After reading, students can learn to read in groups. 1 I recently read Jiang's book Let Students Learn to Read in Groups. I chose this book because the theme of studio research is unit theme teaching. During my study in the studio, I got some understanding of this teaching method and tried to do it myself in teaching, but I felt that it was "superficial". I accidentally saw this book, so I can recharge it at will.
After reading this book, I like Mr. Jiang better. Teacher Jiang's understanding of the textbook and extensive reading after class skillfully combine the texts inside and outside the class and lead students to learn interesting about a "topic". While admiring Mr. Jiang, I will also think about how Mr. Jiang did it. When I talked about "the significance of group reading to teachers" in my book, I just answered my doubts. The book says that "teachers who just try to read in groups will fall into tension and anxiety." After reading this, I felt in my heart: "Isn't this me?" I also have this kind of confusion that I can't find the right article. It is precisely because of this confusion that I can better promote the growth of teachers, because the only solution is to read more, force myself to read, improve my reading ability, expand my reading, and make myself a scholar.
Teacher Jiang introduced in detail how to read in groups in teaching. First of all, in determining the topic, Mr. Jiang introduced us to six categories in the book, which are similar to the two categories advocated by our studio: tools and humanities, but when determining a topic, I recalled the "theme" I made when I read the textbook before (I think the theme and topic here are similar, and they are all studied around a topic. ) It's too "big" and looks "empty" and "extensive". Compared with Mr. Jiang's group composition topic, I feel that my interpretation of the textbook is completely insufficient, and it still needs in-depth interpretation.
Teacher Jiang also explains how to read in groups for different styles in this book. Myth, fairy tale, prose, children's poetry, novel, language and knowledge text have their own emphasis in teaching. For example, fairy tales cannot be taught as narratives, otherwise the textual features of fairy tales will be lost.
In Mr. Jiang's view, although there are subtle differences between group reading and theme teaching and unit whole group teaching, they are basically the same. After reading this book, especially the strategy guidance and case analysis, it will have a stronger guiding significance for my future attempt of theme teaching. Whether it is group reading or theme reading, the purpose is to let children read more articles in class and improve their reading ability. As Teacher Jiang said in the book, "We study literary expression with students in class, not to train students to be writers, but to try to think like writers with students and promote the understanding and feelings of the text through the discovery of literary expression."
Reflections on "Let Students Learn to Read in Groups" 2 Under the influence of reading by the whole people, I also took time to read the book "Let Students Learn to Read in Groups" written by Teacher Jiang.
This book introduces how to read group articles in detail from the aspects of what is group article reading, the operation mode of group article reading, and how to read group articles with different themes. I feel I have benefited a lot from reading it.
First, guide students to skim, browse and skip to improve reading speed.
In traditional Chinese class, intensive reading of about 500 words is often taught for two hours, and skimming is taught for one hour. Group reading requires students to read many related articles in a unit time, paying more attention to students' reading quantity and reading speed, and paying more attention to students' meaning construction in the process of reading various articles. Reading in groups means that "reading aloud" and "reading aloud with emotion" cannot be infinitely enlarged, and new reading methods and habits are needed. In group reading teaching, students need to read more than three articles in a class, which requires them to improve their reading speed and improve their agility and flexibility of thinking. Chinese curriculum standards also require the speed of silent reading for senior primary school students: silent reading should have a certain speed, and the average silent reading of books should be no less than 300 words per minute. Therefore, teachers must guide students to try skimming, browsing, skipping and other reading methods according to the different nature of reading materials, so as to improve students' ability of fast reading. When reading the text for the first time, the teacher should let the students read the text quickly and silently, and summarize the content of the text with keywords after reading the text; When reading the text again, skip and scan, and underline the key words, sentences and paragraphs to strengthen the students' reading experience.
Second, guide students to question and improve their critical thinking ability.
Group reading teaching, articles with different genres, different expressions, different language styles and different authors, bring students rich information and huge thinking space, and also bring students a lot of doubts, which are difficult to fully understand and need to be clarified in exchanges and discussions. In group reading teaching, we should consciously guide students to learn to ask questions and discuss, encourage students to express their views, put forward their own questions and discuss with classmates from different angles. Teacher Jiang listed the group reading materials of Creation Myth that she taught. First of all, while guiding students to look for the differences in fairy tales of creation in different countries, he inspired them to ask questions: Why do primitive people in different places think that the primitive world is like an egg, and there is a supernatural god in fairy tales, and everything in the world is changed by God ... After asking questions, he guided students to guess and discuss: I think eggs are black, and the chaotic world was black at that time; All the planets in the world are round, and so are eggs. The eggs are closed. I guess primitive people thought the universe would never come out. Open questions like this can't cultivate students' critical thinking ability of a single text in our traditional classroom.
