Problems needing attention in Chinese reading teaching in the third grade of primary school
(A) Introduction to the text system
The newly edited text of this textbook accounts for more than half of the whole book. There is autumn rain, listening to the sound of autumn, the beautiful Xiaoxing 'anling, the Pearl of the Orient, the strange rocks that embody the style of leaders and celebrities, and our ethnic primary school that tells about the lives of Chinese and foreign children. There are "The Apprentice of Confucius", "Pangu Begins the Creation", "Famous Chinese and Foreign Paintings", "A Collection of Contradictions" and "Lion Deer", which guide students to think correctly and have excellent quality.
The full text has the following characteristics:
First, it is rich in connotation, including emotional factors such as mutual care, understanding and respect (applause, give a tree), and the spirit of the times that adapts to the requirements of the information society and open society, such as experiencing quality (I can't keep my promise), advocating hands-on thinking and exploring natural mysteries (playing tricks with flowers).
Secondly, there are a wide range of subjects, including To the Tree and Hero Charlie, which reflect foreign life, rural life (kites and children in Hu Aixiang), school life (our ethnic primary school) and family life (e-mail and I can't break my word). Such a wide range of topics can be adapted to many different regions. It is not a local textbook limited by space. On the other hand, the richness and diversity of subjects are more conducive to students' understanding of the world through language and writing.
Third, the genre is diverse. So many newly edited texts belong to different genres, including fairy tales, poems, essays, fables and popular science articles. The language is lively and interesting. They are full of strong flavor of the times and rich humanistic spirit, and are closely related to children's experience world and imagination world. They are both beautiful in quality and language, which is convenient for teachers and students to read and can not only make students.
(2) Introduction of learning requirements
1, where the learning requirement appears. The textbook arranges the learning requirements in different positions: the first position is the introduction in front of the unit, the second position is the connection between intensive reading and skimming the text, the third position is the words of the learning partner in the text, and the fourth position is the after-class exercise. The introduction and contact have been explained before, so I won't repeat them here.
2. The key and guiding role of learning requirements. Whether it's the tips of our study partners or the requirements of after-class exercises, we all try to strengthen the guidance of "autonomous cooperative inquiry learning mode", which is mainly reflected in the following aspects:
(1) reading. According to the specific situation of different texts, the specific requirements for reading are different: some are "the text is beautifully written, so I want to read it well", "I want to read the text several times to read my love for grass and dandelion", "Let's read the text in different roles" ... Reading is the basic requirement throughout the primary school stage, and students need to train repeatedly in different types of text reading.
(2) Accumulate good words, sentences and excellent paragraphs. For example, "I copied the sentence describing the tranquility outside the window, which paragraph did you copy?" "After reading the second natural paragraph, I seem to see the lofty Tiandu Peak, and I want to copy this paragraph." "There are many words like' rumbling thunder' and' lush flowers and trees' in the text. Let's find them. Students also need to be constantly reminded. What needs to be emphasized here is that arranging such content in the textbook does not mean that students are only required to accumulate words through learning the text. Teachers should take this as a demonstration and rely on it to guide students to accumulate words in extracurricular reading.
(3) Guide students to understand the characteristics of diction and sentence making in the text. For example, Climbing Tiandufeng (page 10) starts with the word "finally", Zhao Zhouqiao (page 75), "What's so good about this sentence", "Rich Xisha Islands" (page 89) and "I found the words are. Learning language expressions is convenient for students to accurately understand the meanings of words and expressions, experience the beauty of expressions and learn to use them when reading other texts.
(4) Guide students to understand the content of the text and experience the emotions expressed in the text. For example, Our Ethnic Primary School (2 pages), I seem to see such a scene, Golden Grass (7 pages), I know why the grass has changed color, Gray Bird (19 pages), and Why did Lenin ask the gray bird instead of the boy? "I want to continue reading. "
(5) Combining with real life, text learning can be effectively extended and expanded. For example, The Flower Clock (page 54), I also want to observe the flowers around me, I want to observe other things and write down my observation diary, Corea's wooden box (page 106), I want to tell this story to my parents, and Pottery Pots and Harmony.
