I. Background and significance of the research
"Chinese Curriculum Standard" clearly points out that it is necessary to cultivate students' "extensive reading interest, expand reading scope, increase reading volume, advocate doing fewer questions, reading more, reading good books, reading good books and reading whole books". It is also clearly stipulated that the total amount of extracurricular reading for primary school students is not less than 6.5438+0.45 million words, and 654.38+0.60 excellent poems are recited.
Our school is a rural boarding primary school. Due to the limitation of geographical location and economic conditions, the extracurricular reading of primary school students is still far from our goal.
20 10 in may, we conducted a questionnaire survey on 30 students in grade 3-6/kloc-0 from the aspects of interest, methods and ways of extracurricular reading (the questionnaire is attached), and * * * recovered 27 valid questionnaires/kloc-0, with a recovery rate of 97.7%. Summarizing the survey results, the analysis is as follows:
1. From the reading interest and reading purpose, 100% students like reading extracurricular books, and about 60% students read extracurricular books in order to increase their knowledge and learn to be a person.
2. In terms of reading methods, although 53.5% of the students extracted good words and sentences while reading, it was more for the teacher's assessment, because 44.9% of the students preferred comic books that were neither laborious nor laborious. But about 28% students don't read books because they don't know what to read, which affects extracurricular reading. In this way, the effectiveness of extracurricular reading in our school is low, and students' extracurricular reading ability can not be improved.
3. From the reading way, 74.4% children choose their favorite extracurricular books, and the range of choice is very small.
What caused this situation?
◆ Economic constraints
Due to the underdeveloped local economy in rural areas, many students' family conditions are still very difficult, and most of their parents work in nearby factories. Parents' overall quality is not high, and their understanding of extracurricular books is relatively one-sided. They think it's enough to read books issued by teachers, and they don't need to buy any "idle books". They must buy counseling books that are closely related to their studies, such as Learn Chinese with Me and Composition Book. According to the survey, only 53.5% of students' parents will selectively buy some books that their children like.
◆ Insufficient teacher guidance.
After the implementation of the new curriculum, many teachers also know the benefits of reading a lot, asking students to read more extracurricular books, and some want to give students some suggestions on extracurricular reading. However, due to the limitation of their own ability, they seem willing but unable to give guidance, and can only be guided by Chinese classes (the survey shows that it accounts for 60.5%). Therefore, students lack good reading habits and methods, and just gulp down a limited number of books, which does not benefit them a lot and does not feel the happiness brought by extracurricular reading. Students are more likely to read aimlessly outside class. Because there is no purpose, it does not have much effect. Many students prefer to read comic books without thinking.
In view of the above research background, we put forward the subject research of "practical research on expanding thematic reading in primary schools"
Secondly, it briefly introduces the research status at home and abroad.
Compared with the past, there have been many new changes in reading teaching in recent ten years, mainly in interpreting reading teaching theory from two new perspectives: research reading and new concept reading. The construction of reading teaching mode is embodied in personalized reading, language sense teaching, autonomous reading, fast reading and interactive reading. The changes of reading methods are embodied in network reading, extended reading, whole reading, comparative reading and annotation reading. Among them, the outstanding research topics are:
Dou Guimei's research on thematic teaching: Starting from children's own characteristics and learning conditions, curriculum units and textbooks themselves, the "thematic language" of textbooks is extracted, that is, words related to life experience that belong to "life meaning", and the "whole body" of textbook knowledge system is moved from one theme to another in the form of "accumulation, perception and creation", so as to stand at the height of philosophy and be further away from the level of life. This study focuses on the study of classroom theme reading, focusing on refining the "subject words" of teaching materials in class, thus enhancing the understanding of teaching materials. Our topic focuses on the practice and research of reading from extracurricular themes, and expands students' extracurricular reading in an organized and planned way, thus enriching students' extracurricular life.
Third, the definition of the subject concept
"Extended Theme Reading" in the discipline refers to extracting and infiltrating reading themes in classroom teaching, especially in extracurricular reading, centering on Chinese textbooks, according to the arrangement system of textbooks (each unit in the textbooks has a clear reading theme), so that extracurricular reading becomes the foundation and support of in-class reading, and extracurricular reading becomes the expansion and supplement of in-class reading, thus increasing the amount of extracurricular reading, improving students' interest in extracurricular reading and improving Chinese ability.
