I'm going to take a leave of absence to attend the seminar on the reorganization of reading units in the textbook group compiled by the Ministry, and review the book "Let students learn to read" recommended by Zhu Hongmei several years ago.
Chapter Two: Style and Group Reading
(1) Myth: (Marx: Any myth uses imagination to conquer, dominate and visualize the forces of nature. )
The "magic" in myth should be experienced, but it doesn't take much time.
If you experience "magic" more, there is no need to struggle with "truth and falsehood" (if students ask related questions, there are two ways to deal with them. One is not to explain every specific problem, but to let children know that with the development of science and technology, many myths have become reality, so that they can feel that myths reflect the good wishes of mankind; The other is to divert children's attention to feel the magic and interest of imagination, and combine this feeling with experience and practice to encourage them to "create" myths. )
The metaphor behind "magic" is not suitable for primary schools.
What we should feel most is the heroic spirit of sacrifice, the narrative structure of myth and the narrative language of myth.
(2) Fairy tales (can't be taught like narratives, can't be entangled with truth and falsehood, and can't interpret concepts)
Folk songs should be sung and fairy tales should be told.
Turn the podium into a fairy tale theater.
Discover the narrative characteristics of fairy tales. Whether telling or performing, we must find the narrative structure of fairy tales, so that narrative programs can quickly remember fairy tales. The structure of fairy tales includes repetition, contrast, circulation, the combination of reality and fantasy, pregnancy and coincidence. Read more and you will know.
(3) Prose (except pure literary novels, poems, dramas, non-literary practical articles, newsletters, features, reportage, reports, biographies, speeches, popular science sketches, fables and fairy tales) is narrative, and the integration of subjective and objective lies in seeking sentences and highlighting artistic conception.
Prose should trace back to the author's original intention and is not suitable for "multiple interpretation" The thoughts in prose are the author's personal feelings and thoughts. Pay attention to tracing the author's original intention, don't rush to the topic too early, and don't go outside the text for a long time to talk about "thoughts".
Reading prose is to pay attention to the author's personalized language experience (unfamiliar material selection and expression) and pursue the author's thoughts through language and words.
(4) Children's poetry (features: poetry recitation, close to children's life, simple but concise language, more elegant and interesting).
Reading-centered poetry teaching. (Clear voice) Reading is a whole-body exercise. You can read, pronounce, listen, understand etiquette and meaning. )
Poetry teaching with emphasis on understanding. (thinking aloud)
Writing-centered poetry teaching. Don't shy away from skills, accumulate certain creative methods and demand variety and novelty. Encourage students to connect with their own lives. Small changes in the Chinese curriculum system, such as the use of scraps, the influence of teachers, the reading of good poems, the publication of works and so on.
(5) Novel
How to perceive characters: guide close reading (character language, action, psychological description, etc. ); Guided by misreading (there is no absolute right or wrong in reading novels), it is an opportunity to deeply understand the characters in novels; Arrange a comparison (compare the characters' language, compare their performance in handling things, and compare their inner thoughts).
How to focus on the plot: focus on the incredible in the plot, focus on the turning point in the plot, focus on the suspense and foreshadowing in the plot.
The novel teaching should grasp the emotion in the novel. Cao Wenxuan: Classical novels, whether realistic or romantic, are tirelessly writing an article: a touching article, which has been written for several years. Try not to be overly emotional by external means, but guide children back to the text and between the lines to find emotions.
Pay attention to the connection between novels and life. Good novel teaching is good at asking questions and constructing topics, and linking books with life through questions and topics. For example: "I want to be a good boy" What kind of child is a "good boy"? In The Journey to the West's book-chatting class, the topics are all related to life. If you have the chance to be the Monkey King, would you like to be the Monkey King? If you had the chance to choose a king, who would you choose as our king?
(6) Fable (Tan Da: In fable, the lesson is the most important, followed by story and interest. )
With the help of clever questions, you can get the meaning quickly, and at the end, you must clearly explain the truth revealed by fables to students; Fable means reason first, reason first, relative certainty, not forcing you to accept it. But let you know. Understanding the occasions where fables occur and the applicable scenes can play a role.
Ways to acquire morality: selection, questioning method (if).
Fable teaching can do thinking training and philosophical enlightenment. We should pay attention to the discussion on the relationship between life and morality after Revelation, and use group readers to create more complicated reading situations. The really good fable teaching is not to read a lot of truth from a story. But to collide with the truth in this story and the truth in other stories. )
(7) Knowledge text
Understand the purpose of reading and basic reading strategies (begin to prepare knowledge, ask questions, integrate information and guess difficult words)
Continuous text (news reports, essays. Novel. Stories, comments, letters, etc. ) and discontinuous text (single graphics and tables, comprehensive text with icons, text clusters, various content materials for a certain direction, etc. )
Reading Strategies of Discontinuous Text