In the next issue of 20xx, I was lucky enough to participate in the observation and discussion activities of the third class reading meeting in Zhuzhou, and tried the teaching of group reading. Although it is the first attempt, I have a little superficial understanding of the teaching of group reading through my preliminary understanding, selection of texts, conception, design and teaching.
First, what is group reading?
Group reading is to select a group of related articles around a topic in Chinese class, guide students to read independently in a three-dimensional way around this topic, develop their own views in reading, enhance their reading ability and thinking ability, and carry out various oral exercises. This is a new form of expanding reading teaching, paying more attention to students' reading quantity and speed, and paying more attention to students' meaning construction in the process of reading various articles, which is of great significance to comprehensively improve students' Chinese literacy.
Second, what is the significance of group reading?
(A) increase the amount of reading
The Chinese Curriculum Standard for Compulsory Education (20 1 1 version) points out that the total amount of extracurricular reading of students in the nine-year compulsory education stage should reach 4.05 million words, and puts forward that "cultivating students' extensive reading interest, expanding reading scope, increasing reading volume, and advocating doing fewer questions, reading more books, reading good books and reading the whole book." "
However, in our current Chinese classroom teaching, teachers still only pay attention to the teaching of text reading in Chinese textbooks, and often dare not cross the line. Based on 12 primary school Chinese textbooks, there are 30 textbooks on average, with an average of 500 words each, and the total reading volume is only about 15000 words, which is far from enough. Without a certain amount of reading, it is difficult for students to form a good sense of language and accumulate a solid language. Before you build up your hair. In group reading teaching, students can read more than three articles in a class, which effectively increases the reading volume, broadens the reading scope and lays a solid foundation for improving students' Chinese literacy.
(B) improve reading speed
Fast reading is a skill, and skills need to be trained. At present, in our Chinese teaching, an intensive reading text of about 500 words needs to be taught for two class hours, while skimming the text needs to be taught for one class hour. Teachers can teach slowly and students can read slowly. This single reading teaching method has seriously affected the improvement of students' reading ability. With this kind of teaching, students' income must be very limited. No wonder Chinese teaching is accused by some experts as "less, expensive, poor and slow". In group reading teaching, students are required to read many articles in one class, so that students' reading speed can be effectively strengthened and their reading ability can be improved.
(C) to stimulate interest in reading
Learning is not a process in which students simply accept the teacher's explanation, but a process in which students construct themselves. Throughout our current Chinese teaching, we always teach an article in one or two classes. Students read quickly and understand the content basically. Teachers chew slowly, and students are boring. Over time, students lose their subjective consciousness and their interest in reading decreases. In group reading teaching, students read many articles in one class, and new reading contents constantly stimulate students' reading expectations. Teachers should ask less and talk less. Students are busy with Chinese practice such as reading, thinking, presenting and listening, and they really become masters of Chinese learning, and their interest in reading is greatly improved.
(D) enrich reading methods
Reading a single article, reading many articles and reading a whole book are three kinds of reading methods in people's daily life and work, which are irreplaceable. At present, in our Chinese teaching, we teach a text in one class, spend a lot of time speaking words, read aloud with emotion, and pay attention to intensive reading and the guidance of reading methods. Sometimes you need to chew slowly and taste slowly, and sometimes you need to read quickly and comprehensively. In group reading teaching, allowing students to read more than one article in one class not only increases students' reading quantity, but also enables students to compare, summarize, analyze, synthesize and think deeply in reading many articles of different writers, genres and contents, and pays attention to the guidance of skimming and silent reading methods, thus laying a foundation for students to learn diversified reading methods, lifelong reading and development.
(5) Develop reading habits.
With reading interest, it is very important to cultivate reading habits. Mr. Ye Shengtao, a famous educator, said: The fundamental task of primary and secondary schools is to cultivate students' habits. This includes students' study habits and living habits. As far as study habits are concerned, reading habits are particularly important. Under the new curriculum standards, the purpose of vigorously promoting group reading is to cultivate students' good reading habits. Reading habit is the need to finish reading frequently under certain conditions. It enables readers to follow certain reading methods and form reading habits, which has both reading and educational significance. The new curriculum standard emphasizes that reading is students' personalized behavior. In reading teaching, teachers should actively advocate independent cooperation and inquiry learning methods, so that students can actively participate in reading practice, take the initiative to feel and think, deepen their understanding and experience in active thinking and emotional activities, and learn from them.