Fourth, the research objectives
1. Through the research of this topic, the research strategies suitable for extracurricular reading of primary school students in our school are explored.
2. Cultivate the emotion of loving the language of the motherland, develop the language thinking ability, stimulate the imagination and creative potential.
3. Initially form a curriculum system suitable for the actual situation of senior students and the characteristics of teachers in our school.
Research content of verb (abbreviation of verb)
To improve the effectiveness of extended theme reading teaching in primary school Chinese, we must choose effective reading content. So, what kind of reading content is effective? Effective content should be content that meets the requirements of curriculum standards and students' development needs, can cultivate students' healthy emotions, can be well developed and utilized, and is conducive to students' healthy growth, and should be accurate. For this reason, when guiding students to carry out extended theme reading teaching, we must work hard on the choice of reading content and carefully choose reading content.
1, the needs of students.
Every student is an individual of life and has his own thoughts and opinions. Therefore, the choice of reading content is also inconsistent. Therefore, teachers should determine the content of reading according to the needs of students. After each book is distributed, it will take about two classes, and students are required to browse the whole book, especially to sort out the reading topics of each unit, so that students can choose the topics set in this textbook according to their own preferences.
For example, the textbook 1 1 Many students chose the theme of Unit 3 "People" that they were interested in to read. Then when we teach the content of this unit, we should work hard from the word "guide" in class to make them understand the learning methods, and then apply the learning methods learned in class to extracurricular reading practice. Read articles and books outside the text extensively, so that they can "learn the law in class and benefit after class". For example, to learn from the poor, students should put forward relevant requirements in preview, read the text carefully, find out the methods of character description while reading, and carefully understand what role these character descriptions play in expressing characters. In class, analyze these words with students and project them: Sang Na is pale and emotional. She thought nervously, "What will he say? Is this a joke? His five children are enough for him ... is he here? ..... No, not yet! ..... Why did you bring them here? ..... He will hit me! That's what I deserve, I deserve it ... well, beat me up! " The reason why so many ellipses are used is that Sang Na's psychological activities are intermittent, from which we can understand Sang Na's inner contradictions, because after all, Simon's children are brought home under extremely difficult family conditions. In this way, it means that the burden on the fisherman's shoulders is heavier, and she has to worry that the fisherman will scold her and hit her. Through the description of ambivalence, we can also see Sang Na's inner kindness, and he would rather be beaten and scolded by himself.
On the basis of in-class guidance, guide students to learn related extracurricular articles or books, such as Anne of Green Gables, Root Bird, Little Peas by the Window, Little Heidi, etc., so that they can apply the methods learned in class to extracurricular reading. For example, in the article "Anne of Green Gables", Anne's description of thoughts and psychological activities is particularly delicate, which immediately attracted students.
2. The demand of subject reading.
At present, every unit in the textbook of People's Education Edition has a reading theme, but not every unit's teaching theme needs to organize students to carry out corresponding extracurricular extended reading. First, time is not allowed, and a lot of reading must be guaranteed by time. Second, there are many contents, and the effect of students' reading will inevitably be affected. So learn to choose and choose the theme. However, how to choose the reading theme is very important for students' interest, because reading interest directly determines the quantity and effect of reading. But after all, students are not mature enough to understand the importance of reading. The content they choose must be interested in watching some topics close to them.
For example, the third unit of volume 1 1 and the fourth unit of volume 12 are all subjects of foreign masterpieces. At this time, teachers can't just rely on students' reading interest. Teachers should not only satisfy their reading interest, but also determine the reading theme according to the needs of textbook arrangement. For example, Unit 5 of1/kloc-0 arranged the theme of knowing Lu Xun, but it is difficult for students to appreciate the lofty spirit of Lu Xun, a writer, thinker and educator, only by a few articles in books. In order to deepen students' understanding of Lu Xun, a great man, I also set another reading theme in the textbook 1 1-reading Lu Xun's articles and feeling Lu Xun's works. Works such as Hundred Herbs Garden, Three Ponds and a Moon, Hometown, Kong Yiji, etc. all let students go further into Lu Xun and get to know him. When reading this topic, because Lu Xun's articles are still difficult for primary school students to understand, I mainly organize students to extract the good words and sentences they see in the book when reading, especially for primary school students, reading Lu Xun's articles may be more difficult, so I especially ask for reading and thinking, thinking and reading. Read with the students, and let the students mark what they don't understand in the book with reading symbols, so that they can have something to say in the discussion. Finally, each student is required to complete the corresponding reading notes after reading an article or a whole book, so that we can publish another set of reading notes.
