(Author TanJing)
The reading process is very complicated, which shows that the whole process of reading is a combination of complex language practice activities, complex psychological activities and complex emotional activities. The new curriculum standard points out: "Reading teaching is a dialogue process among students, teachers and texts. Reading is students' personalized behavior. We should cherish students' unique feelings, experiences and understanding. Gradually cultivate students' ability of inquiry reading and creative reading, advocate multi-angle and creative reading, use reading expectation, reading reflection and reading criticism to expand thinking space and improve reading quality. "How to reevaluate reading teaching from the new curriculum standards is the main content of this chapter.
First, the new curriculum standards for reading teaching new requirements
(A) pay attention to the basic quality of students.
Chinese subject should first pay attention to the development of people and students. We should consider the responsibility of Chinese subject in quality education from the perspective of the development relationship between people. In terms of students' basic Chinese quality, the new curriculum standard strengthens the following components: 1. Love the language of the motherland and the excellent culture of the Chinese nation; 2. Ability to correctly understand and use Chinese; 3. Good sense of language, rich language accumulation and cultural background; 4. Good attitude, habits and methods of Chinese learning. In order to strengthen these factors, the syllabus has made a lot of efforts from the "teaching purpose". At the same time, the requirements are appropriately reduced in some aspects. There are mainly the following points.
1. It is clearly required not to recite the explanations of words and the general idea of paragraphs, but to recite excellent poems, and the number is specified, and some recitation items are recommended.
2. Reduce the requirement of "analysis" in reading teaching. For example, primary school students originally asked for segmentation, summarizing the general idea of paragraphs, summarizing the main content and central idea, and understanding the relationship between words and sentences, sentences and paragraphs, paragraphs and paragraphs, paragraphs and articles. Now it is required to "read articles with strong interest and appropriate reading level, understand the main contents, experience thoughts and feelings, know some expressions, and pay attention to accumulating language materials". Junior high school has reduced the weight of basic knowledge of Chinese, and the necessary knowledge of grammar and rhetoric is only introduced as common sense.
There are some restrictions in the exam. The significance of reducing the difficulty lies not only in reducing students' heavy academic burden, but also in doing things according to the educational laws of China, starting from students' development and focusing on their basic quality. Reducing unnecessary requirements and increasing requirements can not only lay a solid foundation for the development of students, but also leave enough space for their development.
(2) Pay attention to comprehensively improving students' humanistic quality.
Chinese literacy is a part of humanistic literacy, and Chinese curriculum also undertakes the task of comprehensively improving students' humanistic literacy. The revised syllabus is based on the characteristics of Chinese subject, emphasizing the comprehensive improvement of humanistic quality in the process of Chinese teaching and laying a good foundation for students' life. This includes the following points. 1. Patriotism and socialist ideological and moral quality. 2. Scientific thinking method and thinking quality. 3. Cultural taste and aesthetic taste.
For the handling of the relationship between literature and Taoism, the outline emphasizes the subtle influence and edification, highlights the characteristics of Chinese subject, and emphasizes that ideological and moral education and aesthetic education are in the process of Chinese teaching, and achieve the purpose of improving morality and personality through emotional channels and long-term edification and influence.
(C) focus on cultivating students' innovative spirit
The cultivation of innovative spirit and practical ability is the focus of quality education, the requirement of modern society and the common responsibility of all disciplines. Chinese is no less than some natural science subjects in cultivating students' innovative spirit and practical ability. Therefore, the outline emphasizes the following points:
1. puts forward the requirement of developing healthy personality. Emphasis should be placed on paying attention to the individual differences of students, meeting the requirements of students at different levels for Chinese learning and developing their learning potential; It is pointed out that Chinese evaluation should attach importance to the evaluation of students' development level. Respecting and developing individuality is the basis of cultivating innovative spirit. It is from this understanding that the Outline puts forward the above requirements. Change the practice of cultivating people in a mold, leaving room for the full development of students' personality.
2. While continuing to attach importance to cultivating students' abilities of comparison, analysis, induction, observation, memory, thinking, association and imagination, the Outline emphasizes the ability of independent thinking and advocates encouraging students to express their opinions and express freely and creatively.
3. Highlight students' dominant position. Special emphasis is placed on changing learning methods, freeing students from passive repression, and allowing students to acquire knowledge and improve their ability in the process of active and colorful Chinese practice activities. It is required to change the teacher-centered teaching method and make reading teaching a practical process for students. Advocate independent reading and writing; Advocating opening after class and activating classroom teaching; Advocate heuristic and discussion; Encourage research and explore learning methods.