Looking at our existing reading teaching, reading after class is seriously out of touch. Classroom teaching and children's extracurricular reading are often two skins, and there is no effective connection. The reading methods learned by students in class are not effectively used outside class, and the texts read in class are scattered and lack of integration. Group reading is like a bridge between in-class reading and extracurricular reading, which can effectively connect students' in-class reading and extracurricular reading. Therefore, actively advocating group reading teaching can better promote the acquisition of students' learning methods and the formation of good reading habits, thus effectively improving students' reading ability and Chinese literacy.
(6) improve reading ability
Practice at home and abroad has proved that reading ability is the most important ability in Chinese ability and the basic quality of modern people, and reading ability is learning ability. However, the present situation is that we are generally unclear about the connotation of students' reading ability, which is manifested in the unclear goals in reading teaching, the reading content is far from students' life, the reading methods are not systematic enough, and the students' reading ability is generally not high. Group reading requires students to read more than one topic, so that students can learn independently from a large number of language information, learn to compare, analyze, sort out, summarize and express independently, thus obtaining certain reading methods, constructing a certain knowledge system and improving reading ability.
Third, how to choose the articles read by the group?
The use of Chinese textbooks restricts teachers' teaching and students' reading. The emergence of group reading gives us the identity of "editor" and the freedom and responsibility of "choice". You can practice your ideal Chinese class by combining a certain number of group reading with your own knowledge and understanding of Chinese in a certain range. This new teaching method undoubtedly overcomes many disadvantages of traditional teaching methods and shows great advantages. In this teaching mode, students are rich in content and wide in knowledge, and it is easy to cultivate language abilities such as reading and comprehensive information, and it takes less time. This is exactly what our traditional Chinese teaching goal lacks. However, the realization of all these goals in group reading teaching depends on the choice of reading theme and excellent reading content. The choice of topic determines the combination of the selected articles. Only when the topic of reading is determined can we choose relevant articles for combination according to the topic.
In order to avoid the disorder of group reading, the choice of group reading should have a clear theme, which can reflect the teacher's clear teaching intention. Teachers can determine the theme from the perspectives of author, genre, article content, humanistic connotation and expression, and carefully select articles around the theme.
1, using "expression" as a clue to determine the theme for text selection.
Taking different description methods as the theme, such as the group of "Description of Characteristic Figures", the group of "Writing Clues" and the group of "Setting Suspense" in China Garden, the sixth grade of People's Education Press. With different endings as the theme, such as Short Stories with Unexpected Endings and Crows Drinking Water. Take different structures as themes, such as "fairy tales with repeated structures" and "repeated sentences in the text". Let students contact with various expressions in reading, imitate and use them flexibly, and then the problem of writing will be solved.
2. Take "genre" as a clue to determine the theme and choose articles.
For example, in Jiang's group reading class "Creation Myth", seven fairy tales, such as Mongolian Myth "Creation of the Gods" and Icelandic Myth "Giant", are put together, combined with the China Myth "Pangu Begins the World" learned in the textbook, so that children can discover many "secrets" and some "motifs" of myths in an atmosphere of doubt, curiosity, incomprehension, relaxation and challenge. You can also read folk myths, fairy tales, poems and novels in groups.
3. Take "viewpoint" as the clue to determine the theme and select the text.
For example, if you enlarge a group of news reports about big strawberries together, you will find that these news reports have different opinions, even different opinions: some say that big strawberries are edible, and the reasons for big strawberries are good varieties and scientific cultivation; Some people say that big strawberries can't be eaten, because big strawberries are urged by swelling agents, which is not good for your health. We can't help asking, "Can a big strawberry be eaten?" In this way, after reading in groups, we can distinguish authenticity from a large amount of information and make our own judgments.
4. Take the "article content" as a clue to determine the theme and choose the article.
There are many ways to determine the theme with the clue of "article content". For example, in the lesson of "The Fox in the Story", four articles related to foxes, such as cicadas and foxes, foxes stealing fish, foxes making deals and foxes scaring their faces, are put together, so that students can learn to look at the same thing from different angles. This is about the characters in the article. Others can also take time as the theme, such as occurrence as the theme; Taking things as the theme; Group reading with the theme of events.
