Collect data, prepare before class-stimulate interest, reveal topics-read the text at first, feel the whole-exchange feelings, question and ask difficult questions-focus on key points, read and explore intensively-return to the whole, deepen and improve-expand practice and encourage evaluation.
First, collect information and prepare before class.
This stage is the pre-class link. The purpose is to make students form the habit of previewing before class, learn the methods of previewing, and get ready for learning the text. This stage includes two links:
1, preview. It can be divided into five aspects: reading, drawing, looking, thinking and choosing.
"Reading" and "painting" means reading through the text. It is suggested that middle and advanced students adopt the method of silent reading and draw unfamiliar words, words and sentences while reading. "Looking up a dictionary" is to master the pronunciation and meaning of new words by looking up a dictionary. "Reading" means reading the text aloud, trying to read the correct pronunciation and understand the sentences. Draw sentences that can't be read well or are difficult to read, so as to study with teachers and classmates in class. "Abstraction" means extracting what you think is valuable. "Thinking" means doing a good preview and summary. What is the main content of this text? What are the characteristics and feelings of writing? Is there anything you don't understand? Take preview notes for class communication.
2. Collection: Before class, students can try to collect materials related to this lesson and helpful to learning this lesson according to the teacher's tips and their own abilities, and sort them out to prepare for classroom communication.
Second, stimulate the introduction of interest and reveal the topic.
This link means that teachers choose effective means to stimulate students' reading interest, attract students' attention, mobilize students' emotions, impress students' hearts and shorten the distance from the author according to the characteristics and actual situation of the text. There are many ways to import. For example, guide students to exchange information collected before class, stimulate teachers and students' emotions, show wonderful teaching materials to attract students' attention, and create situations by means of audio-visual education. No matter what method is adopted, its purpose is to stimulate students' interest in learning. The import language should be concise. The topic is the eyes of the article. After introducing the topic, teachers should grasp the eye of the topic and guide students to solve problems, thus guiding students to grasp the main content of the article.
Third, read the text for the first time and feel it as a whole.
The first reading is mainly to guide students to start with the content, perceive the text through language and words, have a preliminary overall impression on the text, and express this preliminary impression. This step is divided into three levels:
First of all, according to different text contents, teachers put forward expression requirements as reading tips. Reading skills can be put forward from three aspects: first, grasp the content of the text, such as "what did you mainly write?" The second is to grasp the center of the text, such as "What impressed me the most?" The third is the understanding of the text structure, such as "in what order?"
Teachers' reading tips should proceed from the whole and adhere to the following principles:
First, follow the author's thinking, arrange the teaching process, so that writing, teaching and learning can be integrated into one, which is convenient to guide students' thinking into the right track, so as to grasp the context of the article, understand the internal relationship between the whole and the part of the article, and train students' thinking logic, profundity, flexibility and agility.
Second, we should be good at grasping some design reading tips that are easy to cause students' thinking obstacles and closely related to the center. For example, if you study the first paragraph of Ten Miles of Prime Minister, you can design such a set of tips: "What is the main content of this paragraph?" "What touching scenes have you written?" "What kind of mood can people feel through these scenes?" This can guide students to carefully read the sentences describing "weather, people, grandma, young couple, red scarf" and experience people's painful feelings.
Then, the teacher guides the students to read the text in their favorite way. You can also create an atmosphere that is harmonious with the content of the text by means of pictures, music, audio recording and video recording as needed, so as to mobilize students' interest in reading and enthusiasm for thinking as much as possible, so that students can make a more accurate impression through vision, hearing and imagination.
Finally, let the students express their impressions. Students' expression is a test of text perception, and at the same time, they have been trained in their thinking ability and oral expression ability, which has initially infiltrated ideological education. When students' expression is not accurate enough, they can be guided to re-read and re-perceive.
The initial reading stage has the following requirements:
(1) The initial reading stage is the key stage for the success of reading class, so students should not go through the motions, but should be given enough time to read, think and communicate.
(2) Check the communication. After students start reading, teachers should design an exchange plan that conforms to students' reality and check students' self-study. At the same time, teachers should play a leading role, correct and supplement the mistakes or omissions in the conscious process, and sort out and solve the problems raised by students. Valuable questions should be integrated into the teaching objectives, and students can only find the answers after reading the text deeply.
