How to Create Situations to Promote Reading Teaching

Reading is students' personalized behavior. Students communicate with the text with enthusiasm and their own experience and ability. They use their senses to touch the taste and experience the text. At this time, his unique psychological feelings, emotional will and imagination will leave a distinct impression on the text. In some classes, the atmosphere is lively and the students are enthusiastic. In some classes, students are silent and indifferent. If you compare them in pairs, you will find that the reason is that students are not moved by the text. How to taste them? How can students be excited when they look at the author calmly? In order to let students truly feel and experience the text, teachers should skillfully create various situations according to students' psychological characteristics, build a powerful reading magnetic field through attractive language, multimedia display, role-playing and other means, stimulate students' interest in reading and desire to explore, and feel the pleasure of reading in the process of restoring and understanding the text. Situational teaching refers to starting from teaching needs. Teachers create a specific scene or atmosphere with images as the main body and full of emotions according to the teaching materials, which can stimulate students' active learning and arouse their emotional experience, thus achieving the best teaching effect. In recent years, in the curriculum reform, situational teaching has been frequently applied to our classroom. However, from the perspective of teaching effect, we can easily find that there are still some problems. That is, when teachers intentionally create situations, a large number of non-linguistic elements move into the classroom through situation creation, while fewer elements promote students to learn text language or develop students' language, which will inevitably lead to the dilution of "Chinese flavor" behind the "lively" Chinese classroom and the lack of Chinese essence. Therefore, as a front-line Chinese teacher, it is very necessary to calmly reflect on the situation creation in the current Chinese classroom. Explore a way to create a situation that conforms to the law of Chinese teaching. Situational teaching method is an innovative teaching method under the guidance of the theory of cultivating all-round talents in modern education. The new curriculum concept requires the implementation of situational education in teaching to impress people with emotion and beauty. Pay attention to cultivating students' aesthetic taste and ability, give full play to the educational function of Chinese class, and integrate the thoughts and feelings of teachers and students into the objective scenery depicted in the works. Reading teaching is an important task of Chinese teaching and a key link to improve the quality of Chinese teaching. Therefore, text teaching is the focus of every Chinese teacher's teaching. How to let students enter the situation in the text, so as to stimulate students' interest in learning? How to return the initiative of classroom teaching situation to students, so that students can fully demonstrate and fully mobilize their enthusiasm? Therefore, in classroom teaching, we should aim at students' psychology, expand teaching ideas in combination with the content of the text, stimulate students' emotions, create classroom teaching situations, and let students deeply understand the text.

First, the problems in creating situations in Chinese reading teaching

For Chinese teaching, creating situation is just a teaching form of learning the content of the text, and the ultimate goal is to improve students' Chinese literacy. However, some teachers put the cart before the horse, shelve texts and create situations for the sake of situations, ignore students' differences, and have inflexible teaching wit. 59660.68868688666

Teachers must carefully prepare students when preparing lessons, taking into account the individual differences of students. In particular, teachers who borrow classes should be fully prepared for teaching. Otherwise, taking the teaching plan as the center and teaching step by step will inevitably lead to the failure of teaching. 2. Ignoring the text, language training is not in place. Teachers should have their own teaching philosophy and unique personality, but personalized teaching philosophy can only serve students to have a better dialogue with the text, and can not be divorced from the text. Create reading situations at will. 3. Abusive performance, unique experience is not profound. Effective performance can help students understand the text content and deepen their understanding of the text. But if the performance is improper, or if it is performed for the sake of performance, the effect will be counterproductive.

Reflecting on our Chinese reading teaching, if the students' ability to feel and understand the language is lost because of the creation of situations, it will violate the original intention of situational teaching. As the implementer of the new curriculum, teachers need to reflect on the creation of situations in hot situations.

Second, the regression of effective situation creation in Chinese reading teaching

So, how can we effectively create this situation? What kind of situation creation can promote students' language learning and development, and make Chinese teaching embark on the road of regression? In this regard, the author made the following considerations: 1, effective situation, created in the intuitive understanding of words. Chinese learning is often in a certain context, through listening, imitation and practice, and gradually learn to understand and use the language correctly. With the help of situations and language rendering, teachers let students intuitively understand "freezing and warming", master the language rules in the context and form language ability.

