With the "quantity" of reading, the requirement of reading quantity does not mean that it can promote the improvement of reading efficiency, which is a problem that many teachers are paying attention to and need to solve urgently. Conversely, graded reading is mainly to solve the problem of non-graded reading teaching for teachers.
What is graded reading? Graded reading is to provide children with scientific reading plans, different books for different children and scientific and targeted reading books according to their intellectual and psychological development at different ages.
Graded reading refines children's reading ability, which can cultivate children's respect for book knowledge and form a good habit of loving, knowing and reading well. We provide reading in a planned way according to children's age characteristics, so that children can feel the beauty of reading, improve their reading appreciation ability and form the habit of loving reading, thus affecting their outlook on life, world outlook and values.
As far as children's reading is concerned, we must provide them with different books according to different age stages. It must be the golden rule of children's reading upheld by educators, even psychologists and children's literature research experts. Books that are not suitable for children, no matter how much they read, are difficult for them to understand. Reading in line with children's age and psychological characteristics will make children's reading more effective and scientific, so that children can get balanced nutrition. Just like what kind of nutrition children of any age should supplement, what kind of books children of any age should read. How to do graded reading?
First, read in grades according to the amount of reading.
As for the requirement of reading quantity, the Chinese curriculum standard has long stipulated that Chinese teaching should cultivate students' extensive reading interest, expand reading area and increase reading quantity. And clearly put forward that the reading amount in primary school is not less than 6.5438+0.5 million words, including 50,000 words in lower grades, 400,000 words in middle grades and 6.5438+0.00 million words in upper grades. It must be clear that this is just a guarantee to read.
Second, read by age.
According to age groups, children aged 0- 18 have four stages of reading.
The first stage is 0-3 years old, mainly "listening to stories", which is a process of accepting reading.
The second stage, 3-6 years old, is based on "interactive reading", which is formed in the reading process of "listening, watching, asking, answering and thinking".
The third stage is 6- 10 years old, mainly "independent reading". Among them, ①6-8-year-old "independent reading" is gradually integrated into oneself in the process of "listening, reading, asking, thinking and learning". Thus, form a habit, read fluently and think deeply. 28- 10 years old "self-reading" is the process of "reading, thinking, asking, answering, learning and using". Read silently and skim, reflect on problems and apply what you have learned.
The fourth stage 10- 18 years old, mainly "read through". Among them, ① 10- 12-year-old "read through" refers to the process of "reading, thinking, asking, answering, learning and using", browsing and inquiring, communicating and discussing, and applying what you have learned. ② 12- 18-year-old "read through" refers to the process of "reading, thinking, asking, answering, learning and using", intensive reading, speed reading, judging and thinking, expanding the scope and applying what you have learned.
Third, read at different levels according to the learning period.
The 20 1 1 version of Chinese Curriculum Standards is about reading. As far as primary school students' reading is concerned, it is carried out according to the requirements of the school section, and it is actually graded. The first study period is senior one and senior two, which should be primary reading according to reading classification. The curriculum standard requires: "Learn to read the text correctly, fluently and emotionally in Mandarin. Read simple fairy tales, fables and stories, yearn for beautiful situations, care about nature and life, have their own feelings and ideas about people and things of interest, and are willing to communicate with others. "
The second period is the third and fourth grades. Reading is an upgrade, and it should be intermediate reading according to the classification of reading. The curriculum standard requires: "Read the text correctly, fluently and emotionally in Mandarin. (Reading articles with strong stories such as fables and fairy tales) can retell the general idea of narrative works, initially feel the vivid images and beautiful language in the works, care about the fate and joys and sorrows of the characters in the works, and communicate their reading feelings with others. "
The third period is the fifth and sixth grades. Reading continues to upgrade, and it is considered advanced reading according to the reading volume. The curriculum standard requires: "You can read the text correctly, fluently and emotionally in Mandarin. By reading the narrative works and knowing the outline of the event, you can simply describe the scenes, people and details that move you most, and tell your love, hate, reverence, yearning and sympathy. When reading poetry, you generally grasp poetry, imagine the situation described in poetry, and experience the emotion of the work. "
Fourth, read according to the reading level.
Primary school students' reading can be divided into three levels. Primary schools focus on cultivating students' comprehension, reading and accumulation abilities. Primary and secondary schools focus on cultivating students' ability to understand, analyze and summarize, comprehend, read and accumulate. Above the senior grade of primary school, students' ability to understand, analyze and summarize, understand, appreciate and evaluate, create, read and accumulate is emphasized.
Five, according to the reading system for graded reading.
Build a reading system and implement strategic reading. Graded reading is a good strategy reading, and "reading with different strategies in the same system" is a strategy of graded reading according to the unified reading system, which can be carried out by "one system, one strategy", "one system, two strategies" and "one system, multiple strategies". For example, the reading strategy of the unified textbook is graded, the third grade is "prediction", the fourth grade is "questioning", the fifth grade is "improving reading speed" and the sixth grade is "purposeful reading". Another example is the graded reading of "retelling stories": the second grade retells stories with pictures, the third grade retells stories in detail, the fourth grade retells stories briefly, and the fifth grade retells stories creatively.
Six, according to the class type for graded reading.
The experimental project has gone through three stages: priority-quality-optimization, and has created basic courses represented by unit preview course, intensive reading leading course and skimming practice course, and ability courses represented by group reading course and free reading course. The so-called graded reading should also be "excellent". Therefore, each class type needs to be graded. As far as intensive reading tutorial is concerned, according to the requirements of graded reading, research should be strengthened. I hope that senior one and senior two can see the "intensive reading tutorial" in the same box, senior three and senior four can see the "intensive reading tutorial" in the same box, and senior five and senior six can see the "intensive reading tutorial" in the same box.
Graded reading system. It can not only judge the difficulty of readers, but also judge their reading level. Let children read step by step through graded reading and reading materials corresponding to their abilities. Because from the characteristics of reading, 80% of the materials children read should be easy to understand, and 20% need to think, so that children can have confidence and interest in acquiring knowledge in fluent reading.