Huang Yong, North Street Primary School, Jingyang District, Deyang City, Sichuan Province
My first contact with "Unit Integration and Group Reading" should also benefit from June 5438+065438+ 10, 2007. I was fortunate enough to participate in the city-wide unit integration and group reading observation activities held in Yifu School, Minjiang East Road, Deyang City. I carefully tasted Mr. Zhong's thought-provoking demonstration class and listened to Professor Wang's wonderful comments from People's Education Edition, and suddenly an idea that surprised me popped up in my mind: Deyang's primary school.
Looking back on the course of so many years, we have to start with the reform of Chinese curriculum. "Chinese Curriculum Standard" points out: "Chinese teaching in primary schools should cultivate students' thoughts and feelings of loving the motherland's spoken and written language and Chinese excellent culture, guide students to correctly understand and use the motherland's spoken and written language, enrich language accumulation, enable them to have preliminary listening, speaking, reading and writing abilities, and develop good Chinese learning habits. In the teaching process, students should be educated in patriotism, socialist ideology and morality and scientific thinking methods to cultivate their creativity and cultivation.
What kind of teaching methods and textbooks do primary school teachers need to use to achieve such teaching goals? How can students feel the beauty of the splendid culture of the motherland in a subtle way and cultivate good will and character? It is conceivable that it is not enough to use textbooks in class. Many seniors told me that it is a good idea to let children read more books. "If you read a book a hundred times, you will see the meaning yourself." However, we can't help thinking: What should our children read? How do children read?
At the same time, the curriculum standards require children to "develop good reading habits". The total amount of six-year extracurricular reading is not less than 6.5438+0.5 million words. "
Put forward problems and requirements, we must find ways to solve them. At this time, we are pleasantly surprised to find that our Chinese textbooks have changed, which makes us seem to see a little star from the lack of thread. This is the unit guide in the textbook. Through a period of practice, we finally realized the subtlety of unit integration.
First, the introduction of learning, integration of unit content
The new Chinese curriculum is characterized by focusing on the integration of content and the gradual training. Before each group of texts, a unit "Introduction" is set up to stimulate students' interest in learning. At the same time, the training focus of this group of teaching materials is briefly explained, prompting students' learning methods and learning focus, so that teachers and students can have an overall understanding of the whole group of teaching materials before teaching and learning. For example, the introduction of the third group of texts in the first volume of the fifth grade reads: "In life, we often read explanatory articles." No matter how to introduce new products or explain the causes of natural phenomena, we should use some methods of explanation. "Introduction actually plays a programmatic role here, that is to say, it requires students to have an overall understanding of the arrangement of this unit through reading guidance and catalogue. And clearly arrange the intention and learning tasks: through the study of the text, master the corresponding explanation methods.
However, in practice, I found that students' learning ability is very strong, and they can grasp the key points and difficulties after reading the text once or twice, but they lack the awareness of mastery, can't grasp the internal relationship of knowledge, and can't master knowledge more systematically. This requires us to start with the integration of intensive reading and skimming the text.
Second, the integration of intensive reading and skimming.
In order to reflect the integration within the unit, the textbook strengthens the connection between intensive reading and skimming. Editors basically use "connectors" between intensive reading and skimming, which is the link between the preceding and the following. It clearly points out the requirements and methods of skimming the text, embodies the reading training process from intensive reading to skimming, and makes the whole sense between intensive reading and skimming stronger. We find that skimming the text has obvious independent reading nature. The arrangement of skimming the text in the experimental textbook of curriculum standard is mainly to guide students to apply the basic Chinese skills learned from intensive reading to reading practice and gradually improve their independent reading ability.
You are all experts in intensive reading, so I won't go into details. Here I will talk about skimming the text. The arrangement of skimming the text is one of the important highlights of the new textbook. The main purpose of skimming the text is to guide students to apply the basic Chinese knowledge and reading methods learned from intensive reading to reading practice, and to cultivate students' independent reading ability and good reading quality. People's Education Publishing House arranged skimming of the first volume of the third grade text. Moreover, with the growth of grade, the proportion of skimming texts is increasing, exceeding that of intensive reading texts. And with the increase of skimmed texts, the proportion of selected texts is also increasing. This requires teachers to pay more attention to skimming texts and increase teaching time and energy. Any neglect of skimming the text is against the requirements of Chinese teaching. At the same time, how to teach intensive reading texts more accurately, skim the texts more simply and choose reading texts more vividly is a great challenge to teachers' teaching ability, teaching philosophy and teaching wisdom. Teachers should distinguish the teaching objectives of different types of texts. In order to better achieve the teaching goal of skimming the text, we require teachers to ensure "two requirements and three purposes", and the requirements of "two requirements" are lower than those of intensive reading. Generally speaking, it means "generally understanding the article" and "learning to browse, expand knowledge and collect information on demand", as long as you grasp the key points and difficulties to help students understand, the understanding of words and sentences is not the focus of training; Second, in teaching methods, teachers should let go more, give students more independent time, and pay attention to grasping the main idea of the article and evaluating the ability to browse and capture important information. "Three purposes" include: one purpose is to train students' skimming ability. Skimming is a very different reading method from intensive reading, that is, "getting a rough idea" does not reduce the reading requirements. Require faster reading speed and higher reading efficiency. The information obtained is more targeted and more closely related to reading in life. The formation of skimming ability requires teachers' careful guidance, personal efforts and long-term practical training in addition to the cultivation of intensive reading ability. The second purpose is to cultivate students' independent reading ability while skimming. The key to autonomous reading ability is to cultivate students' ability of inquiry reading and creative reading. And good independent thinking quality. We need to read the text and explore the reading methods that suit our personality in practice. The third purpose is to help us determine the training focus of intensive reading. There is a lead in front of skimming the text, which has two major functions: first, it helps to grasp the teaching focus of skimming the text; Secondly, it is an important basis for inferring the teaching focus of intensive reading, which plays a connecting role between intensive reading and skimming, making the teaching focus of intensive reading and skimming more consistent and close.
