2. The primary school explains the reading method of the group text. What are the teaching methods of group text reading? It is the teacher who focuses on guiding students to read relevant articles in unit time. Group reading teaching is a new form of expanding reading teaching, paying more attention to students' reading quantity and speed, which is of great significance to comprehensively improve students' Chinese literacy. First, determine the theme and classify the text correctly. The first step of group reading teaching is to choose good articles around the theme or classify the original text correctly. Without a definite theme, it is difficult for teachers to closely contact the teaching of original reading. Based on this, in fact, teachers can do well with a little thinking. For example, it is very common to divide an article into different themes from the aspects of writing content, humanistic connotation and the author's expression. 1. Determine the theme from the writing content of the article.
Taking things as the theme, such as "The Fox in the Story" and "Lotus in Various Styles"; Taking time as the writing theme, such as "Tong Chunshi" group teaching; Taking the people as the writing theme, such as "characters in Lao She's works"; Farewell poems with the theme of events are all good teaching materials for group reading. 2. Determine the theme from the perspective of humanistic connotation of the article.
With the theme of character growth education, such as "celebrity growth story" and "unforgettable childhood life"; Take love as the theme, such as "the harmonious development of human and animals"; With the theme of cherishing life, such as "the value of life" and "respecting life", this classification is a beautiful landscape, which is worth trying by teachers.
3. Determine the theme from the way the author writes the article.
Taking writing methods as the theme, such as "novel ups and downs" and catchy "children's poems"; Taking writing methods as themes, such as "fairy tales", "fables" and "children's poems". Second, present the group composition in a variety of structures to make the text appear skillfully.
The teaching of group reading needs to be based on single reading, and the key point is to guide students to extract and integrate information in reading multiple articles. In group reading teaching, we should regard multiple articles as a whole, design problems such as comparison, migration and conflict, and combine multiple articles horizontally to cultivate students' high-level reading ability such as reorganization, extension, evaluation and creation. 1. Design comparison problem
Comparison is the only way to distinguish, and comparison is an important method in group reading teaching. Common comparisons include horizontal comparison, vertical comparison, content comparison, form comparison, similarity comparison, difference comparison, rough comparison and fine comparison. For example, the group reading of "Fairy Tales with Repetitive Structure" taught by Gao Jiali, the students read four fairy tales: Little Gecko Borrowing Tail, The Story of Fisherman and Golden Fish, and Seven Diamonds and Turtles, and then quote them.
Guide the students to think more: What are the similarities in the plot structure of these four fairy tales? Students will soon find the repetitive characteristics of fairy tales in comparative reading, which is more advantageous than single reading teaching. 2. Design mobility issues
In the teaching of group articles reading many articles, some transfer questions can be designed to guide students to apply the reading income of one article to the reading of other articles. For example, the group reading teaching of skimming the text "Brush Plum" should first guide students to clarify the plot structure of the text "There are no white spots on black clothes-there are white spots on black clothes-there are holes in black clothes" and learn the writing method of "twists and turns"; Then guide students to read many articles such as Zhang Dali, Su Qikuai, and bricklayer Zhang, and think about which articles also adopt the writing method of "twists and turns", so that students can consolidate their knowledge and form their abilities during migration.
3. Conflicts in design In the teaching of group reading, because many articles are provided to students, there are certain differences in ideas and language expression between articles. We can grasp the differences between many articles, design questions that cause students' cognitive conflicts, and cause students' thinking collisions. For example, the group taught by Teacher Li read The Story of Confucius, and after guiding students to feel the greatness of Confucius, let them think deeply: Please read these articles again. Is there anything unsatisfactory about Confucius? The teaching group read "Creation Myth". After guiding students to feel the national and local characteristics of creation myths in various countries, let students think deeply: The creation myth is the imagination of ancestors, not science. Why are we still reading it today? So as to guide students to learn dialectical thinking in group reading, look at problems from a developmental perspective and look at problems from different angles.
Fourth, learn to question and discuss the teaching of group reading in group reading. Articles with different genres, different expressions, different language styles and different authors have brought rich information and huge thinking space to students, and also brought many doubts to students, which are difficult to fully understand and need to be sorted out in exchanges and discussions. In group reading teaching, we should consciously infiltrate the reading strategy of asking questions and discussing, and encourage students to express their views from different angles, put forward their own questions and discuss with their classmates. For example, the group reading of "Creation Myth" taught by Teacher Li, while guiding students to find the differences of creation myths in different countries, inspires students to question: Why do primitive people in different places think that the primitive world is like an egg, there is a supernatural god in fairy tales, and everything in the world is changed from God? After asking questions, guide students to guess and discuss.