Third, different styles have rules to follow.
In this book, Mr. Jiang also explained how to read in groups according to different styles. Myth, fairy tale, prose, children's poetry, novel, language and intellectual text have their own emphasis in teaching. For example, grasping contradictions to understand poetry, using repetitive structure to teach fairy tales, pursuing original intention to teach prose and so on.
There are gains and confusion. There is a strong team behind Mr. Jiang. Whether it is the collection and screening of articles on the same topic, the interpretation of articles and the implementation of teaching, there are a group of like-minded teachers who are not alone! However, we are weak and lack people who travel all the way. However, Mr. Jiang once said: Only by doing it can there be real progress! So, I had a group reading class of "Beautiful Lies" in our class. There are two texts in the first volume of the sixth grade of People's Education Press, The Only Audience and Don't starve that horse. These two articles have one thing in common: beautiful lies. From these two articles, I lead students to discover and summarize that "beautiful lies" generally have three common elements: well-intentioned motives, deliberate words and deeds, and spiritual shock. Then, in order to verify this discovery, Tang expanded to read two extracurricular articles, Lies and Concerts and Great Lies. The students verified that "beautiful lies" have the same three elements through quick silent reading and group discussion. Finally, let the students read "Dad is the Most Valuable" and think: Are all the lies beautiful? A stone stirs up a thousand waves, students express their opinions, and the spark of thinking is ignited in the classroom. I follow the trend: next class, we will have oral communication around "debate: telling honest and white lies". Please clarify your point of view, collect evidence and compete!
Whether it is group reading or theme reading, the purpose is to let children read more articles in class and improve their reading ability. As Teacher Jiang said in the book, "We study literary expression with students in class, not to train students to be writers, but to try to think like writers with students and promote the understanding and feelings of the text through the discovery of literary expression." I think: this is the charm of group reading!
Reflections on "Let students learn to read in groups and do this" 3. All advanced countries in the world have the understanding that reading can enhance understanding, cultivate creativity, broaden horizons and enrich life experiences. Reading can effectively improve self-study ability and form the habit of lifelong learning. Reading ability is related to a person's independent thinking and interpretation ability, which is an important key to competitiveness. The formation of reading ability is inseparable from the guidance and practice of reading strategies. In reading, we can learn methods, learn to think and form habits.
Teacher Jiang's Let Students Learn to Read-Group Reading aims to tell us what group reading is, how to use group reading to make students learn to read, and the practical application of group reading in reading teaching. The book points out: "The characteristics of group reading: the same topic, multiple articles and inquiry teaching." Compared with single reading (text reading) and theme reading, group reading is the liberation of reading, the development of thinking, and the integration of different horizons based on multiple texts and multiple horizons.
Practical and useful, both in this study and in classroom teaching, have given me great help: because group reading can not only enable students to practice silent reading, browsing and other silent reading, improve reading speed, adapt to real reading materials, practice reading strategies that are difficult to practice in single reading, feel and learn close to literary expression, and practice thinking in complex situations. At the same time, it also forces teachers to actively read and improve their teaching ability, which is also of positive significance to teachers' growth. These are exactly what I want to give my students and improve myself.
My original intention of doing this project is to give children more reading influence when they are still young, enrich their knowledge, make children flexible, willing to think and solve problems with their brains, have reading thinking and interest, and use picture book reading as a supplementary expansion of knowledge in class, thus discovering the fun of learning. The characteristics of group reading tell us that group reading can be used for normal study and reading. It is difficult for teachers to guide and improve themselves, to read and train purposefully, to find suitable topics and to implement them effectively. During the two years in our class, I tried my best to understand children's psychology, their preferences, and expand reading suitable for children based on textbooks and life.
"It is better to teach people to fish than to teach them to fish", so that students can learn to read, try their best to guide them to learn to read, and be a person who loves life, learning, thinking and discovery.