5. Take the "humanistic theme" as a clue to determine the theme and choose the article.
The "humanistic theme" has a wide range and can be subdivided into different themes. "I love reading" with reading as the theme, and "masterpiece tour" with literary masterpieces as the theme; Take honesty education as the theme, such as "treat people with sincerity"; Taking environmental education as the theme, such as "people and animals"; Take the education of love as the theme, such as "maternal love", "fatherly love" and "true feelings in the world".
6. Take the "author" as the clue to determine the theme and select the text.
From grade four to grade six, PEP selected five essays by Lao She: Cat, Hen, Grassland, Spring Festival in Beijing, and Raising Flowers. On the basis of this study, we can divide the winter in Jinan, the spring in Daming Lake and the appreciation of Baotu Spring into one group. Students can have a deeper understanding of Lao She's writing style. When we determine the theme with the author as the clue, we should try our best to choose the author who has appeared in the Chinese textbook, and supplement the author's works on the basis of learning the textbook, so that students can know more about the writer.
Fourth, how to teach group reading?
How to read in groups after selecting articles according to the central topic is another complicated problem. The author takes the group reading teaching of "Article Clues" as an example to talk about his own superficial views.
(A), effectively introduce the main points
Last year, at this class reading meeting in the city, I set the reading number of group articles at four with the theme of "article clues": tea cups on the train, jujube stones, bayberry in Xiaoshan and orange lamps. Based on the first volume of the fifth grade of the People's Education Edition, there is a group of articles that take things as clues. I will review the old knowledge with the lesson of osmanthus rain as an example, so at the beginning of teaching, I will show the illustrations of the lesson of osmanthus rain to open students' memories:
Teacher: Do you remember which text is illustrated? What is written in this text?
With the tips of illustrations, even after a year, students' memories are blurred, but they still vaguely remember the fragrance of osmanthus, the fun of shaking osmanthus and the fun of making cakes with osmanthus. Guide students to observe carefully. What is the article written around? In this way, it is not difficult for students to find that it is written around osmanthus. Teacher, what is the clue in the camera?
Teacher: Yes, Osmanthus fragrans is like a thread that runs through the whole text and strings the contents of the article in order. Osmanthus fragrans is the clue of the article.
(2) presenting articles in order.
In group reading teaching, we can't present the articles one by one in isolation, nor can we present all the articles out of order. It is better to have a certain gradient to obtain the overall effect of group reading teaching. According to the theme and characteristics of the article, we can choose the teaching strategy of group reading by analogy and present the article effectively.
Give an example of the teaching strategy of group reading, that is, read an article first and then read a group of articles. After the students understand what clues are, the teacher and the students learn the first article "Tea cups on the train" together. The teacher takes the form of model essay reading. After listening, he guides the students to find out the clues of the article, talks about the methods of finding clues, and thinks about what the author wrote around the clues. Next, guide students to learn by themselves. Students can freely choose to read a group of articles such as Jujube Kernel, Myrica rubra in Xiaoshan and Little Orange Lantern, and look for the expression of "taking things as clues" in these articles. This teaching structure is convenient for teachers to teach and students to learn, and has strong maneuverability, which can improve the achievement of teaching objectives.
Diversification of design problems
Problems are the starting point of students' thinking and the means of teachers' teaching. The teaching of group reading needs single article reading as the basis, but the key point is to guide students to extract and integrate information in reading multiple articles. In group reading teaching, we should regard multiple articles as a whole, design comparison, transfer and other issues, and combine multiple articles horizontally to cultivate students' high-level reading ability such as reorganization, evaluation and creation.
Design of comparative questions based on group reading. Comparison is the only way to distinguish, and comparison is an important method in group reading teaching. Common comparisons include horizontal comparison, vertical comparison, content comparison, form comparison, similarity comparison and difference comparison. After reading four articles with things as clues, such as Tea Cup on the Train, Jujube Seed, Yangmei in Xiaoshan and Little Orange Lamp, guide students to think more: What are the similarities between these four articles? What is the difference? Students will soon find that all articles are based on things and lyrical about things, but there are also differences in expression. The article "Jujube Nucleus" adopts the writing technique of setting suspense. This is more advantageous than single reading teaching.
Design of transfer problem based on group reading. In the teaching of group articles reading many articles, some transfer questions can be designed to guide students to apply the reading income of one article to the reading of other articles. Read this group of articles with things as clues and guide students to recall. What other articles in the textbook are written in this way? Let students consolidate their knowledge and form their abilities in the process of migration.