In short, reading must be "both hands and brain". Only in this way can reading become more exciting and effective.
Research principles of intransitive verbs
1, process principle
In the primary school stage, it is necessary to persist in completing the reading of 6.5438+0.45 million words, so the process is very important. Pay attention to the process, let students experience happiness in the process of reading, experience persistence in the process, and let them have a sense of accomplishment when harvesting results. This also requires teachers to persevere, pay attention to process supervision and management, find problems in time during students' reading, find solutions, and clear obstacles for students' extracurricular reading.
2. Incentive principle
Extracurricular reading is mostly done at home or after class, which is often a blank area that Chinese teachers pay attention to. Therefore, motivation is very important. Imagine that a young mind has gained a lot of knowledge in extracurricular reading, but it has not been affirmed by teachers, classmates and parents. What a dull thing it is for them! Therefore, teachers must adhere to the principle of motivation.
3. Theme principle
Teachers must grasp the theme of each unit, and then organize students to read after class according to this theme. For example, the theme of Unit 3 in the first volume of Grade Six is "People". While studying this unit, around the true feelings between people, we will read Anne of Green Gables, Root Bird and other true feelings. By reading this theme, students can further feel the good feelings between people, and at the same time, the amount of extracurricular reading is greatly increased.
Seven, research methods
1, survey method: in the form of questionnaire, we can know the views of teachers, students and parents on the present situation of extracurricular reading and discuss the situation of students' extracurricular reading.
Seriously investigate, objectively analyze, identify the problem and clarify the research object.
2. Documentary method: collect and sort out classic books, celebrity aphorisms, curriculum standards and other learning documents, provide positive teaching materials for students to read, reflect the times and professionalism, and spread the excellent culture of the motherland.
3. Action research: In-depth study of theoretical knowledge, based on the courses taught, combined with the research objectives of the subject, making scientific research plans, and constantly taking new measures to revise and improve new situations and new problems in the process of experimental research, and gradually building a more perfect and effective extracurricular reading model suitable for our students. At the same time, actively write the scientific research results at the stage, so as to change the professional behavior of teachers and improve the scientific research level.
4. Experience summary method: In the process of experimental research, we should pay attention to the accumulation of first-hand information, constantly summarize and summarize, and finally extract feasible and forward-looking research results.
Eight, research steps
1, prepare for the start stage (20 10, 9-20 1 1, 1)
Carry out marking investigation, grasp the corresponding information, complete the project plan and declare the project; Collect theoretical data related to this topic, conduct theoretical research, and make clear the research direction of this topic.
2. Research implementation stage (20 1 1, 2-20 1 1, 12)
Further strengthen theoretical study and in-depth practical research. Fully develop the research process and strive to develop in the process. Create a good reading atmosphere, cultivate students' good reading habits and master the corresponding learning methods.
3. Summarize the evaluation stage (20 12,1-2012,6)
Further summarize, refine, screen and sort out, write research papers and participate in paper review.
IX. Feasibility of project implementation
1. Extended theme reading is the requirement of education and teaching.
As the saying goes, reading is like writing. Carrying out extracurricular reading can improve students' reading and writing ability, expand students' reading and knowledge, and help improve students' Chinese literacy. Extended theme reading is not only one of the main contents of Chinese extracurricular activities, but also a supplement and extension of in-class reading, which has become another golden key to Chinese teaching. Therefore, the development of this topic is to meet the requirements of social development.
2. Practicality is the prerequisite for the development of Chinese subject.
"Chinese Curriculum Standard" theory: "Chinese is a practical course and a mother tongue education course. Learning resources and practical opportunities are everywhere. Therefore, students should be more directly exposed to Chinese materials and master the rules of using Chinese in a large number of Chinese practice activities. " Mr. Ye Shengtao said: "Teaching materials are nothing more than examples." Therefore, Chinese textbooks are only the starting point of teaching, not the end point. Extended theme reading focuses on teachers starting with Chinese textbooks, aiming at reading all kinds of books related to the theme in class.
