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. 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.
(A), effectively introduce the main points
Focusing on the topic of "article clues", the number of group readings is set at four: tea cups on the train, jujube kernels, bayberry in Xiaoshan and small orange lights. "Take things as clues", from one article to many articles.
(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 in comparative reading that all articles are based on things and are 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.
(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.
(2) How to teach "reading in groups"
Reading ability is an essential basic ability for modern citizens. Cultivating students' reading ability can only be achieved through a large number of reading exercises. Group reading makes a lot of reading in the classroom have a realization path. Let's take Mr. Jiang's group reading class "Creating Myths" as an example to talk about the specific implementation methods in classroom operation.
First, use the strategy of silent reading and browsing to give full play to the advantages of group reading.
Group reading is different from individual reading. Single reading focuses more on intensive reading, while group reading mostly adopts silent reading, browsing, thinking while reading and skimming. The carrier of teaching content in group reading of "Creating Myths" is fairy tales. Myth is not created by one person, but the collective wisdom of primitive people, passed down from mouth to mouth. Therefore, when teaching myths, there is no need to put too much energy into understanding, chewing and tasting language. Read and browse silently and concentrate on information processing. In teaching, it is the key to train and improve students' ability of silent reading and browsing, and to put forward clear-cut and high-quality inquiry questions in class.
Teacher Jiang's group reading class raised three main questions: Have you found the individual characteristics of creation myths in various countries? Have you found the similarities of creation myths in different countries? Why are there so many similarities between the creation myths of different countries? These problems make students read "group texts" horizontally, which poses great challenges to students' knowledge reserve and thinking ability.
Second, use group dialogue and discussion strategies to expand the depth and breadth of group reading.
Group reading, classroom teaching should be centered on six students, and learning forms such as group cooperation, group discussion and sharing dialogue should become the main ways of classroom teaching. The success of the discussion depends on three points: first, the issues discussed should be open and multifaceted, each student can have his own perspective and participation, and each student can supplement and express his own views and have something to say. For example, in class, Mr. Jiang asked why primitive people like to compare the primitive world to an egg. Students with different knowledge reserves, reading horizons and imaginative reasoning abilities have their own answers, which is a question suitable for discussion. Second, in the process of discussion and dialogue between teachers and students, teachers don't simply judge whether students' answers are right or wrong, but fully encourage, guide, guide and inspire students and create an atmosphere of frankness, freedom and inquiry. In the whole class, Mr. Jiang fully demonstrated his superb wisdom of "dialogue" with students: "What do you think?" "You are too strong to find this. Can you explain it again? " "To tell you the truth, I don't quite agree with you. Can I express my personal thoughts? " ..... These sincere, respectful and loving guiding wisdom make the dialogue deeper. Third, students need to have certain discussion skills. In this class, students are good at listening and sharing ideas, and their thinking is constantly activated.
Thirdly, using the comparative reading strategy, we can find a teaching path suitable for group reading.
"Comparison" is the most commonly used reading (teaching) strategy in group reading: horizontal comparison, vertical comparison, similarities and differences comparison, content comparison, expression comparison ... "Comparison" can make students find something in reading. This "Creation Myth" group read, and a * * * asked the students to compare it three times. The first time is the comparison of the scientific description of the universe between myth and A Brief History of Everything. Through comparison, students understand the difference between myth and science, so they will not be more realistic about the scientificity and rationality of myth from the perspective of science and logic, because the structure of myth is literary structure. The second time, it is to compare the differences of creation myths in different countries. Through comparison, students understand that myth has its distinctive regional characteristics and national elements. Therefore, when students reread Pangu Tiankai, their eyes became sharp because of understanding. They saw Pangu Tiankai's "China Element" from the perspectives of place names, the complexity of landforms, quantifiers and labor tools. The third comparison is to compare the similarities of myths in different countries, which leads to the question of why primitive people think that the world is changed from an egg. Why is there a "great god" in the creation myth of any country? Why do myths in all countries agree that God's body has become everything in the world? Ask questions and guess. In this process, students not only feel the magical imagination of primitive human beings about creation, but also initially perceive the primitive wisdom and initial psychological structure of human beings. This kind of "comparison" has greatly improved students' deep reading ability in teaching sense.
Fourthly, using inquiry strategy in group reading can promote the cultivation of deep reading ability.