Fourth, exchange feelings, question and ask difficult questions.
When reading and after reading the text, students will naturally have reading feelings and experiences, and naturally have doubts and questions. Teachers should guide students to exchange their feelings and experiences in reading and ask questions they don't understand. Teachers should make full use of this opportunity to understand students' self-study since enlightenment, sort out and summarize them, and determine the focus of follow-up teaching, so as to make full preparations for guiding students to deeply understand the content of the text. Only in this way can we truly embody the teaching concept of teaching by learning and guiding by learning.
Five, around the key points, intensive reading and exploration
Guide students to read the text intensively, and conduct in-depth exploration around the determined teaching focus or most students' problems. On the basis of full reading since enlightenment, students have a heart-to-heart dialogue with the author by reading the key sentences and paragraphs of the article, so as to grasp the main idea of the article, understand the way of being a man and understand their own thoughts and feelings. In this process, teachers should organically combine the guidance of reading the text with understanding the text content and exploring the answers to questions, deepen the understanding of the text content through reading the text, and promote the improvement of reading level through understanding the text content, so that reading the text and understanding the text can be organically combined, promoted and improved each other; Combine problem-solving methods and understanding methods organically, and infiltrate problem-solving methods in the process of problem-solving, so that students can naturally experience problem-solving methods in the process of reading texts and solving problems; Combining the understanding of the ideological content of the text with the writing method of the article, students can truly experience a complete reading process of understanding the ideological content of the text through language and words, and then realize how the ideological content is expressed through language and words.
Sixth, return to the whole and deepen improvement
On the basis of intensive reading, students can understand the ideological content of the article, read the full text, enrich and deepen their understanding of intensive reading, and further ponder and understand the writing methods of the article.
Seven, expand practice, incentive evaluation
After students finish learning the text, their Chinese knowledge and cognitive ability will be improved to some extent. At this time, teachers should guide students to expand moderately and consolidate their learning achievements. Depending on what you have learned, you can read or do various exercises. In particular, students' sense of language formed through repeated reading and selective reading should be accumulated through imitation exercises such as situational word filling and sentence making. Practice should be diversified, creative, selective, open and comprehensive.
Correctly evaluating the self-expression, inquiry ability and achievement of a class is the propeller and catalyst for students to further study. The evaluation can adopt the method of combining students' self-evaluation, mutual evaluation and teachers' evaluation, and it should be objective while affirming and encouraging.
Problems needing attention in the operation of this mode:
1, correctly grasp the nature and characteristics of Chinese curriculum, and adhere to the unity of instrumentality and humanity.
The understanding that Chinese is a tool is hard-won, and this view was not written into the syllabus until 60 years after Chinese was taught alone. There is nothing wrong with implementing instrumentality in Chinese teaching, otherwise it is completely unnecessary to offer Chinese classes. Before the new curriculum reform, the problem in this respect was that we wavered between instrumentality and ideology, while ignoring another importance of Chinese class-humanity. Chinese itself is culture, and the course content is full of humanistic color. Chinese course can comprehensively improve students' humanistic quality and carry forward humanistic spirit. The correct way is to attach importance to the humanity of curriculum, teaching materials and teaching. In teaching, in the process of cultivating all kinds of Chinese abilities by using words, phrases, sentences and texts, humanity is highlighted to achieve the harmonious unity of instrumentality and humanity.
The basic connotation of "the unity of instrumentality and humanism" is: Chinese curriculum must follow the characteristics of Chinese itself and students' learning Chinese, and through independent, exploratory and cooperative learning methods and a large number of Chinese practice activities, students can acquire basic Chinese literacy and master the important tool of language; At the same time, Chinese course should accommodate students' life experience, let students interact with the course text, influence students' mind and morality, and build a cultural foundation for students' lifelong development.
2. Strengthen the goal consciousness and realize the integration of three-dimensional goals.
The curriculum objectives of knowledge and ability, process and method, emotional attitude and values reflect the requirements of the state for students to learn Chinese and be human. The first two dimensions focus on learning Chinese, and the third dimension focuses on learning to be a man. Learning Chinese is related to the "talent" and "ability" of successors; Learning to be a man is related to the "virtue" of successors. We need successors and laborers with both ability and political integrity. We Chinese teachers should fully realize the significance of today's work to students' growth and the future of the motherland, and try our best to cultivate each of our students into China people who are patriotic, responsible, caring, love the language and culture of the motherland and have certain language learning ability and language literacy, so as to realize the overall optimization of education and Chinese learning.
