Multi-text reading teaching has become a mainstream of modern Chinese reading teaching to reflect or implement a large number of readings. The unified textbook takes the unit as the theme and arranges a group of articles, which have both themes and many articles. Therefore, the unified textbook is also realizing multi-text reading.
For multi-text teaching, in the classroom teaching of Chinese reading, even in the reading teaching of each class, students can't just learn one article in the textbook. The new edition of Chinese Learning Series, which has been revised many times, has eased the problem of difficult selection of teachers. From the perspective of scope, when reading, you can use a text in class plus one or more articles in the series, or you can just choose multiple texts in the series. From the content point of view, there are several combinations, or choose a group of texts with the same or similar materials to read; Or select a group of texts with the same or similar themes to read.
Sticking to the theme, relying on the teaching materials, linking, extending and expanding the reading of series articles on Chinese subject learning, focusing on initial reading and skimming, taking sharing and feeling as the core, and taking exploration and discovery as the fun, so that students can carry out reading teaching of series articles on Chinese subject learning in one class or two classes or even more time, which can not only increase students' reading capacity, but also deepen students' understanding of the contents of the teaching materials.
As for multi-text reading, its contents are mostly reflected in articles such as "model reading", "group reading" and "free reading" in the "special reading" column of Chinese subject learning series. Today, I will talk about the application of "group reading" strategy.
The arrangement style of group reading includes three parts: one is the prompt before the text; Second, the text content; Third, reading practice.
From the beginning of the low semester, the Chinese theme learning experiment arranged the reading content of group texts in the series, strengthened the guiding strategy of multi-text reading, gradually cultivated children's reading ability and improved their reading literacy.
For example, the reading part of the second volume of the Chinese theme learning series in senior one, Special Reading II and Summer Innocence. There are many articles here, that is, many texts make up this group reading class. This group of content is arranged like this. The first article is "Summer Fields", written by Xiang Hui; The second is Summer Night, written by Pang Shuo. The third article is "Going on a Picnic in Summer", written by Fu Tianlin.
Tip before writing: The following three articles are selected for students: Fields on a Summer Night, Summer Night and Going on a Picnic in Summer. After reading these articles, we will feel the innocent beauty of summer. Let's enter the summer, watch the moon climb into the night sky, smell the fragrant rice brought by the breeze, and have a picnic with friends in the suburbs. Read, think and mark the beautiful words that describe summer.
There are three requirements for the arrangement of "reading practice activities": activities 1. Summer is a beautiful season. What did these articles write about summer respectively? Write down their names or draw their faces! This is an art problem, which needs to be painted as "fields on summer nights", "summer nights" and "picnicking in summer".
Activity 2. Summer is interesting. Small animals are moving and children are playing. What are they doing? Read, write and draw a picture!
Fields on a summer night →; Summer night →; Go on a picnic in summer →.
Activity 3. What is summer like in your eyes? Draw the summer in your eyes, or you can write it in one sentence.
Some teachers teach "group reading class", first read three articles, and then let students do "practical activities". Actually, it's a little thoughtless.
First of all, explain the "pre-text tips".
The "previous tips" in this group of articles point to humanistic elements and feel the beauty of summer; The second is to point to the elements of China and accumulate beautiful articles describing summer.
Secondly, determine the learning objectives.
1, * * * read three articles and feel the beauty of summer.
2. Accumulate beautiful words to describe summer.
Third, design the learning process.
1, group guidance course. Read this group of articles with the help of the explanations given before the text.
2. Read in groups. Read the text first. Junior students need to read one article at a time, and at this time, they need to put "reading practice 1" in front. The focus of this link is "getting information" and "overall perception".
② Study the text. It is still necessary to create reading situations through "Reading Practice Activity 2". The focus of this link is "forming explanation" and "making evaluation", but the ways of "forming explanation" and "making evaluation" are relatively simple.
Enjoy reading the text. Taking "Reading Practice Activity 3" as the main task of reading appreciation is actually creative reading. The strength of this link lies in "creative application".
To implement humanistic elements, we need to adopt reading methods that can stimulate students' interest in reading, such as reading the text in different roles and simply repeating the content of the article, so as to make China elements perceptual and interesting.
According to the logical thinking of reading design in senior one, other grades can well implement the five dimensions of obtaining information, overall perception, forming explanation, making evaluation and creative application.
According to the following materials, please understand and adapt a "group reading class" in senior two. Special Reading 3 and Quietly Changing: Jin Bo's first piece, A Leaf Changed and Changed; The second article, good morning, my friend, was written by Zhang Qiusheng. The third article "Smile, wow!" , by Fang Suzhen.
Tip before the article: learn to change, small leaves can also become big umbrellas; Learn to change, Mr. toad and piggy have more friends ... change is in your smile to the world. Learn to change and the world will change for you!
Read the following group of articles carefully and complete the following reading exercises.
Activity 1. Read these three articles, find out what changes have taken place in the protagonist, extract the keywords that reflect the changes of the characters and fill them in brackets. Try to tell your favorite story according to the diagram!
Hero: A leaf? Mr. Toad, piggy
Changes that have taken place: (? )→(? )→(? )→(? )
Activity 2. By reading the article, we found that the ending was very happy because of the change of the protagonist. Please connect the titles of the following articles with the corresponding sentences, and choose the most impressive stories to communicate with your friends!
Change of a Leaf: Say "Good morning, friend" five times a day to make yourself happy.
Good morning, friend: When you receive a gift, you will laugh and shout "Wow"!
"Laugh, wow! Turn it into a small tent, parachute, umbrella and gazebo, bringing convenience and happiness to others.
Activity 3: Choose a hero in this group of articles, think about what you will say to him if you see him, and write down what you want to say.
Students are accustomed to single reading, especially the learning methods of "intensive reading leading class" and "skimming practice class", and take out a group of articles for students to read at once. Students are certainly at a loss. In addition, there is no obvious China element in the textbooks of Grade One and Grade Two. How to better turn to "group reading class" needs rational thinking. 1. What is the theme of this group of articles? Second, what is the purpose of reading this group of articles? Third, how to read? Fourth, what abilities should be considered in cultivating students?