1. Strengthen the "psychology of expectation" From the perspective of reading function, reading is a process of collecting, screening, and discovering information; from the perspective of reading psychology, reading is the generation of expectations, the realization of expectations, and the generation of new expectations at the same time. An ongoing process of psychological contradiction movement. In reading activities where students have the dominant position, their reading and thinking activities automatically start when they receive the first information of the text (such as seeing the title). He wants to inquire, guess and generate expectations about this information. It is this kind of inquiry, guessing, and expectation that becomes the inner driving force for reading activities to be carried out autonomously and freely.
1. Set up reading suspense.
In teaching, we can see this phenomenon. Students are more interested in previewing texts than intensive reading of texts, extracurricular reading is more interesting than taking Chinese classes, and watching pictures is more interesting than reading extracurricular books. The psychological orientation of "reading expectation" is an important reason. Because many of today's extracurricular readings are fast-food and cartoon-style, with strong images and plots, and simple text, it is easy for students to enjoy reading.
2. Develop prediction ability
Before reading, students should have a process of reading prediction. For example, when you see the topic "Nanjing Yangtze River Bridge", you guess that the article mainly introduces this bridge to us; when you see "My Uncle Mr. Lu Xun", you guess that the article may introduce things related to Lu Xun, introduce what kind of person he is, etc. wait. Schema theory believes that there are two possibilities for reading prediction: one is that if it is as expected, his cognitive ability will be strengthened and the cognitive structure will be further consolidated (that is, assimilation); the other is that it is not as expected, and the reading object will It has not appeared in the prediction, so he must "look back", check his prediction ideas, revise his predictions, and make necessary adjustments and supplements to his cognitive structure (that is, adapt). The process of reading prediction is actually such an information processing process of assimilation and adaptation. Students' ability to predict articles not only helps to enhance their understanding of the article, but is also an important indicator of reading ability. The stronger the prediction ability, the better the understanding and the higher the reading efficiency.
2. Adjusting the "Expectation Requirements" For students of the same grade, although they have studied the same courses, due to differences in experience, family cultural backgrounds, and individual psychological differences, therefore The “reading expectations” reflected are also widely varied. For example, some focus on the development of the plot; some are interested in all aspects of reading; some are just curious and focus on whether they can obtain novel information. Students live in an ever-changing environment, and their brain schemas are constantly changing and reorganizing. As reflected in their reading, their psychological expectations are also constantly changing. Students who originally didn't like poetry may have become interested in it because they were forced to read a few poems; students who are not interested in prose may have become fascinated by the prose they accidentally saw on Sunday. Students like plots and images. After previewing the text, they know the general plot of the text and their "reading expectations" are satisfied. At this time, if the teacher cannot adjust the students' reading expectations in time, the students will lose interest in further learning. Teaching practice shows that if students’ “expectations and requirements” exceed the level of teaching content, that is, the teaching content cannot meet students’ expectations and requirements, students will lose interest in reading. If their “expectations and requirements” are far lower than the teaching content, that is, teaching content If the requirements are too high, students will not be able to accept it, and reading will be ignored. If the above two situations occur in the classroom, students will be distracted and there will be commotion in the classroom. There must be a coordinated tension balance between students and teaching content, that is, the level of "expectation requirements" and teaching content must be at the same level, so that they can communicate with each other and play the role of "reading expectations".
1. The text presentation method often changes.
For example, when teacher Yu Daming taught the lesson "A Bouquet of White Gardenias", he only presented the first half of the article to the students, that is, the little girl received a bouquet sent anonymously by someone. The refreshing fragrance is white gardenia. Every day, she wonders who the flower sender is, and her mother adds fuel to her speculation. Maybe it is someone, someone, someone you have helped before? Through reading the first half, students can understand the little girl's efforts and gains. After reading this article, the students, including the teacher attending the class next to them, all had strong expectations for reading: Who gives the little girl a bouquet of white gardenias on her birthday every year? In the sound of music, the end of the article was presented: The little girl imagined in this gardenia and grew up in the gardenia until she was 22 years old. Unfortunately, her mother passed away this year, and the gardenia also grew up in this year. Missing the birthday? The students read the text quietly, and in the air that seemed to be solidified, flowers of thought were blooming. The student had new expectations and demands, "Since it is her mother, why do you want to help her conjecture? Why do you do this? After discussion, everyone understood that mothers use this method to educate their children all the time. Care for others, help others, and you will gain happiness. This is because this is a mother, a wise mother. The whole class is filled with reading expectations - expectations are met, new reading requirements - new. Reading expectations - expectations are met and new requirements are generated - in this reading process, the reader's heart is also baptized again and again. The text in the classroom is not presented to the students once, but then presented as the plot develops, stimulating. Its desire to read and explore.
This assumes that students have never been exposed to the text. The repeated presentation of the text encourages students to maintain strong "reading expectations." Teachers can adjust students' expectations at any time according to changes in reading expectations, so that they can develop new reading expectations after their expectations are met. In the classroom, children's thinking is active, sparks are bright, and the joy of reading is flowing. They truly realize that "reading is to use the thoughts of others to develop your own thoughts."
2. The teaching procedures are often changed.
If students are accustomed to a fixed teaching model with a fixed teacher, then they will no longer be curious in the classroom and will not be interested in the text. On the contrary, the defamiliarization of "teaching procedures" and "teaching methods" will constantly create new expectations among students. In "reading expectation", satisfying curiosity is an important psychological orientation. Therefore, in teaching, changes should be made from time to time to satisfy students' curiosity. For example, when teaching the lesson "Genius Comes from Diligence", since the students have already previewed the text, I introduced the famous quotes accumulated by the children and asked the students to find out which sentences in the text can be used as inspiring quotes. In this way, we find new exciting points for children and fully mobilize their interest in reading. For example, some explanatory articles can be used as reading materials to directly give exercises for self-test, and then explain the reading methods. In addition, visual and psychological pleasure can also prompt students to develop new reading expectations. For example, some beautifully worded texts, when paired with music, can attract students even more, allowing students to further "appreciate" the text based on their understanding of the text, thereby achieving an ideological resonance with the text. For an ancient poem that students are familiar with outside of class, if courseware can be used to set off some background pictures in the classroom, it can also encourage students to further study and recite it, thereby generating deeper insights.