(D) the enhancement of modern consciousness
The revised syllabus is permeated with the flavor of the times and represents the requirements of modern society for Chinese education;
1. It embodies the spirit of the times. The revised syllabus embodies many new ideas, theories and viewpoints: lifelong education, mass education and learning society, new values such as civilization, cooperation, openness and enterprising, and some new ideas, new concepts and new research results in philosophy, pedagogy, psychology, linguistics and literature. The revised syllabus also requires that the selected texts of teaching materials should have the flavor of the times and focus on modern works.
2. It embodies the requirements of the information society. Mainly in the following aspects: (1) quantitative index of reading speed; (2) Reading methods of skimming and browsing; (3) the ability to collect data and process information; (4) The use of multimedia includes online learning.
It embodies the requirements of an open society. The outline puts forward the requirement of "absorbing the culture of human progress" The selection of junior middle school requires "taking foreign works into account", and the recommended 10 extracurricular reading bibliography lists five foreign literary masterpieces. All these show an open consciousness of "facing the world", aiming at enhancing students' global awareness, enhancing international understanding, absorbing the progressive culture of all mankind and shaping high-quality citizens.
Second, the specific implementation of reading evaluation under the new curriculum standard system
(A) the establishment of "familiar reading" as the main evaluation index system of reading teaching evaluation system.
Guidance method: let students read the meeting in the process of guiding students to practice. Through reading aloud, reciting, retelling, making sentences, speaking and writing, the learned reading methods are gradually strengthened into reading ability.
1. Read correctly and clear the basic obstacles in reading. Pronunciation and proficiency are important starting points for the development of junior high school students' reading ability. One eye and two lines, with the help of pinyin, perceive language and try to read aloud; 2 read the middle circle picture, learn new words by yourself, have the guidance of the teacher, and read the correct pronunciation; (3) preliminary practice reading, more contact and more practice, familiar with (free reading, reading at the same table, pointing to each other; Exchange reading, teacher guidance, student evaluation). For words that don't need to master pronunciation. You can prompt skip reading (pinyin reading).
2. Read fluently and perceive the basic meaning of the language. Fluent reading from mouth to mouth is a very important requirement for cultivating students' reading ability in junior high school reading teaching. (1) create an atmosphere for students to read aloud, with conjunctions in sentences and paragraphs, which are catchy; Look back when reading, find out difficult words, try reading repeatedly, ask at the same table and solve problems; (3) Questioning and repeating. Teachers guide or demonstrate reading where students have tried hard but still can't read well, so that students can understand and master the methods; ④ Read aloud and communicate. Listen and evaluate each other, read and promote each other, improve students' language perception ability, know the "natural paragraph" and tell the main idea of the text. Students are required to have a loud voice and strong self-confidence when reading; No reading, no singing. Be able to pause correctly and reach a fluent reading level.
3. Intensive reading is emotional, and cultivate the ability to read aloud with emotion. Junior students read textbooks, or rhymes, or poems, or fairy tales, or stories, mostly short and pithy, full of childlike interest, which is beneficial for students to learn emotional reading and cultivate their good emotional reading habits. (1) According to the characteristics of the textbook, guide students to freely determine the reading focus, or beautiful sentences, or philosophical sentences, or dialogue sentences, or sentences with outstanding characteristics (including corresponding natural paragraphs); (2) Guide students to experience actively, form reading opinions and express them through reading (that is, emotional reading through self-experience); (3) Learning, presentation and group evaluation. Teachers naturally guide students to determine keywords for analysis and experience, or to understand in context, or to think about life, or to actively stimulate imagination, or to identify images, to feel the meaning in reading, and to learn reading methods in reading; ④ Various forms of emotional reading, or competition reading, or role reading, or reading while performing, or reading with music, or reading by teachers and students. Let every student want to read, be able to read, love reading, read beautifully, read with interest and love.
4. Keep it in mind and enrich students' language accumulation. Guiding students to accumulate a large number of beautiful words from childhood, so that students can benefit for life, which is the basis for developing students' Chinese ability and improving Chinese connotation. Combined with the characteristics and requirements of teaching materials, in the process of guiding students to read aloud, let students be familiar with reading in a natural state and regard "reciting" as a happy thing. In teaching, students can be guided to read on the blackboard, with the help of pictures (multimedia), by acting, by teachers or in hypothetical situations. They can also accumulate ideas and encourage students to choose their own reading methods. In this way, students can recite the text unconsciously without the teacher mentioning "reciting", and get the methods and tricks of reciting.
(B) student-centered evaluation
1. Focus on development. Teachers should re-examine and formulate the teaching objectives of reading class with the teaching concept of promoting students' harmonious development. In the classroom, we should not only pay attention to the cultivation of students' knowledge, skills and intellectual ability, but also pay attention to the development of students' moral sentiment, aesthetic accomplishment, humanistic spirit and innovative consciousness, fully tap students' potential and improve their personality. The traditional evaluation standard of reading class has a very narrow connotation. In reading class, sometimes in order to achieve a clear knowledge goal, highlighting the so-called training consciousness will often destroy the aesthetics and integrity of the teaching content. How much can reading teaching under the guidance of this evaluation standard promote the development of students? Therefore, the new evaluation standard regards whether to promote students' harmonious and all-round development as the primary and fundamental standard to evaluate the quality of a reading class.