3. The arrangement characteristics of the textbooks published by PEP are conducive to the development of this topic.
At present, the textbooks published by People's Education Publishing House are all based on the idea of "organizing the contents of textbooks by special topics and strengthening integration", that is, each unit has a clear reading theme. For example, the textbookNo. 1 1 of People's Education Publishing House has designed eight topics around the topic, and organized eight groups of teaching materials in an integrated way. They are: feeling nature, the motherland is in my heart, the song of the soul, cherishing our homeland, knowing Lu Xun for the first time, knocking on the door of poetry, people and animals, and the charm of art, which is beneficial for teachers to focus on Chinese textbooks in project development, refine reading themes according to the arrangement system of textbooks, infiltrate classroom teaching, and guide extracurricular reading, so that extracurricular theme reading can better become a powerful basis, support, expansion and supplement for in-class reading.
X. Research value and innovation of this topic
Our current textbook is the People's Education Edition, and each volume is based on the idea of "organizing the contents of the textbook by special topics and strengthening integration", that is, each unit has a clear reading theme. For example, PEP 1 1 This book has designed eight special topics, and organized eight groups of teaching materials in an integrated way around the special topics. They are: Feel Nature, My Motherland in My Heart, Song of the Soul, Cherish Our Homeland, First Meeting Lu Xun, Knocking on the Door of Poetry, Man and Animals, and Charm of Art, which are conducive to refining the reading theme with Chinese textbooks as the center in project development and according to the arrangement system of textbooks, infiltrating into classroom teaching and guiding extracurricular reading.
Therefore, it is of positive significance to carry out the practical research on expanding theme reading in rural primary schools, which will realize the transformation from in-class reading to extracurricular reading, from textbook reading to extracurricular reading, and from exam-oriented education to reading, nourish human nature and promote the individualized development of students. Therefore, the practical research of this topic is of great value to the theoretical construction and practical operation system construction of expanding thematic reading methods, effectively cultivating reading habits and improving Chinese literacy through reading and writing in primary schools. It is also of practical guiding value to improve students' disorderly and theme-free reading in our school, standardize students' extracurricular Chinese reading activities, enhance the pertinence and effectiveness of extracurricular theme reading, and effectively improve students' reading ability.
The so-called extended theme reading means that teachers extract "key words" with students according to the theme of each unit in class, that is, teaching around the theme of each unit, and at the same time list articles or books related to the theme of this unit for students to read after class, so that students can apply the reading methods guided by teachers in class to extracurricular reading after learning a text, that is, the extension from class to class. For example, when studying the article "The Poor", the teacher should lead the students to ponder carefully the description of Sang Na's psychological activities, so that students can feel Sang Na's inner activities in these words describing psychological activities, thus further feeling the kindness of Sang Na in taking Simon's two children home and raising them under very difficult conditions. In class, I follow four steps: reading, circling, tasting and writing. Through reading, circling, tasting, and further writing Sang Na's contradictory words, I realized Sang Na's determination to raise her neighbor Simon's children.
According to this guiding method, I recommend the book "Grass House" to students, because the book describes the inner feelings of the boy Sang Sang very delicately. The book describes the unforgettable six-year primary school life of the boy Sang Sang. In the past six years, he witnessed or directly participated in a series of seemingly ordinary but tearful and shocking stories: innocent feelings between boys and girls, sadness and elegance of unfortunate teenagers fighting against bad luck, persistent insistence of disabled teenagers on dignity, glorious personality of the elderly at the last moment, profound and beautiful understanding of life in death experience, and complex and poetic emotional entanglements between adults. ...
XI。 Division of labor among project members
Zhang Huiying: Organizing project application and establishment, writing project implementation plan and research report, and taking charge of questionnaire survey. Specifically responsible for the research work of the subject, responsible for the collection and collation of the research results of the subject, and summarizing and evaluating the subject in stages.
Wang Pingbo: Organize and implement the school's extracurricular reading activities, collect and sort out materials, and write small research reports or cases.
Xu Shuping: Implementation and guidance of students' extracurricular extended reading, data collection and arrangement, and writing small research reports or cases.