What needs special explanation here is that the tips on learning requirements arranged by students in the introduction, conjunctions, text and after class can be regarded as the thoughts and feelings of their learning partners while reading, and can also be understood as the students' own problems and thoughts; In addition, it should be understood that the arrangement of these topics is set for reading the "this" text itself. If the student can't solve these problems, then his understanding of the text is not in place; On the other hand, the arrangement of these contents is a strategic demonstration for students to master reading methods. For example, people often say "think while reading". The problem here is not that people don't think while reading, so we advocate "thinking while reading". This requirement refers to "where to think" and "how to think", so that we can truly understand the text and understand the feelings in it without "misunderstanding".
(C) Problems that should be paid attention to in teaching
1, Misunderstanding and Correction of "Multi-angle and Creative Reading". The curriculum standard is put forward in the "implementation suggestions" section, "promoting multi-angle and creative reading". Through nearly three years of teaching practice, we have noticed that many teachers have misunderstood and misinterpreted the reading requirement put forward by the curriculum standard. They believe that "multi-angle and creative reading is advocated". Teachers' so-called reading guidance is the replacement and display of various reading forms such as group reading, group reading, guided reading, reading for boys and girls, reading with music and role reading. Don't forget, the curriculum standard has such a statement after "advocating multi-angle and creative reading" and "expanding thinking space and improving reading quality", and we can easily find that "multi-angle and creative reading" is "expanding", which is a misunderstanding and misinterpretation of the curriculum standard, regardless of the purpose of "expanding thinking space and improving reading quality". In other words, the choice of reading form must help students understand the text.
2. "Reading is the personalized behavior of students" and the guidance of teachers. The curriculum standard puts forward that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice". The main purpose of establishing this concept is to avoid teachers' "indoctrination" behavior in the teaching process, stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. We can't simply understand that "reading is students' personalized behavior" means that teachers don't have to give necessary reading guidance, and students can use different forms of simple personal reading to understand the content of the text and learn how to express it.
3. Pay attention to the guidance of reading. Reading-oriented guidance includes different levels and contents: first, what to guide; Second, how to guide.
Let's look at what to guide first. For those knowledge and skills that he can't acquire independently without conveying them to students, teachers don't have to repeatedly ask students to try and acquire independently, so as to prevent students from failing to meet the requirements of teachers before they are psychologically frustrated. Faced with such a situation, we think teachers can talk on an equal footing, such as "I'll try, isn't it better to read like this?" "Would you please let me try?" Directly demonstrate the correct methods to students, such as reading poems, breaking long sentences, pausing, whispering, children's words, asking questions, etc.
However, simple demonstration and imitation and reading skills training are essential in the process of understanding the content and conveying feelings, while deeper understanding requires students to gradually acquire it under the guidance of teachers and in full reading practice when entering the country. Teachers need to cultivate students' ability to find problems while guiding them to understand the text deeply, which is the premise of realizing autonomous learning and inquiry learning. In the actual teaching process, students usually encounter certain problems. In addition, teachers need to ask some questions to make students think. On the one hand, it helps students understand the text, on the other hand, it can learn the way and angle of asking questions. For the questions raised by the teacher, you can refer to the words of your learning partners in the text and the content of after-class exercises, or you can refer to the stage goals in the relevant curriculum standards we have listed and design independently. Here are two special points: First, students and teachers should pay special attention to the content, methods and angles of questions, and the questions raised must be of thinking value and stimulate students' interest (a teacher asked such a question when teaching Sun Moon Lake: "Where is Sun Moon Lake?" This question is of little significance, because the textbook has written that "Sun Moon Lake is the largest lake in Taiwan Province Province, China". It is more appropriate to ask "Why is this great lake called Sun Moon Lake", because Guanghua Island is named only because it is separated from the lake. Second, teachers should guide students to summarize and summarize the questions raised, so that students can know from which angle they or teachers ask questions. Clarify the angle of questioning. It is helpful for students to think and answer questions correctly, and at the same time, it can let students know theoretically how to think and from what angle to ask questions when we meet other articles. This is a process of demonstration and imitation learning (The Army God written by Zhejiang Teacher Wang provides us with enlightenment: Liu Bocheng is strong, first, it is the reflection of Dr. Walker, second, it is the reflection of Liu Bocheng himself, and third, it is the text described by the author). Questions have many contents and angles. Generally speaking, the results of this study are related to childhood doubts, "Applause" and "I think a lot from Eiko's changes" from the topic (the rich Xisha Islands, whose attributive provides important information), the expression and meaning of some words (the word "hanging" in climbing Tiandu Peak, "the chain on the stone steps seems to fall from the sky") and the main contents of the paper and the feelings expressed (strange big stones). In addition, teachers should give students a response after asking questions, not just arranging questions without corresponding words (some teachers ask students to listen carefully to others to see if they can hear anything, but after reading it, there is no response).
