What reading brings to children is the joy of life and the true feeling of life, which will be transformed into their ability to absorb new things and knowledge and become the spiritual quality that leads them to forge ahead towards their life goals. Children who have a rich and high-quality reading life will certainly do well in Chinese learning.
Graded reading is a successful reading mode for children originated from developed countries and an effective method to improve children's reading ability. Children's reading ability and reading development change greatly during the whole children's growth period, and different ages have different physiological and psychological characteristics. Graded reading is mainly based on the law of children's psychological growth, providing works that are generally suitable for children's characteristics at a certain growth stage. In 2009, Guangdong, China first proposed graded reading for primary school students.
Professor Zhu Ziqiang from the Institute of Children's Literature of China Ocean University is a well-known expert in the field of children's literature research and Chinese education in primary schools. He is very familiar with the classic works of children's literature all over the world and knows which excellent children's literature works children of different ages should read. He collected his research results for many years, graded a large number of classic children's literature works, and published this set of "Zhu Ziqiang Children's Literature Reader", which divided the selected Chinese and foreign famous books into six grades according to the three degrees of language reading difficulty, artistic aesthetic dimension and humanistic care life depth, which were suitable for readers in primary schools from grade one to grade six respectively. According to the reading level and interest of primary school 1 ~ 6 students, the classic works of children's literature from all over the world are selected, aiming at enabling children of different ages to read excellent works of children's literature suitable for their age. Selected Reading of Children's Literature in Zhu Ziqiang is a good reading for children of all grades in primary schools and a good helper for teachers' teaching. It has a positive effect on improving the Chinese ability of primary school students, and is very suitable for reading activities on campus and arranging extracurricular reading books as a teacher.
catalogue
Selected Reading of Radish, a children's literature reader in Zhu Ziqiang, is back (1grade B).
Selected Reading of Zhu Ziqiang Children's Literature "The Coat of the Moon" (grade 2B)
Zhu Ziqiang's selected children's literature readers are hidden in your heart (level 3B).
Selected Reading of Children's Literature in Zhu Ziqiang: A Magical Parrot (Grade 4B)
Selected Reading of Children's Literature during Sun's Vacation (Grade 5B)
Selected Reading of Zhu Ziqiang Children's Literature "The Gift of Disaster" (Grade 6B)
Zhu Ziqiang Children's Literature Reader is based on Professor Zhu Ziqiang's "graded" reading research on children's literature. He summed up and put forward five principles of graded reading that reflect the order, law and structure of language form and stylistic form:
From spoken language to written language;
From verse to prose;
From story to plot;
From image to intention;
Narration first, scenery later, lyric, discussion.
(A) "Graded reading" (learning to read) should be from spoken language to written language.
Why is it much more difficult for children (adults) to write (written language) than to speak (spoken language)? Vygotsky pointed out two reasons in his book Thinking and Language: the initial development of written language also needs a high degree of abstraction. It only speaks with thoughts and images, and lacks the musical sense, expressive force and cadence of oral English. Writing also requires children to carry out thoughtful analysis activities. All these characteristics of written language explain why its development in school-age children lags far behind that of oral English. This inconsistency stems from children's familiarity with spontaneous and unconscious activities and their lack of abstract and thoughtful operational skills. "
Therefore, in the lower grades, we should learn style in the form of oral English, so as to build a bridge for children to develop from oral English ability to written English ability. Specific styles: children's songs, folk literature (life stories, fairy tales), oral narrative stories, picture books (picture books), such as Frogs and Toads by Lauber or children's fairy tales with new beauty.
(2) "Graded reading" (learning to read) should be from verse to prose.
Prose is a broad concept, which refers to non-verse works, such as stories, novels and essays (in a narrow sense). It's not that "prose" (such as stories) can't appear in the lower grades, but we should pay attention to the reading of verse and the rhythm of language. This is consistent with the law of language learning, because "rhyme" is easy to say.