(D) Clever infiltration of reading strategies
In addition to reading faster and more, "group reading" requires a variety of reading abilities, such as extracting and screening information, memorizing, inferring, comparing, integrating, analyzing, judging and creating. Among them, the most important way to acquire reading skills is more important than acquiring knowledge. It is better to teach people to fish than to teach them to fish. The reading strategy is:
1, find common ground. "Seeking common ground" is to find out the similarities of several articles. For example, a group of articles about parents' love, both kind and severe, have different ways, but through these performances, we can find out their similarities.
2. Contrast. "Comparison" is to find out the differences between several articles. For example, the Spring Festival in Beijing written by Lao She is lively and joyful, while the Spring Festival written by Liang Shiqiu is boring and tiring.
3. integration. For example, some articles say that Lu Xun is a great man, some articles say that Lu Xun has average knowledge, some articles say that Lu Xun is bitter, and some articles say that Lu Xun is kind and easy-going. You can "integrate" a relatively complete image of Lu Xun by reading articles written by different people recalling Lu Xun. I read too many books, and I often encounter such a situation. Many articles talk about the same thing or discuss the same problem, but the materials are from different angles or present "fragments", which requires you to "assemble" yourself like a jigsaw puzzle.
4. Judges. For example, there is an article saying that traditional paper books will disappear completely one day; There is an article saying that paper books can't disappear? Although e-books are easy to carry, have large storage capacity and have advantages in music, pictures and maps, many people seem to prefer the thick, durable and pleasant feeling of "real books" on the bookshelf. After reading these articles, you must make your own judgment-will paper books disappear? The society we live in now is a society with many students and noisy voices. Some articles are different in fact, concept, emotion and expression. Readers can't simply follow blindly, let alone "book-based" or "book-based". But to make their own judgments on the authenticity, right and wrong, advantages and disadvantages of different texts.
Knowing when to use what reading methods or means is more regular and universal. Group reading teaching should not only let students get rich information from reading a large number of articles, but more importantly, let students actively learn reading strategies of questioning and discussion.
The teaching of group reading, articles with different genres, different expressions, different language styles and different authors, has brought students rich information and huge thinking space, and also brought students a lot of doubts, which are difficult for students to fully understand and need to be discriminated and clarified in the exchange and discussion. In group reading teaching, we should consciously infiltrate the reading strategy of questioning and discussion, and encourage students to express their views from different angles, put forward their own questions and discuss with their classmates.
When guiding students to read the article "Jujube Nucleus", I guide students to ask questions like this:
Teacher: You just read the first paragraph. You must be curious about a question, right?
Teacher: What are your curious questions when you continue reading?
With such a series of questions, the writing method of setting suspense is naturally obtained in the students' questioning and discussion.
(5) the combination of reading and writing
"Chinese Curriculum Standard for Primary Schools" clearly puts forward: "Guide students to correctly understand and use the language and characters of the motherland, so that students have the ability to listen, speak, read and write." The combination of reading and writing is an enduring topic in Chinese teaching. Reading is the basis of writing and internalization; Writing is an application and an externalized expression. In teaching, teachers should straighten out the relationship between reading and writing, seize the opportunity to train students' reading and writing ability, and truly implement the training to improve students' reading and writing ability. Group reading can also train students in reading and writing. When the students finished reading a series of articles such as Tea Cup on the Train, Jujube Kernel, Myrica rubra in Xiaoshan and Little Orange Lantern, I lost no time in asking:
Teacher: When Mei Zihan saw the teacup, he couldn't help thinking of his grandmother. When Xiao Gan sees jujube stones, he will think of old classmates and friends. Whenever Bing Xin sees that little orange lamp, she can't help thinking of that little girl. When you see something, you can't help thinking of someone, can you?
This kind of question, the students are emotional, resigned, and know how to structure what is in their hearts into an article through the full text. With this kind of reading and thinking, if students are allowed to imitate such articles in time, reading and writing can be better combined, so that students can master the methods in reading and improve their oral expression ability in imitation.
As an explorer who walks on the road of group reading teaching, I know that group reading enriches the system of Chinese teaching, innovates the teaching situation of Chinese classroom and improves the teaching efficiency of Chinese classroom. I believe that as long as every Chinese teacher makes in-depth research and vigorously promotes it, then the wonderful flower of group reading will surely become more and more colorful in the world of Chinese teaching.