3. Establish a new relationship between teachers and students, and realize the complementary advantages of meaningful acceptance learning and inquiry learning.
Some experts say that before the curriculum reform, teachers regard students as "demons" and control them tightly; After the curriculum reform, students are regarded as "angels" and allowed to fly freely. In fact, students are neither "devils" nor "angels"; They are growing and developing people.
At least two issues are involved, one is the relationship between teachers and students, and the other is the way of teaching and learning. The relationship between teachers and students should be one of equality, democracy, mutual trust and respect. It is wrong to engage in teachers' dignity. Simply understanding teachers and students as partners and collaborators is probably not comprehensive. Teachers are not only students' learning partners, but also have the responsibility to let students learn to learn through guidance and education. Seeing students as "demons", teachers naturally become "masters" and students are bound to become passive recipients, which is the biggest problem in previous teaching and must not be repeated; Seeing students as "angels", teachers will inevitably give up their responsibilities. Students are full of joy, but they often learn little, which should be vigilant in current teaching. In the way of teaching and learning, students are regarded as "demons", teachers are bound to lead students and regard students as "angels", and teachers are bound to let themselves go and be led by students. This is not what we want to see. What we want to see is the harmony between teaching and learning, and a meaningful combination of accepting learning with autonomy, cooperation and inquiry learning.
Advocating independent, cooperative and inquiry learning methods is conducive to the change of teachers' teaching concepts. In the teaching process, teachers are the dominant, students are the main body, and all students have the enthusiasm for learning. Teachers should activate and mobilize students' internal potential. Teaching should be student-oriented and meet the different requirements of different students, which not only embodies * * * learning, but also meets personalized learning. Cooperative inquiry is also conducive to cultivating cooperative spirit and inquiry ability, and cultivating people who can learn. Therefore, we should pay attention to the practice and research of autonomy, cooperation and inquiry learning methods in teaching, and we should not give up easily. It is necessary to organize timely, moderate and effective cooperative inquiry learning according to different grades, different course contents and different class types. We should study with purpose, requirements, everyone's input and effectiveness. Everyone's participation is important. It is necessary to prevent some student activities from replacing all student activities, and to prevent some students from replacing all students as the main body.
In primary school, autonomous, cooperative and inquiry learning can only be preliminary, and the content of inquiry is relatively simple, which needs the organization, guidance and help of teachers and should not be used frequently. It is important to cultivate students' awareness of inquiry and the seeds of innovative thinking through the process of inquiry.
Meaningful learning is necessary and an important teaching method in primary schools. After the teacher's inspiration and guidance, students still don't understand well, don't understand accurately, or don't know what they need to know now, so they should explain. A good explanation is also enlightening and helps students learn to learn.
4. Grasp the characteristics and key points of the annual style and text, teach flexibly and improve students' Chinese literacy in an all-round way.
From the annual goal, the focus of the lower grades is: cultivating reading interest, literacy, reading aloud, understanding the meaning of words and phrases, and accumulating words and phrases. The key points of middle school are: reading aloud and reading silently; Understand words, sentences and paragraphs, grasp the main content, and experience ideological and emotional learning. Know some expressions; Get into the habit of reading books and newspapers. The key points of senior grades are: grasping the main content of the text, understanding thoughts and feelings, trying to figure out the narrative order of the article, and understanding the basic expression methods; Learn to read articles in different styles, such as poems, narratives and expositions; Learn to browse and collect information as needed.
From the perspective of different styles of texts, we should read poems while imagining the described situation to understand poetry and be familiar with it. Prose, especially beautiful prose expressing emotion by borrowing scenery, should be read with guidance and students' full voice and emotion, to understand the scenery and the author's feelings, and to accumulate beautiful language on the basis of familiar reading. Fairy tales and stories should help students sort out the clues and get familiar with the key words after the first reading, and then practice retelling with the clues as the warp and the key words as the weft. In the narrative, we should first understand the outline of the matter, and then grasp the key parts to express our feelings and learn from the writing methods. After reading a novel for the first time, we should grasp the description of the characters, feel, experience and evaluate the characters, and understand various methods of describing the characters. Explanatory articles should focus on the basic explanation methods after a preliminary understanding of the explained content.