2. Teaching students according to their studies. Teachers should design teaching according to students' learning foundation and thinking, and flexibly and effectively control the pre-arranged teaching steps and methods according to the changes of classroom learning. In the classroom, we should not only dare to expose the problems and contradictions encountered by students in their studies, but also take practical and effective guidance and remedial measures at random. The traditional evaluation standard of reading class does not pay enough attention to classroom teaching, which is the characteristic of two-way dynamic interaction between teachers and students. As a result, teachers are misled and understand classroom teaching as a process of carrying out teaching plans to the letter. The new evaluation standard advocates a new reading teaching mode of learning before teaching, reading before practicing, and putting it before helping, so as to ensure the implementation of students' dominant position.
3. Respect differences. Teachers should respect each student's personality, take care of each student's personality differences, try their best to meet the different requirements of different types of students for reading and learning, and promote the all-round development of students at different levels. The new evaluation standard advocates that the reading class should be flexible in goal setting, hierarchical in exercise design, and encourage students to compare with each other, evaluate different students with different standards, and evaluate the same student from multiple angles. Reading the same works, students will have different feelings. Because reading is not only to understand what a work is written and how it is written, but also to arouse readers' unique association, experience and cognition. The process of silent reading is the artistic re-creation of the works, which has a strong personality of the reading subject. Therefore, students' feelings may be different from the main idea of the work, the analysis of the faculty and the conclusion of the teacher's lesson preparation. This difference is not only a normal phenomenon, but sometimes it may be a budding creation. When studying peanuts, a classmate said, "peanuts are very useful, but unfortunately they are not beautiful." I still want to make pomegranate, which is both useful and beautiful. " Learning the lesson "Little Monkey Down the Mountain", some students said, "I want to throw away the small ones and pick up the big ones like the little monkeys." These understandings are obviously inconsistent with the original intention of the work, the analysis of the faculty and the conclusion of the teacher's lesson preparation, but they are indeed the unique feelings of students, with reasonable factors and creative consciousness. In particular, we should respect and care for such unique feelings. Even if they are not correct, don't throw a word "wrong", but patiently induce them to convince others and allow students to keep their opinions.
4. Promote democracy. Teachers should strive to create a democratic, equal and harmonious teaching atmosphere in the classroom, infect and motivate students with their love and enthusiasm, and let students speak freely in the classroom. Show your emotions and talents. The new evaluation standard requires teachers to carry forward democracy, always think from the perspective of students, have an equal dialogue with students, and let students actively participate in learning in a relatively relaxed and free state. Please see the clip of teacher Yu Yongzheng's lecture on "Kingfisher":
Students can read the second and third parts of the text freely. )
Teacher: Who will read it to you?
Health: (reading) "The bluebird sings clearly and loves to fly against the current. (The teacher interrupts:' Flying fast' is well read, which makes people feel that kingfishers fly fast. In the blink of an eye, it gently stopped on the reed pole again. (The teacher interrupts:' Gently' and then reads slowly, which makes people feel that the kingfisher is very light. Read it like this:' In a blink of an eye, it gently stopped on the reed pole again.' ) It stared at the water surface with microwaves, waiting for the small fish to swim to the surface. (The teacher interrupts: Attention, it's very quiet at the moment. When you read Little Fish, you must hold your breath. Let's read this section together. (Students all read out:' It is motionless ...)
In the teaching of this class, the teacher's reading evaluation is very appropriate and effective.
5. Leading questions. Teachers should guide students to find problems in the process of reading, put forward problems and try to solve them themselves. In teaching, teachers should not only awaken students' problem consciousness, but also randomly guide the methods of questioning and resolving doubts, so as to cultivate students' ability of questioning and resolving doubts. In the traditional reading class, students always listen to the teacher's questions and think. Learn the text by answering the teacher's questions. The new evaluation standard advocates students to ask questions actively, encourages students to ask questions they don't understand and try to solve them on the basis of reading since enlightenment, which creates conditions and opportunities for students' active development.
6. Allow choices. Teachers should create conditions and opportunities for students to read independently. In class, students should set their own reading goals, decide their own reading contents, choose their own reading methods and design their own reading exercises according to their own learning basis and interests. In the traditional reading class, students can only act according to the teacher's will and thinking, and the spirit of autonomy is not reflected. The new evaluation standard advocates students to study selectively under the guidance of teachers, learn to study selectively, and give students the initiative as much as possible.
