How to expand extracurricular reading in primary school Chinese teaching? Reading is the best way for students and everyone to improve their own quality and abilities. This requires us to follow the laws of development of things and pay attention to both in-class Chinese teaching and extracurricular reading. Below is what I have compiled for you on how to expand extracurricular reading in primary school Chinese teaching. I hope it will be helpful to you. Everyone is welcome to read and study for reference!
1. How to expand extracurricular reading in primary school Chinese teaching
1. Lower-grade students can first put extracurricular reading in the classroom to appreciate and communicate, and gradually guide them Expand the scope of appreciation and communication on the Internet outside the classroom, slowly develop their reading and appreciation abilities, and expand their reading and communication horizons. For example: in class, the teacher can select two to three students each time to read aloud to the classmates the good sentences and paragraphs he recommends, and ask for an explanation of the source of the recommended paragraphs, so that they can speak clearly when reading aloud, and can add their own performances, and then Talk about why this paragraph is recommended, express your own feelings about the paragraph, and then ask the classmates to talk about their feelings about this sentence. Note that among the students randomly selected from the lower grades, students with strong Chinese ability should be selected first. A good start lays the foundation for the event to proceed smoothly.
2. Middle school students can put their extracurricular reading appreciation in the classroom and conduct a wide range of appreciation and communication on the Internet outside the classroom to stimulate their extracurricular reading appreciation interest and develop The habit of extracurricular reading. For example: in class, the teacher can ask one or two students to recommend good paragraphs and articles to their classmates, and ask them to explain the sources of the recommended paragraphs and articles. When reading aloud, they should be emotional, and they can add their own physical performances, and then talk about the recommendations. reasons. On the Internet, teachers can guide students to post comments on reading materials or students' reading evaluations on BBS forums or participate in interactive discussions.
3. Due to the development of reading habits and the increase in reading volume, senior students can put a large amount of extracurricular reading on the Internet outside the classroom for appreciation and communication. For example: students can post on the BBS forum to recommend their favorite articles and ask for the source of the recommended articles. They can reprint the entire article, or they can select and reprint parts of their favorite articles. They can even upload the dubbing of the reading and write an essay. Write down your personal feelings after reading and the reasons for your recommendation. Of course, reading appreciation in the classroom will also continue. Teachers can select reading materials on the forum, or randomly select students in class to make on-site recommendations.
2 Extracurricular reading in primary school Chinese teaching
Clarify the tasks of extracurricular reading
The primary task of extracurricular reading is application. Mr. Ye Shengtao said, "Chinese textbooks are nothing more than examples. Students should be able to draw inferences based on this example." The connotation of this statement is exactly the application function of extracurricular reading. Students have acquired a variety of reading methods under the guidance of teachers in class. Only by using these reading methods frequently and repeatedly can they become comfortable and truly become a kind of reading ability. Extracurricular reading provides students with such an experimental field and an opportunity to showcase their talents.
The second task of extracurricular reading is learning, which is to absorb nutrients from a wide range of extracurricular readings and broaden their horizons, so as to achieve the effect of "promoting in-class through extracurricular activities". For example, in the lesson "My Comrade Qiu Shaoyun", the war years are too far away from students' lives. If students only read the texts in the textbook, their education will be single-book, and their understanding of Qiu Shaoyun's greatness and nobility will be shallow. , but if students are guided to read the extracurricular reading "My Comrade Qiu Shaoyun", the students will have a rich perception of Qiu Shaoyun's deeds and the battle scenes at that time, and they will easily understand the environment of the battle environment and Qiu Shaoyun's greatness, and thus develop a sense of appreciation for Qiu Shaoyun. Qiu Shaoyun's admiration and nostalgia. "Accumulation" is the third task of extracurricular reading. Students' minds are like an information database. Only when students master a large amount of rich information, their thinking will be active and open, and they will be able to achieve "a flow of witty words and a flow of words" when speaking, and "a spring of writing and wonderful pens" when practicing. ". On the contrary, if there is no daily rich accumulation, the students' hearts will be empty, like water without a source or a tree without roots, let alone writing beautiful works. Therefore, when conducting extracurricular reading, we must pay attention to extensive accumulation, language accumulation, and thought accumulation, so that students will become richer day by day.
Principles for recommending extracurricular readings
What readings should be recommended to students to expand extracurricular reading? Interestingness is the first principle for recommending readings to students. Students are young and do not have the ability to distinguish between good and bad. Therefore, teachers cannot let students' extracurricular reading go as they please. They must put it into the "underwater" reading and then introduce it to students in different categories. In particular, it is very important whether the reading material is interesting and whether it can arouse students' excitement. Obviously, we cannot ask students to chew on those boring "Zhihuzheye". Stories full of life interest and fantasy, interesting life tips, small experiments, and catchy poems are the most popular among students.
“Broadness” is another principle for recommending reading materials to students. We all know that only by absorbing nutrients from all aspects can the body be healthy. The same goes for reading.
If you only read one kind of book, you can only receive one type of nutrition, which will cause serious malnutrition. This is a major misunderstanding in guiding students to read. In the basic education students receive, only by reading a wide range of books, such as literature, history, geography, biology, mathematics, etc., can they lay a solid foundation for their future development and avoid becoming "cripples" in any aspect. Help students choose a wide range of interesting extracurricular reading materials that are suitable for them, so that students can open books beneficially, thereby motivating students to love reading and develop a good habit of reading regularly. This effect is worth every teacher's efforts.