Zhou Zuoren said: "Children learn Chinese and can't write, but they have their own rhythm. When he can speak, he will always repeat the lyrics, and he will recite and say it. " Gai's children's songs learn language, syllable first and then meaning. This nursery rhyme happened because it is so important in childish education. ""The simplicity of children's songs is also reflected in remembering and singing well. Children's songs are generally short in length. Even if some of them are very long, they often use thimble figures of speech, or use repetitive techniques, or repeat words with the same grammatical structure, parts of speech and similar meanings, so it is easy to remember and sing. "
Mcclintock said: "For young children, what needs to be emphasized is mainly the elements related to the musical effect of language." Vygotsky said: "Poetry and prose are very different in function and skills. Humboldt believes that poetry and music are inseparable, while prose is completely dependent on language and dominated by thinking. Therefore, both poetry and prose have their own wording style, grammar and syntax. This is an extremely important concept, although Humboldt and those who further developed his thought later failed to fully realize its significance. "
In the narrative children's poem Cats Raise Fish:
"Small fish, do not have enough to eat. It's better to keep it delicious. Put it in a basin for fear of chicken bite, and put it in the river for fear of it running away. The kitten came up with a new way to put it in her stomach, which made her feel most secure. She swallowed it in one gulp and just raised it early in the morning. "
This narrative children's poem has a strong sense of rhythm and is easy to learn.
(3) "Graded reading" (segmented reading) should be from "story" to "plot".
For example, there are many narrative works in the whole primary school stage. For these works, it is necessary to make a formal analysis and teach them to children in combination with the literariness contained in the language, which requires an analysis of the artistic form, which is an initial starting point and foundation of Chinese teaching.
Take the story of candy (event) and the story of Wanka as examples. If a work, the author only intends to tell the reader the events in real life, it basically belongs to the story. If the author's first and most important consideration when facing an event is how to tell it, it will basically become a novel. The plot of the novel consists of embellishment, mystery, bedding, narration and flashback designed by the author to arrange events.
From "story" (event) to "plot", it means that the structure of the work is from simple to complex. It involves literary expression from events to characters, from types to typical, from actions to psychology. There is no difference between simplicity and complexity here. It just means that primary school students should learn both simple and complicated.
From the stylistic order, the lower grades are stories, folk fairy tales and picture books; Middle school is a literary fairy tale, which needs to be complicated. For example, the story-telling novel The Ugly Duckling in the fourth grade, such as nosov's short stories and picture books. In senior grades, novels that can describe psychology, such as A String of Grapes, Wanka, Walking on the Road, etc.
(d) "Graded reading" (segmented reading) should be different from image to image.
The so-called image is the artistic image created by the objective image through the unique emotional activities of the creative subject. To put it simply, image is an image with meaning, and it is an objective image used to entrust subjective feelings. Such as Little Watermelon and Lemon, the stylistic order is: children's songs-children's narrative poems-children's lyric poems and philosophical poems.
(5) "Graded reading" (segmented reading) first narrates, then writes scenery, expresses emotion and makes sense.
Why? Because younger children like to move more. For example, children in the first grade of primary school go out to travel, raise crabs to play by themselves, and don't look at the scenery; I went to the park not to see the blooming flowers, but to observe the ants on the ground and chase the flying butterflies.
Therefore, the stylistic order should be: stories and fairy tales come first, and prose comes last; Children's songs come first, children's poems, especially lyric children's poems come last. In some textbooks, there are children's poems with strong lyricism in the lower grades, which easily makes children feel unnatural, because "lyricism" is a kind of ability developed after narration. And there are feelings, but not necessarily "lyrical", such as "Last Year's Tree", which is not straightforward. Improper passion, unnatural affectation and irrational emotions are all harmful. Prose appeared later, in which narrative prose appeared first, and prose with lyrical scenery and narrative discussion appeared later. Fables should not be placed in middle and lower grades, but in senior grades, because fables are reasoning and a very special way of reasoning. Understanding this way of reasoning requires abstract ability.
Judging from the development of literature reading ability, primary school students need to develop four language abilities, including sensibility, imagination, comprehension and analysis. According to different school years, we can make this kind of ability layout: low school year, focusing on developing sensibility and imagination; Middle school focuses on developing sensibility, imagination and understanding); Gao Xuenian pays attention to developing sensibility, imagination, understanding and analytical ability. Only in this way can we clearly grasp the main points of Chinese learning in each period.
In my opinion, according to this "grading" principle, there will be no blindness, confusion and inversion in the selection of Chinese texts and teaching objectives in primary schools. Through these principles, the reading of children's literature is graded, hoping to sort out its progressive laws, and then build an organic, orderly and complete reading structure of children's literature.
(Note: This article is based on the speeches and materials of the 10th China Children's Reading Forum and Mother Tongue Education Seminar, with some deletions. From the internet. )