7. Encourage innovation. Teachers should encourage students to boldly express their understanding, experience and views with personal knowledge and feelings on the basis of reading since enlightenment, and also encourage students to express their creative thinking in standardized and clear language. The traditional reading class only requires unified standards and does not allow "heresy". The new evaluation standard tries to guide teachers to pay attention to the cultivation of students' innovative consciousness and ability, and advocates that students should not only cultivate the ability of independent thinking and perception, but also pay attention to stimulating students' emotional activities. Understanding and expression should be personalized, so that students can fully ask the spark of innovative thinking in reading class.
(3) Requirements and evaluation of the ability to collect and process information
"Nine-year compulsory education full-time primary school Chinese teaching syllabus" (trial revision) puts forward in "teaching content and requirements": "Learn to browse and collect relevant materials as needed." Article 7 of the senior reading mentioned this requirement again. In "Several Problems in Teaching" and "About Reading", it is once again mentioned that "cultivating the ability to collect and process information" is a new requirement of the Outline.
The ability to collect and process information in teaching should be evaluated in the following ways:
1. Please ask the author's life, political attitude, main works and the background of writing this article, and look for information from the preview notes during preview and extract it. Beginners, please report. Using these materials in teaching is helpful to master the main content of the text and understand the author's thoughts and feelings.
2. Every word you don't understand in the preview of each text should be regarded as a new word, find out its meaning in the dictionary, and then select the appropriate entry according to the context and copy it in the preview notes. Looking up a dictionary is a self-study ability and a good habit. Obtaining annotation information of new words from dictionaries is an important way to cultivate self-study ability. These notes will come in handy at any time in reading comprehension, reading appreciation and reading training.
3. In preview or reading teaching, students' questions, understanding and association of words and phrases, and experience of the most touching places should be annotated at the top of the world, in the middle of the seam and between the lines. This is the information produced by independent thinking, not only the result of reading thinking-the processing of reading material information, but also the material for reporting and communicating to classmates, groups or the whole class-the information to be absorbed by other students and teachers. Because annotations have students' unique thinking, are more creative and have the value of cultivating healthy personality. Teachers should pay special attention to this.
4. One student reads the text, the rest of the students pay attention, the reader is sending out information, and the listener is receiving information. Occasionally, if you make a mistake, the audience will read it softly and correctly, and the reader will correct it immediately. This is information processing. Correct at any time, train listening, improve reading, give timely feedback and strengthen attention.
5. In class, whether it is group discussion or class speech, the latter must be based on the former, or supplemented or corrected, so as to train the logic of thinking. Students' questioning in reading teaching, teachers' reading and thinking after questioning, and subsequent reporting and answering questions should all be regarded as examples of the process of collecting and processing information.
6. Ensuring the quality of extracurricular reading and reading notes is the most important way to cultivate the ability to collect and process information. The total amount of extracurricular reading for six-year students is not less than 6.5438+0.5 million words. On average, students in grades three and four read 700-800 words a day, while students in grades five and six read 1 100- 1400 words a day. This is also the new requirement that the new curriculum standard is different from the past. The formation of reading ability depends on the accumulation of reading practice. Extracurricular reading used to be a soft task, but now it has risen and is a hard task. Recommend books and newspapers, guide the inspection of reading notes, organize the report and exchange of reading notes ... a lot of work. In particular, the syllabus links extracurricular reading with the habit of reading the secretary's notes. Reading is to absorb information, and taking reading notes is to process information. Reading notes are also a sign of reading quantity and quality. The new curriculum standard requires middle school students to practice writing observation diaries and reading notes. The reading volume of middle school students is 700-800 words per day, and the number of words in reading notes can be unlimited, mainly to insist on it every day. You can extract good sentences or simply write a comment. Senior students can expand on the basis of annotations, extract good sentences, write their feelings about a paragraph and comment on the usage of a word or sentence. The content and form should be flexible, and the number of words can be around 100. Insist on reading after class every day and taking notes every day to achieve the goal of "having a strong interest in reading" required by the syllabus.
Students' exercise materials can be tested from the following three aspects: First, take part in activities in person and write down what they see, hear, think and do. The other is what you see and hear indirectly from the media or others, such as watching TV, listening to the radio and listening to others. The third is the content obtained from reading. Reading and taking notes after class are not only to improve reading ability, but also to serve practice: first, to accumulate materials and prepare content services; The second is to learn the author's thinking method and position of observing life and analyzing problems; Third, the skills of layout, article planning and wording. ? There is another way to collect and process information-keeping a diary. The new curriculum standard requires students to form a good habit of careful observation, serious thinking and diligent writing, which is almost synonymous with keeping a diary. The new curriculum standard requires middle school students to "practice writing observation diaries and reading notes", which, in a sense, not only does not lower the teaching requirements, but improves and increases the teaching requirements.