2. Effective situation is created in emotional experience. The reason why Chinese teaching has exciting charm lies in its own fusion of colorful emotions. In Chinese teaching activities, if teachers can't open students' emotional doors and make them resonate with teachers, texts and authors, then this teaching activity is dry and boring. Therefore, it is particularly important to create effective situations and promote students' emotional experience. Full of emotion, with students as the main body and the classroom as the center, create situations to arouse emotions, strengthen reading feelings, cultivate students' sentiment, infect students and infect the classroom. 3. Effective situations are created in language expression. According to the content of the text, after creating appropriate situations for students to "absorb" and "move", there will inevitably be an impulse to "express words", thus developing students.

A text that cultivates children's emotions in this way is only an accumulation of the whole inner world. Repeatedly, children's noble aesthetic taste and moral emotion can be gradually cultivated. Appreciate in comparison, take imagination as an opportunity, deepen experience from the charm of language, and cultivate students' emotional and language expression ability. The creation of Chinese classroom situations should minimize non-verbal contact. Avoid the loss or dilution of Chinese itself. The creation of Chinese situation must provide students with a solid service of understanding, tasting, accumulating and using language, so that students can acquire and accumulate a sense of language in an effective situation and form a language. Only in this way can Chinese classroom teaching really move towards a Chinese road.

Third, combine the language environment for reading training.

"Reading" is inseparable from the specific language environment. Only in the language environment can we grasp the emotional color of every word and sentence. In reading teaching, we must make some experiences and thoughts in combination with the language environment. For example, the sentence in the article "Ten Miles of Prime Minister" says: "The road is so long and there are so many people. We can't see the head facing east and the tail facing west. " Therefore, putting this sentence into the text, students realize that the first half of the sentence should be read softly and slowly, and then they should lengthen their voices and deepen their feelings when reading the word "Wang". Reading training combined with language environment is the most commonly used reading training. In the long run, students' understanding of the article and their ability to grasp the text will certainly improve. When they see the rough sea, they will be open-minded. It's refreshing to see the endless green grassland. When we teach reading, how can we make students feel the vastness of the sea and the beauty of the grassland? This requires creating situations. Creating a situation means using vivid language, media demonstrations, experiments, natural appreciation, performances, games, music and other means to create corresponding situations, so that students' activities are full of interest and students can be affected when they are there. For example, in the article "Beautiful Xiaoxing 'anling", a teacher in our school first asked students to imagine Xiaoxing 'anling while listening to the old normal school reading the text. Let Xiaoxing 'anling have a vague impression in their minds. Then let the students observe the pictures and experience the beauty of Xiaoxing 'an Mountains. Then further guide the students to see how the author describes these scenes, and grasp the words such as "pumping", "green", "melting", "merging", "walking" and "leaning down" to imagine. Experience people's joy. Finally, let the students read aloud with expressions and taste the beauty and charm of Xiaoxing 'anling. The students read vividly, just like stepping into a beautiful picture of Xiaoxing 'anling. In reading teaching, it is not uncommon to completely separate reading from understanding. Read it before analysis, read it again after explanation, and even ask students to read their feelings without understanding the text at all. Once, after listening to a teacher's "Landscape of Guilin" and finishing the context of the article, she asked the students to read their own feelings and said, "The scenery in Guilin is so beautiful, please read it beautifully. Periodical articles are classified and queried in the periodical database. " What is "beauty"? Where is the beauty of the scenery? After class, I asked the students, "Where is the beauty of the scenery? Do you have a picture in your mind? " "Which words describe the beauty of the scenery?" Students are at a loss. It is true that our ancestors have an old saying, "Read a book a hundred times, and its meaning will show itself", but as Mr. Lu Xun said, after all, since the Enlightenment, there are a few people who are complacent about tinkering. Therefore, reading aloud should be based on understanding and can promote the comprehension and taste of the article. They complement each other. Once I went to the paradise of birds, there was a saying: "This is a big tree." As a result, some people put stress on "this is", and some people put stress on "big" as soon as they see the word "big". Obviously, the understanding of context is not in place. Therefore, I instruct students to read the relevant sentences in the context again and find out under what circumstances this sentence was said. After comparison, the students suddenly realized that they should reread "a tree" to emphasize what the article said.