3. Create a relaxed Chinese classroom atmosphere
1. Strive to create a democratic classroom atmosphere and make students dare to participate in classroom teaching. This is one of the important steps to further establish the teacher-student relationship, and it is also Another important aspect of classroom teaching reform is to allow students to actively participate, actively communicate, and fully cooperate so that students' physical and mental development can be harmonious and comprehensively improve students' basic qualities. This is an important issue in classroom teaching reform. Every teaching teacher should be oriented towards it. Work hard in this direction.
Students should always be taught in the teaching process; teachers are not omnipotent, and teachers will also make mistakes. In many aspects, students are no worse than teachers, such as computer students, dance skills, etc. Teachers need to learn from students humbly and establish a good relationship between teachers and students. Good students should dare to question. In this frank learning atmosphere, teachers will not reduce their prestige, but will make students have a heartfelt respect for teachers. The relationship between teachers and students will be more harmonious, and a relaxed and pleasant classroom atmosphere will be effectively developed.
2. Give full play to the role of discussion in classroom teaching, promote the development and stimulation of students’ intellectual potential, teachers encourage students to actively participate in classroom discussions, and create situations where students are willing to say something. Regarding a certain issue , as long as sufficient evidence can be presented, everyone can express their opinions and express themselves freely. Sometimes student discussions exceed the scope of teaching, and sometimes even affect the progress of teaching. Students should also be allowed to fully express their opinions and views. Even if some views are naive or ridiculous in the eyes of teachers, we must let students finish their words so that students can quickly integrate with teachers.
3. In classroom teaching, in order to achieve a relaxed and pleasant classroom atmosphere, we must mobilize students' desire for knowledge, so that each student's intellectual potential and personality can be expressed in a relaxed and harmonious teaching atmosphere. get the best out of them and make students happy to learn. Guide learning methods so that students can learn to answer questions and resolve doubts about controversial issues in student discussions, so that students can gradually enter the realm of good learning.
4. Cultivate students’ innovative thinking ability
Teachers must love Chinese teaching.
Confucius said: "Those who know are not as good as those who are good at it, and those who are good at it are not as good as those who are happy." The so-called "joy" means "like" and "hobby". This is the emotional foundation that Chinese teaching must have. Chinese teachers must love the Chinese subject they teach, have a sense of glory and sacred responsibility in teaching native language subjects, and enjoy the joy of teaching Chinese subjects. In this way, you can appeal to your true feelings in Chinese teaching. In Chinese teaching, teachers not only impart subject knowledge, but also allow students to perceive, accept, and apply subject knowledge. Its teaching mission of special significance is to use its rich subject emotions to infect students, build an emotional bridge between students and the author of the text, lead students into the author's emotional world, and generate spiritual resonance.
Chinese is not a heartless thing, teachers and students should be lovers. Teachers should use the teaching they love to gradually infect students and make them fall in love with learning. The day students love Chinese language subjects is the day students learn to learn. Therefore, I adhere to this teaching philosophy: walk happily to the podium, teach every lesson with enthusiasm, and treat every student affectionately. In teaching, we should move people with emotion and empathize with people. My teaching goal is to first make students love the Chinese subject and make myself a favorite teacher for students. This is the prerequisite for learning to learn Chinese. Without this prerequisite, you will not be able to teach students to learn Chinese even if you try your best in class. Therefore, teachers must love Chinese teaching and the subjects they teach.
Let students turn passive learning into active learning.
In my teaching practice, I realized that in order for students to learn Chinese well, we must patiently educate students to realize the significance of learning Chinese well for their future, thus turning passive learning into active learning. First, I let students understand the importance of learning Chinese well to their future through vivid and real case examples in life. For example, in a social work environment, writing, giving speeches, making reports, and even conversations and exchanges between people are all manifestations of language skills and a knowledge reserve that can be used throughout life. Secondly, I also started from the phenomenon of students learning partial subjects, targeted the students to talk to them, and educated them on the purpose and meaning of learning. Let students realize that learning Chinese is useful, and Chinese points are also points and cannot be ignored. This enables them to learn Chinese proactively, proactively and consciously. In fact, this is what we often say, "Change you to let him learn and let me learn instead." This is not a simple theoretical question. In order to promote this change, we must work harder and be more sincere in teaching. This kind of emotional investment and time investment in teaching cannot be explained clearly in words. It is a hard-working process.
Without such a process, the ideal educational effect will not be achieved. This is exactly what our Chinese teaching staff will deeply understand about "seeking happiness in suffering and seeking happiness in teaching." Teaching is also like "How can you get the fragrance of plum blossoms without going through a period of coldness to the bones?"
Chinese teaching should never be a rigid requirement. Hard requirements cannot be said to be cultivation, but will be counterproductive. In the words of a student-mad teacher, you ask me to write and memorize, but I won’t write or memorize. What can you do to me? Yes, what can we do to them? We believe that education is love Generate patience, patience and perseverance will always pay off. Therefore, teaching requires love and patience for students. We must use enthusiastic encouragement again and again, use sincere praise again and again, use teacher-student interaction on memory, reading aloud, error correction, summary interaction, and material collection interaction time and time again, and use teacher-student classroom comparison and observation again and again. Let's see who writes well and who speaks well... to make students like Chinese and change passive learning into active learning.