Group reading is not only reading, but also thinking. If we only increase the amount of reading without thinking about the text through comparison, speculation, inference and reflection, such group reading activities are obviously a mere formality. I wish Professor Xinhua divided reading ability into six levels: repetition, explanation, reorganization, extension, evaluation and creation in the article "Six-level Reading Ability System and Its Application in Evaluation and Teaching". A great deal of reading teaching is devoted to retelling and explaining, and slightly involves the training of reorganization ability, while the training of the latter three abilities is often ignored. This makes students' reading ability always wander in the shallow ability system.
Teacher Jiang's group reading teaching of Creating Myths has opened up a new situation. We are going to read myths today. What are we going to read? For example, in these mythological motifs, we can feel the primitive wisdom of human beings, the initial psychological structure of human beings, the primitive people's worship of strength and heroism, and the consciousness of "man can conquer nature". How did primitive humans come into this world? How did life happen? ……
These thoughts about the origin of the world are the great significance of reading myths now. According to these mythical themes, Teacher Jiang guides students to discover and explore by themselves. The discussion is not about the conclusion, but about arousing students' thinking. This kind of classroom full of thinking content is exactly what many Chinese classrooms lack at present. This kind of reading will affect children's life, and this kind of reading can lay the foundation for children's future.
(3) Some of my ideas
The first unit is the integration of news reading, focusing on news characteristics, writing, interview and writing.
Unit 2 Mr. Fujino 1, Comparison of Background and Theme, Orientation of Reading Angle and Examples of Questions. By comparing Lu Xun's Autobiography, students can better understand the process of Lu Xun's ideological transformation of abandoning medicine and pursuing literature, and complete the breakthrough in grasping the theme of the article.
2, the scene. This paper compares Lu Xun's description of Mr. Fujino with Amicus's description of Mr. Perboni, analyzes the characteristics of his description of the scene, and discusses the relationship between the characters and the scene to see which one moves you more, so as to deepen the understanding of the characters.
3. structure. Two novels, Mr. Fujino and Night, are typical two-line articles. When introducing Mr. Fujino to students, in addition to recalling Mr. Fujino's bright line, there is also an internal hidden line, which is the change of the author's thoughts and feelings. Then I recommend reading the novel Night, so that students can feel what the double-line structure is by comparison and make clear the function of the double-line structure. 3. Expression. Comparison of different expressions in the same writing. Zhu De's "Remember My Mother" and "Mr. Fujino" are different in the writing of sublimation theme. It is important to let students appreciate the expression and realize that the use of expression depends on the author's personality, cultural accomplishment and background of the times.
5. people. For example, Mr. Lu Xun described Mr. Fujino, from Baicaoyuan to Santan Yinyue, and Kong Yiji's article also described Kong Yiji. Teachers can take this comparative reading to understand how the author describes and highlights the characters.
6. Emotion "Mr. Fujino" is about teachers, and the memoirs "My Teacher" and "From Baicaoyuan to Sanyan Yinyue" that students have learned are also about teachers, but the author's feelings for teachers in the three texts are not the same. By comparison, students can accurately grasp the feelings expressed by the author by analyzing their differences.
7. Details. When studying Mr. Fujino, many students can't understand that "just watching the person who shot the prisoner doesn't cheer like being drunk." If we take how people in the novel Medicine treat beheading as an example, discuss the essence of "seeing" and "being seen", and the questions of idle people in "Blessing", students may easily understand the deep meaning of Chinese insensitivity at that time.
8. method. Teachers can guide students to find out the texts "My Mother" and "The Back", make a comparative reading, summarize the basic methods of remembering people, comprehensively summarize the skills of selecting materials, conceiving, describing and expressing feelings, and practice writing by imitating fragments.
9. writing. When learning several texts related to teachers, such as My Teacher, Last Lesson, Mr. Fujino, etc. Let the students read several things that the author communicates with the teacher, and then let the students imitate the writing in the text and write a composition that communicates with their teachers quickly. After writing, they will compare their compositions with the original text and conduct reading training to write and promote reading. Taking one's own works as extracurricular reading training articles can stimulate students' interest in reading training.
School-based textbooks: back, medicine and night.
Lev tolstoy is a biography, and the reading of the whole book Who's Who is scheduled in advance.
Beautiful colors make up for the beauty of a hundred years, mourning for Marie Curie and promoting biographical writing: writing biographies for oneself, relatives and friends; Or In My Eyes-and A Letter to Fujino, Steiner and Curie.
The ancient poems complement Wang Wei's Crossing the Kanto, Cao Cao's Watching the Sea, Nineteen Ancient Poems, Li Qingzhao's Sound Slow as a Dream, and Tao Yuanming's Returning to the Garden.
Modern poetry
Divided into youth, inspiration, affection, gratitude and patriotism.