Fourth, reproduce the situation with the help of multimedia pictures.

With the help of multimedia pictures, the text situation is reproduced, the text content is concrete and visualized, and the effect of "one picture is poor in thousands of words" is received. In front of multimedia pictures, students can see clearly and feel truly. They can not only perceive the text content quickly and stereoscopically from the color, light and shade of the pictures, but also appreciate the ingenuity of the author in transforming multimedia pictures into language and the creativity of painting according to the words. When using multimedia pictures to reproduce the situation, at the same time, with emotional narration, let students fully feel the image and enter the situation.

There are many articles in Chinese class that contain deep feelings. Sometimes, it is difficult to rely on the analysis of every word and sentence in the text. In order to report the concept of Chinese and jump out of the classroom, Chinese should be linked to life. From in-class to out-of-class, and then from out-of-class to in-class memorization, students' understanding of the text has reached a higher level. Search a large number of pictures related to houses and buildings by using the hutong culture as the medium. This paper introduces folk culture and its meaning, aiming at arousing students' interest and research desire, and allowing students to arrange research study activities with "certain culture" from the perspective of understanding local culture and according to the long history and culture of the city where they live. Students use limited means to collect data on the spot to carry out research. Students choose their own research problems with great interest, such as "Guilin rice noodle culture". Some people study "Guilin folk culture" and "Guilin ancient town culture" ... from the real and sensible events around them, we can grasp the cultural connotation mentioned by Mr. Wang Zengqi, so as to improve students' deep understanding and understanding of the text, thus stimulating students' emotions, jumping out of the text content, solving the text content, creating life situations and emotional situations for students, and achieving good teaching results.