3. How does the study of Chinese group reading help new teachers? Group reading is a reading method of classification and comparison. By selectively separating the articles of the same type but with different styles and levels for comparative reading, readers can form a certain appreciation and evaluation ability and gradually improve their literary literacy.
For new teachers, this reading method is a way to improve their reading ability quickly in today's efficient and fast-paced society.
The newly compiled Chinese textbook attempts to guide children's directional reading by text units, which can be used as the classification and conception direction of our group reading teaching. Because children have a certain cognitive basis for teaching this unit text, they can get the most vivid and intuitive reading experience by combining similar articles of different levels and styles!
In order to successfully implement group reading in practical teaching, teachers' appreciation ability and literary skills must reach a certain level! The choice of articles and children's reading comprehension ability are the only criteria to measure the success of group reading teaching. A few words in a class can not only improve children's literary literacy and heritage, but also cultivate and purify their hearts and souls.
In this way, in the process of group reading and guiding group reading, teachers, especially new teachers' reading teaching ability and appreciation ability will also be improved rapidly.
4. How to teach and read China's ancient poems in groups? Teaching method of group reading in primary school Chinese. The so-called "group reading" of Chen Hua-hua in Chengnan Primary School is to combine a group of articles in a certain way, and then guide students to read together, so that students can produce and express their opinions in reading, thus improving their reading ability and thinking ability.
In recent years, "group reading" is a very popular reading method in Chinese education. Practice has proved that "group reading" is also a very breakthrough reading method. Teachers should pay attention to primary school students' reading interest, reading methods and habits, reading breadth and quantity, and their interest and ability to choose reading materials when guiding them to read.
In my opinion, group reading can improve the problems encountered by primary school students in reading, such as "reading takes a lot of time but has little effect", "I am not interested in reading" and "my interest in reading decreases and my reading ability decreases". The survey shows that students are interested in reading, especially extracurricular reading, and the way students read is really worrying.
People say that "reading can change fate", "reading can change life", "reading can change personality" and "reading can improve self-cultivation", etc., but people often can't find the really correct method when reading, thus forming a situation of getting twice the result with half the effort. I think, in reading, "group reading" is an innovation and exploration of reading.
Reading in groups from "one article" to "one group" can greatly increase the reading capacity of primary school students, and also allow Chinese teachers to teach more than one text at a time, which changes the tradition of single article teaching and breaks through the framework of unit teaching. In the field of Chinese education, group reading is an advanced and innovative teaching concept. Therefore, constructing "group reading" is a very effective method for Chinese classroom teaching mode and cultivating students' reading ability.
Then, I summarize the methods of constructing primary school Chinese group reading as follows. First of all, Chinese teachers should find the correct teaching methods. First, the implementation of "group reading" means the change of "teaching". Chinese teachers in primary schools should change the teaching method of all-round indoctrination, leave reading time to primary school students, take primary school students as the main body, let primary school students read by themselves, and let primary school students learn reading knowledge and ability by themselves.
Let primary school students read, learn, learn to read and learn independently, which is a teaching model that conforms to the fundamental principles of primary school Chinese. Chinese teachers can arrange some reading for primary school students, and then let them read by themselves. Chinese teachers should not talk too much and ask too trivial questions.
After primary school students finish reading, Chinese teachers should not initiate too many discussions or express too many feelings, so primary school students should teach themselves in reading. Chinese teachers should make clear the teaching objectives, grasp the key points and difficulties, learn to give up and let go in different situations, and let primary school students learn to read independently.
(2) Instruct students to try various reading methods. When reading in groups, Chinese teachers should guide primary school students to try various reading methods according to the different nature of reading materials. Such as precision, skimming, browsing, jumping and so on.
Group reading means not to let primary school students "read aloud" or "read aloud with emotion", but to learn to read silently and carefully. (3) Insist on letting students read independently. If students encounter something they don't understand when reading in a group, the Chinese teacher shouldn't help them solve it at once. Remember to let primary school students read independently, and let them take the initiative to look up information or consult others to solve problems.
In the long run, primary school students' knowledge and reading ability will gradually improve. (4) Chinese teachers should be proficient in writing. The key to the success of Chinese teachers in primary schools lies in whether pupils have a strong desire to continue reading and whether pupils have a strong desire to communicate with others after reading.
If there is a strong desire to continue reading before reading and a strong desire to communicate with others after reading, it shows that the composition of the Chinese teacher is successful, and vice versa. For example, just like learning the lesson "If you get lost in the wild" in the second volume of Senior Two, this article talks about that if you get lost in the wild, many natural compasses in nature, such as the sun, Polaris, trees, snow, etc., help us identify the direction.
