Knowledge text mainly presents information and opinions. Reading aloud may help readers concentrate, but emotional reading is unnecessary.
Collecting and sorting out information mainly depends on silent reading, browsing, speed reading and skipping. These reading methods are more closely related to thinking.
So, what does the knowledge text teach?
First, let students understand the reading purpose of the knowledge text.
Knowledge text is one of the most purposeful reading styles. Why do we read intellectual texts in our lives? Is to get information. Our teaching should focus on the real reading purpose, that is, to help students learn how to determine the important information of the article.
Second, let students know some basic reading strategies.
For example:
Pay attention to key sentences, sometimes the first or last sentence.
Pay attention to details, including data or examples provided.
Pay attention to distinguish facts from opinions, and analyze and judge their correctness.
Pay attention to some function words. It is of no practical significance to make students understand the function words such as "probably", "about", "up and down" and "some", but it will make the expression more accurate and scientific.
Fill in the worksheet with answers or information that you can complete. Guide students to learn to organize the obtained information with effective tables.
2. The main reading strategies of knowledge texts.
(1) Start backing up knowledge. The so-called transcendental knowledge includes: knowledge related to the content of the article; General knowledge about social relations and nature; Knowledge about the organizational structure of the article.
By discussing the topic "What do we already know in the topic", students' foreknowledge can be activated. You can also preview the materials you want to read, such as previewed topics and titles, authors, illustrations, tables, photos, subtitles, introductions printed with special characters and subtitles in the text, so as to deepen students' overall impression and understanding of the text.
(2) Decide what is the important information in the text.
We can read the beginning carefully to understand the theme, background and intention; By finding out the topic sentences of the main paragraphs, we can understand the main content and overall structure of the text; Read the last part again to understand the conclusion, purpose and significance. Then decide which information in the text is important.
Paying attention to the key words in the text will also help readers find important information in the text. The key words here refer to the related words that connect the context or the previous two paragraphs. Such as why, because, then, however, although … but …, if …, and so on.
(3) ask questions. Before reading, students are encouraged to ask more questions with interrogative words such as "who", "when", "where", "why" and "how", which can provide them with the focus of reading, make clear the specific goal of reading the text, let them integrate into what they read, and link the existing knowledge with the knowledge they have just learned in order to find the answer.
(4) Integrate information.
Pay attention to the topic sentences and grasp the main details.
(5) guessing difficult words.
Using clues to guess difficult words is an important strategy. What are the clues to guessing difficult words?
Sentences, the context of unfamiliar words, illustrations, charts, photos, tables and the composition of this word can all be used as the basis for guessing.
3. About discontinuous texts
The International Student Assessment Program (PISA) implemented by the Organization for International Economic Cooperation and Development classifies continuous text and discontinuous text from the perspective of text format when evaluating students' reading performance.
Discontinuous texts organize materials in different ways, which requires readers to adopt different strategies to enter the text, obtain information and construct meaning.
Internationally, reading teaching in primary schools is divided into two stages: learning to read in grades one to three and learning through reading in grade four. To some extent, fairy tales, novels, poems and essays nourish children's spirit, while the reading of discontinuous texts is directly related to students' study and life.
4. Reading discontinuous texts generally requires the following reading skills.
Comparison of pictures and texts, complementary information. An important skill in discontinuous text reading is to connect the information provided by pictures, charts and other materials with written materials in order to obtain valuable information.
Extract important information from pictures and words.
Explain and infer.
Comparative induction.
Make an evaluation.
5. Another important form of discontinuous text is multi-text, that is, putting multiple independent texts together, which may be related in content, complementary to each other or completely contradictory. This kind of text requires students to integrate the article information at a higher level and make their own evaluation and judgment.
6. An important goal of Chinese teaching is to teach expression.
The most dissatisfied teaching method is that there are no examples, no articles, and all they talk about is the refined law. The effect is very poor.
A slightly better way is to combine an example with an article to talk about law. The characteristic of this method is that the teacher is very tired and there are not many students to master.
Let the students read many examples and articles. Through reading and comparison, let the students discover the characteristics and laws of expression. The so-called group reading The advantage is that the teacher seems relaxed in class, and students themselves can find the law of expression in reading.