5. Teachers' vivid language makes students have rich imagination. In the articles in primary school Chinese textbooks, the author poured his rich feelings between the lines: eulogizing, belittling and lashing, appreciating love, or satirizing. In teaching, teachers' language emotion is the link between teaching materials and students. Teachers' rich emotions and vivid language can not only stimulate pupils' interest in learning to a certain extent. But also help to promote students' intellectual activities, and more importantly, bring students into rich imagination and cultivate noble aesthetic feelings. Therefore, in teaching, if teachers want students to feel the emotion in the text, they must touch the heartstrings of primary school students with their own emotional teaching language, so that they can feel the emotion. In the article "Little Crab Who Love to Write Poetry", the little crab cried twice, the first time because of the wind. I cried for the second time because Pulsatilla read his poems every day and told others. The two kinds of crying have completely different emotional colors. It is difficult for second-grade children to read these contents well and understand the differences. So it is very important to create two different situations to help students understand. Here's what I did: Teacher: How crabs love to write poems. It has worked hard to write so many poems, and the tortoise. It turns out that no one appreciates the poem of the little crab. Pulsatilla reads his poems every day, remembers them and sings them to friends. After so many setbacks, the little crab finally met a bosom friend who knows how to appreciate! How happy and excited he is! The teacher's simple but emotional two transitional words not only summarize the content of the text, but also render his feelings to the students. Students' attention is closely attracted, and their feelings fluctuate with the ups and downs of the teacher's tone, naturally reading a sad or happy tone. "Singing" is a text in the second volume of Senior Two, and it is a relatively abstruse article. Because of the lack of life experience in this part, it is difficult for students to understand the reasons for saving lives by singing. Therefore, I have used language to create situations many times, so that they can directly contact the reading materials, feel and appreciate them, and enter the life of the works. /kloc-one night in 0/920, the sea breeze roared and a big ship sailed on the boundless sea. The ship was brightly lit, and Ma Jinna sang and danced as excitedly as other passengers in the cabin. She was so happy! Suddenly, they felt the ship shaking violently, and then they heard someone shouting, "No, the ship hit the rocks and will sink." Run! " ""plop, plop ... "The crowd jumped into the sea one after another. Soon, the boat sank and the drowning man struggled desperately, but the lifeboat still didn't come. Students, what difficulties do you think they will encounter? Teacher: Yes! The sea is freezing, and people's physical strength has been exhausted. Everyone thinks they have no hope of survival. At this time, people can be said to be desperate. Through the teacher's narration and the communication between teachers and students, it seems that it takes some time to guide students to experience the despair in the story, which is essentially necessary and lays an emotional foundation for the study of the text. At this time, students' reading will naturally follow. This is the emotional effect of language! This kind of language emotion causes students' emotional and psychological shock. Create specific image situations with emotional language, convey emotional stories, and let every word and sentence hit the students' hearts. Sixth, the pictures with sound and taste bring students into a broad exploration space. Today, with the rapid development of modern educational technology, using the media to create situations is the most intuitive, vivid and stimulating means for students' interest. Using the media, we can reproduce the scenes described by words. Give students the most intuitive feeling, so that students can truly "be there", thus clearing the time and space barriers for the dialogue between students and texts, stimulating emotions and effectively achieving teaching objectives. Where is Spring is a beautiful poem, which describes the charming scenery of spring. I made a multimedia courseware: the wind blows slightly, the wicker dances, the pink peach blossoms are in full bloom, and the sun is warm and bright. The broad beans are in bloom. These beautiful pictures deeply attract students, who know the most representative things of spring and deeply feel the beauty of spring. When teaching essay songs, I played a little girl's song to help students understand it intermittently and vaguely. When teaching Charming Butterfly Valley, due to the lack of personal experience of students, I played a well-designed multimedia courseware to show the valley and flowers. Coupled with beautiful soft light music, interspersed with birds singing, wind and laughter, the students feel very novel and completely attracted. Listen attentively and look carefully as if they were there. At this time, the teacher skillfully guided the students to start with "the scenery of Butterfly Valley is very charming" and talk about its charming scenery from three aspects: vision, hearing and feeling. Such an effective learning situation allows students to really enter the Butterfly Valley. More importantly, students have gained unprecedented aesthetic experience in the process of reading and appreciating. Through multimedia, vivid pictures, vivid and touching images, beautiful and beautiful music and vivid language are transmitted to students, so that students can listen intuitively and recite them as if they were there, thus mobilizing their emotional participation and inspiring their innovative thinking. Develop students' imagination. 7. Intuitive and vivid expression, bringing students into the comprehensive stage of ability and playing a role in the text directly, is a good way to enter the text situation wholeheartedly. There are many stories in primary school Chinese textbooks, so students can try to act them out. In this process, students' imagination and innovation ability have been cultivated and developed, breaking the boundaries between teachers and students, learning and activities, in-class and out-of-class, making the classroom a stage. Teachers and students immediately perform on stage, so that students can deepen their understanding of the text and use language in role-playing. Practice has proved that for children with dominant thinking in images, vivid, intuitive and vivid performance situations are the easiest to touch their spiritual world and make them have a positive emotional experience, thus giving full play to students' enthusiasm and initiative in learning. "There is a method of teaching, a method of not teaching, and it is important to get the right method." Creation and utilization of teaching situation.

In a word, the application of situational teaching can combine sense with reason, entertain and entertain, moisten things quietly, which can not only arouse students' strong interest, but also enable students to gain situational feelings, deepen their understanding of the problem, make it easy, and actively and happily learn Chinese knowledge in aesthetic pleasure. In the teaching of Chinese reading in primary schools, the reasonable creation and application of teaching situations can stimulate students' interest in learning and combine students' emotional activities with cognitive activities. Let students have a full dialogue with teachers and texts in a lively and harmonious atmosphere. Therefore, in teaching, we should combine the text and children's psychological characteristics, create various situations for students in a timely and appropriate manner, make teaching more colorful, and let students really learn Chinese happily and easily, feel the language, cultivate a sense of language and realize life.