Third, the integration of various learning contents between units.
We find that in each group, from reading guidance, oral communication, homework to review and expansion, all parts highlight the learning focus of this unit from the content and form, with layout, preparation, review and communication, and each textbook has become an interrelated whole. When implementing the integration of various studies, we should pay special attention to their relationship. For example, the focus of the seventh group in the first volume of the fifth grade is to learn to collect and sort out information. In the course of reading guide, thinking practice, the training of choosing oral practice on the topic, and after-class expansion, we are coaching and forming students' mastery methods at different levels, and gradually cultivating students' habits and abilities of collecting and using materials.
Speaking of data collection, it is actually directly related to our reading in and out of class. This actually involves the category of "group reading". Therefore, let me briefly introduce our approach.
We have carefully studied the strategy research and related works of experts such as Mr. Feng on unit integration and group reading, and formed the group reading mode of unit integration in our school through repeated practice.
Based on the goal of textbook unit, give full play to the great role of synchronous reading of textbooks of People's Education Society.
We clearly understand that there are many kinds of extracurricular reading materials listed now, and many books are marked with hundreds of such books to be used in conjunction with the teaching materials of the People's Education Society. However, if we concentrate on reading, we will find that there are very few books that can be used with textbooks. Our school subscribed to synchronous reading in 2005, which solved the supporting problem well. Synchronous reading follows closely the teaching objectives and requirements of each unit. Arrange rich and readable articles for teachers and students to read together (especially in the form of class reading club). Through the full excavation of synchronous reading, it has undoubtedly become our first choice for extracurricular reading. How to combine this kind of reader with the textbook?
The "group reading teaching strategy" studied by Mr. Feng provides us with a good model, and the "group reading record table" designed by Mr. Feng has always been adopted by us. For example, in the teaching of the seventh group in the first volume of the fifth grade, the unit articles range from the greed of Eight-Nation Alliance's invasion to the brutality of the Japanese aggressors, from the longing for the reunification of the motherland at the end of the Anti-Japanese War to the national celebration of Hong Kong's return. The most unforgettable scenes in China's modern history are repeated. From the beginning of unit teaching, the teaching and research group of our school asked students to collect information about Eight-Nation Alliance's invasion of China and War of Resistance against Japanese Aggression, and consciously guided them to read lessons 62-65 in the textbook Synchronous Reading. They also asked students to find out the great shame and humiliation suffered by China during this period in extracurricular reading. At the same time, they are required to fill in the group reading record form carefully. At the end of the unit, they reported the situation and returned to the theme of the unit: remember history.
With the help of rich extracurricular books, we can contribute to Chinese teaching.
In every family that loves reading, there are always children's books in the bookcase. Many children always look at the illustrations after buying books, and then run through the tidbits and put them aside and never look again. During my home visit, I found this treasure house for children to read. At the beginning of the semester, I always ask my children to add the new books they bought after the holiday last semester to the book catalogue in the class reading corner. This is actually the basis for us to explore rich extracurricular book resources. For example, when I teach four expository essays in the third group of the first volume of the fifth grade, I not only ask students to know how to use expository essays to explain things around them from textbooks and synchronous reading. I also selected some articles from the book corner catalogue, such as "Encyclopedia for Teenagers", "One Hundred Thousand Why" and "The Unsolved Mysteries of the World", and circulated them in groups. Through the group reading record form filled out by children after reading, I found many knowledge points that can be extended deeper and wider in this unit. After a lot of reading, students have also learned more knowledge and cultivated the habit of reading independently and expanding their learning.
The teaching mode of unit integration and group reading has solved many problems in education and teaching around us. In the ranks of Chinese teaching, unit integration and group reading have only taken a limited step. We will study and apply this model better, and do our bit for the development of China's education.
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