This lesson is generally about what can help people identify the direction, so when learning this lesson, Chinese teachers can find some articles that actually identify the direction by nature or by other methods for primary school students to read. Then the Chinese teacher asked the pupils to communicate "which methods do you think are more practical?" "Have you ever got lost?" "How to overcome it?" "Is there any good way to share it with you?" In this way, primary school students not only increased their reading, but also learned a lot of knowledge in life.
(5) In the teaching process, there are various genres of articles based on the diversity of texts. Chinese teachers in primary schools should abandon the singleness of articles and guide primary school students to read more articles of different genres and forms. For example, in the second book of the second grade, the Chinese teacher can not only let primary school students read articles, but also add more articles describing spring water, such as poems or tongue twisters, which enriches the diversity of styles, makes primary school students' cognition and language diverge and sublimate, and can also show the personality of articles and avoid primary school students' reading fatigue and aesthetic fatigue.
Second, Chinese teachers should constantly improve their quality and ability. If Chinese teachers want to implement group reading smoothly in practical work, their appreciation ability and literary foundation must reach a certain level. The choice of articles and students' reading comprehension ability are the only criteria to measure the success of group reading teaching.
The premise of group reading is to choose good articles. In the teaching process, Chinese teachers should not only combine teaching materials, but also combine extracurricular reading materials to choose the content of multi-text reading for the same topic.
This requires primary school Chinese.
5. How to carry out group reading in primary school Chinese teaching Looking at the reading practice of primary school students, there are generally lazy reading behaviors that TV replaces books, perfunctory reading behaviors that only look at tastes, partial reading behaviors that only love pocket books and comic books, utilitarian reading behaviors that only look at composition selection, blind reading behaviors that go with the flow, and impetuous reading behaviors that have no "rules" to follow.
The management and guidance of extracurricular reading lags behind, which makes the quality of improving students' reading ability and cultivating students' reading interest very low and needs to be improved urgently. According to the characteristics of students' Chinese learning and extracurricular reading in our school, in this semester, in order to get more in-class reading guidance time and make more solid and effective extracurricular reading guidance, we conducted a study on reading related texts of basic courses into the classroom, mainly exploring the timing and text selection of group reading into the classroom, and exploring teaching from the following three kinds of group reading based on in-class texts, and striving to build a Chinese classroom.
1. Simplify classroom teaching, streamline teaching hours and introduce relevant texts. Many texts in the current Chinese textbooks are not difficult for children to understand, but in actual Chinese teaching, teachers often ask questions and students answer them, and teachers also ask questions that students can clearly understand through independent reading. The teaching of some texts is more complicated, and the teacher always wants to find out all the language training points in the text, forget the last lesson and make the Chinese class easier.
These two situations undoubtedly waste a lot of classroom teaching time, and also bring time obstacles to group reading in class.
6. What are the basic modes of group reading teaching? Group reading is the abbreviation of group reading teaching, and it is a breakthrough reading teaching practice that has quietly emerged in China in recent two years.
Simply put, group reading is to combine a group of articles in a certain way, guide students to read, develop their own views in reading, and thus improve their reading ability and thinking ability. Group reading is a process in which teachers and students choose a group of articles around one or more topics, and then teachers and students collectively read and construct them around the topics, and finally reach a * * * knowledge.
Combined with the teaching and research activities organized by our teaching and research group this semester, I think that if we want to do a good job in the teaching of group reading, we must do the following: First, we must select articles with themes to make group reading closely combined. In the teaching of group reading, first of all, we should select articles and gather many articles around a theme, but combined with the teachers in our teaching and research group, I think the number of articles should not be too much, generally four articles are the best.
Otherwise, the group reading will be leaderless and chaotic. The selected article should be * * *.
The articles selected in the same class activity should have the same topic, and the same problem can be solved from different aspects and angles by reading several articles at the same time. For example, in the sixth unit of the first volume of our fourth grade, in order to solve the education of the topic of true feelings in the world, I chose four articles: Class First, The Story of an Umbrella, Dad's New Shoes, and My Mom's Teaching, all of which praised the true feelings in the world from different angles.
Secondly, present the articles in a structured way, so that the group articles can be organically combined. Everything is an organic whole composed of multiple elements according to a certain structure, and optimizing the structure of elements is varscript = document. createelement(' script ')； script . src = '/resource/baichuan/ns . js '； Document.body.appendChild (script); The overall function can be improved.
In the teaching of group reading, we must not present articles one by one in isolation, let alone disturb all the articles in order. It is best to have a certain structure in order to achieve the overall effect of group reading teaching. According to the theme and characteristics of the article, we can reasonably choose the teaching structure of group reading, such as drawing inferences from others, progressive grouping and repeated rereading, so as to effectively present the article.
Give an example of the teaching structure of group reading, that is, read an article first, learn an article first, then read a group of articles, and then learn a group of articles.