The above description is the content of guidance, so how should we guide it? It is mentioned in the curriculum standard that "reading is students' personalized behavior, and teachers' analysis should not be used to replace students' reading practice". The "teacher's analysis" mentioned here means that teachers directly instill the answers to questions into students, which is not what we advocate. Teachers should pay attention to the choice of strategies in reading guidance: one strategy is to extract correct problem-solving methods from students' answers to teachers' or students' questions. Different students have different answers to the same question. Teachers can guide students to know and choose the correct ideas and methods of solving problems by comparing different answers. Another strategy is that teachers can attract students' attention by asking questions and highlighting the key points of the questions. For example, there is a sentence in the second paragraph of "Grey Bird", "He has searched the whole forest." I didn't find it either. "Teachers can ask questions accordingly." What do you know about Lenin's mood from this sentence? Why did Lenin have such a mood? How should we convey this mood through our own reading? "This kind of questioning is not only to deepen students' understanding of the text, but also to echo the requirements of" understanding the thoughts and feelings expressed in the article and caring about the fate, joys and sorrows of the characters in the work "in the Curriculum Standard, and to guide students to cultivate the ability and habit of capturing information and understanding emotions. For another example, the study partner in Climbing the Peak of Heaven said, "From the word' finally', I realized ……" How to understand "the teacher can ask," and' finally' can't be removed? What's the difference compared with the original sentence? "Through this prompt, students can be guided to pay attention to keywords and learn the basic methods to understand the expressive function of words. The third strategy is to contact the students' life reality and psychological reality and solve the problems in textbooks. Everyone remembers that there is a text "Go by yourself" in the first volume of Senior One. By reading the text, we know that the story is relatively simple. * * * There are two scenarios. One is a dialogue between the duckling and his mother. The duckling wants his mother to take him swimming. From the perspective of verbal communication, this is undoubtedly a requirement. The principle that the request should follow is that the requester should be sincere, sincere and modest. So, read the sentence "Mom, will you take me swimming?" First of all, students are required to learn to use sincere and modest tone. Teachers can create situations, that is, give examples (such as borrowing things) to let students recall and operate how they will ask others, and then transfer their experiences to the reading of the text.
This is just a guiding method suitable for junior reading teaching. Then, after entering the middle and senior grades, with the growth of students' knowledge, age and experience, and the richness of language knowledge, the above demonstrations and imitations should also be diluted accordingly. At the same time, it is important to ask students to understand and feel the emotional changes of the characters according to the situation at that time. Therefore, how to express the task mood at that time through your own reading has become the top priority of reading guidance. No matter what kind of strategies mentioned above, we should pay attention to the induction and guidance of methods, and try our best to let students master some reading strategies theoretically, instead of staying in individual, specific and trivial comments to solve problems at one time.
It should also be pointed out that questioning and answering is a two-way interactive process, and the solution of many problems requires several questions and answers back and forth. Therefore, teachers must firmly grasp the problem-solving process in the teaching process and try to avoid digression. For example, the lotus leaf is round.