It is not a good book. Why does the author regard it as his beloved baby? " This seemingly contradictory question is actually the author's special emotional expression.
Some methods are actually very simple, such as asking students not to forget to contact the background and author of the text to understand when previewing. Tell the students that every article is a natural expression of the author's inner feelings in a certain situation and mood, and the interpretation of the article is bound to be inseparable from the author's writing background and his experience. Therefore, there are many questions to be answered in combination with these contents. For example, when studying two travel essays, the students learned that Yuan Hongdao and Yuan Zhongdao had traveled around the Gaoliang Bridge together and asked, "Since they traveled together and went to the same place, why are the scenery described so different?" Such a valuable question.
The textbook itself can also be used well, for example, it can imitate after-class inquiry exercises and preview questions. The research on the problems in the "inquiry exercise" after class will inevitably lead to association and raise more and deeper questions. In addition, it is also a convenient way for students to follow suit by helping students to be a conscientious person, the questions on various test papers and the questions asked by teachers in class. Judging from the learning effect, if students can really understand the questioner's intention, it will be of great benefit to answer questions in a standardized, comprehensive and correct way in the future.
The ancients said: "Give people fish, just for a meal; Give people fish and enjoy it for life. " As long as we start with preview, teach students preview methods, cooperate with teachers and students, persevere and persevere, it will certainly promote the improvement of students' self-learning ability and overall Chinese literacy.