What is the teaching focus of a specific text will vary from text to text. The same words are about scenery and objects. Different texts should have different emphases. For example, the full text of the Rich Xisha Islands is written around the sentence "This is a lovely place with beautiful scenery and rich products"; Some paragraphs, like writing about the color of sea water, are also written around one sentence (the sea water in Xisha Islands is colorful and magnificent). We can learn to write a paragraph around a sentence according to the requirements of the year and the characteristics of the text, which is a key point in teaching. The Beautiful Xiaoxing 'anling describes the scenery and products of Xiaoxing 'anling in the order of seasons. In teaching, we can focus on understanding and learning to describe the scenery in chronological order and grasp the characteristics. "Zhao Zhouqiao" is different from the text. Write the firmness of the bridge first, and then write the beauty of the bridge. Before writing firmness and beauty, use a transitional sentence: "This bridge is not only firm, but also beautiful." It is undoubtedly the focus of this course to understand how the author writes about the firmness and beauty of bridges and the function of turning sentences. The above three texts are all about scenery, and they are all compiled in one book (the first volume of the third grade of People's Education Edition), but they can have different teaching priorities. Another example is Summer Palace and Jinhua Shuanglong Cave, which are both travel notes and articles describing scenery. Because it is written in the order of sightseeing, students must be guided to learn and learn from this writing method in teaching.
But it is also a narrative text, because the text has different characteristics, so teaching should have different emphasis. My uncle, Mr. Lu Xun, recalled Lu Xun from several aspects and through several things. Students should understand this writing in teaching. The outstanding feature of Memories of Sixteen Years ago is that it echoes from beginning to end, so it should be included in the teaching focus to let students understand this writing feature. The remarkable feature of Goodbye, Dear People is that it writes three paragraphs: aunt, little golden flower and sister-in-law, and expresses feelings on the basis of narration; On the basis of the first three paragraphs, the last three paragraphs express their feelings more deeply and intensively. It is necessary to attach importance to this kind of writing in teaching. "The rain is coming for Xiaojie" will skim the text. The article is very long and is written in six parts. It is more appropriate to focus on skimming the text, get a general understanding, and then add subtitles to each part. In a word, it is an important principle to define the teaching objectives and formulate reading teaching strategies.
5. Teachers should give full play to the leading role, guide students to learn to read through reading teaching, and enrich their accumulation.
Reading teaching is a reading activity with a certain goal and direction, rather than aimless autonomous learning. Teachers' guidance is needed, especially for primary school students at the stage of learning and reading.
Reading teaching in curriculum reform not only emphasizes students' autonomy, but also ignores teachers' guidance, not to mention teachers passively following students, which makes teaching like a boat in the sea and loses its direction. In primary school reading teaching, teachers must not give up their leading role. Different from the past, teachers should "guide" in learning with their classmates and "guide" in the dialogue between teachers and students and the text. Teachers are first and foremost students' study partners. They should bend down, walk among the students and study with them. At this time, the condescending teachers disappeared, and some were big friends who studied together, which increased the affinity between teachers and students. In the process of learning, teachers should strive to achieve "three respects": respect students' independent choice of learning content and learning partners, and be "the master of learning". Therefore, we should guide, guide, coach and induce in our study. For example, if students ignore important learning content, teachers should remind students to pay attention; For the key and difficult points that students can't understand clearly and deeply, teachers should ask them as questions and discuss them with their classmates. Teachers should guide students to discover and acquire learning methods and habits that students have not yet realized; Teachers should explain what students should know but don't know and still can't understand through discussion and exchange. Curriculum reform should not reject all receptive learning. It is necessary to accept learning in a meaningful way. Teachers' demonstration and explanation is also a kind of guidance, which can actively influence students from acceptance to discovery. It should be noted that the teacher's "guidance" should be based on the reality of students' "learning" and should be learning-oriented, rather than teachers subjectively leading students; The teacher's "guidance" should be the "guidance" in the dialogue between teachers and students, with emotional exchange and thinking collision, rather than the cold "I teach you to learn"; It is necessary to implement the "guidance" of teachers, so that students can learn to learn in the dynamic learning process, gradually generate and construct, and construct knowledge, ability, methods and habits.