How to effectively develop and utilize the early reading class of Chinese language for senior high school students/Wu Chao

Psychological knowledge tells us: in the early morning, people do not have proactive inhibition, and it is more difficult to memorize some memorizing content at this time. Easy is the golden time for memory. If we strive to improve the effectiveness of Chinese classroom teaching, we also pay attention to the research and efficient use of Chinese early reading classes, scientifically make good use of this golden time, and enable students to develop good reading habits, which will be conducive to supplementing, consolidating, deepening and Expanding the content of Chinese classroom teaching makes early reading classes an important position for Chinese learning, and can change the embarrassing situation of the subject caused by the school's pursuit of admission rate. However, in actual operation, early Chinese reading classes are monotonous, boring, disorderly, and inefficient. This phenomenon is especially serious in the review stage of senior high school. The author conducted a preliminary exploration on how to effectively develop and utilize the Chinese early reading class for senior high school students. Let’s talk about my personal views from the current situation, causes of problems, development and utilization strategies of early reading courses for senior high school students.

1. The current situation is not optimistic

1. Unclear goals

Many teachers lack an overall construction of the goals of early reading classes in the third year of high school, and do not have a clear understanding of the goals for each class. I have to think deeply about the goals of morning reading classes for the semester, and even lack a clear understanding of the goals of each morning reading class. For students, it has become more normal to read aloud as they please. It is not clear what exactly they are reading and what purpose they will achieve.

2. The content is uncertain

The teacher does not provide specific guidance on what to read in the morning reading class, and the students themselves do not know very well. Some read vernacular, some read classical Chinese, some read novels, some read prose, some read pronunciation and idioms, some read several texts that are required to be memorized after class, etc. Reading aloud is in a state of disorder, blindness and randomness.

3. Single form

Everyone knows that early reading is about "reading", but how to read is something that many teachers have not seriously studied. After a morning reading class, students basically read aloud alone. Reading aloud monotonously for a long time will make people feel boring and bored. Naturally, early reading classes will also appear dull. Over time, the voice of morning reading classes became quieter and quieter, and students became less and less fond of morning reading. Many students used the morning reading time to do homework.

4. Low efficiency

After the 40-minute morning reading class, when you ask the students: Are there any gains from reading early? Many students just laugh and don't answer. This shows that many students just read during morning reading. We have also seen that even though there are dozens of early reading classes in a semester, many students are still unable to write or cannot write all the content that is required to be recited or written from memory during the exam.

2. Thought-provoking questions

There are many reasons for the disorder and inefficiency of early Chinese reading classes. There are roughly three reasons:

1. Inadequate management measures

From the perspective of school management, many schools focus mainly on the classroom and rarely pay attention to early reading classes, let alone improving efficiency; from the perspective of teacher guidance, the main manifestations are: tardiness , leaving the class midway, turning a blind eye to students' violations, taking advantage of early reading to deal with class affairs, etc.; from a student perspective, the main manifestations are: poor self-control, being silent, etc., and even making small movements, sleeping, going to the toilet, etc.

2. Insufficient awareness of responsibility

Many Chinese teachers fail to attach great importance to early reading classes ideologically, and even use early reading classes to correct homework, prepare lessons, read other books or send mobile phone messages information. There is a lack of preparation for morning reading classes, a lack of planning, and a lack of purpose awareness. The assigned content is either too simple, or inconsistent with the teaching progress; sometimes they simply "herd sheep" without assigning early reading content, and students can do whatever they like. Early reading classes have no goals and are extremely inefficient.

3. The tutoring method is not in place

As for the main actors in early reading classes, teachers think it is the student’s business, as long as the students read. Some students themselves do not really know what they should read aloud or how to read aloud. Many students read whatever they find, lacking a plan, and are very random and blind. Some teachers only play the role of keeping track of students and managing discipline. They only emphasize whether students are reading, and they only satisfy the atmosphere of the early reading class. As for what students read and how they read, they lack specific targeted guidance.

3. Strategies for development and utilization

1. Clarify the purpose of early reading

The "Chinese Curriculum Standards" clearly states: "Chinese teaching should pay attention to reading aloud, and let students Students read fully, have an overall perception while reading, develop a sense of language while reading, and receive emotional influence while reading. "Effective early reading can stimulate students' interest, ignite students' desire and enthusiasm for learning Chinese, cultivate students' aesthetic taste, and deepen their appreciation of Chinese language. Perception and understanding of the beauty of language. Accumulation of early reading helps improve students' aesthetic and literary appreciation abilities. In the context of approaching the college entrance examination, early reading classes are particularly important for Chinese language learning in senior high school students. The efficiency of early reading classes directly affects the effectiveness of Chinese classroom teaching and determines the quality of students' Chinese performance.

2. Clarify the goals of morning reading

Morning reading class is also a complete class. To improve the efficiency of morning reading class, we must first clarify the morning reading tasks. If students do not have specific goals, the actual effect of early reading will not be very great.

Teachers should assign tasks to students before morning reading class, so that students can read aloud with purpose, so that they can be targeted, give full play to their initiative, and improve their learning efficiency.

At the beginning of morning reading, students can be given clear goals for early reading through projection or writing on the blackboard. Early reading goals should include the following:

(1) Early reading content. The teacher asks students to clarify what they will read in this class. Morning reading has a wide range, but because time is limited, the amount of arrangements must be appropriate to ensure that students can complete it within the specified time.

(2) Early reading requirements. According to different early reading contents, teachers should clarify the requirements, such as extensive reading and comprehension, familiar reading and comprehension, recitation and dictation, etc. The requirements for early reading should be realistic for students and should not be set too high. They should be able to be completed by most students, so that students can experience the joy of success in completing tasks and achieving goals.

(3) Early reading detection methods and points to note. At the beginning of morning reading, the teacher clearly informs students about the testing methods and points of attention, so that students can become motivated to read early.

3. Systematically arrange morning reading content

“Everything is done in advance, otherwise it will be ruined.” Modern education requires our educators to have corresponding plans for their work. Only in this way will the work be far-sighted, organized, and comprehensive, without omissions.

At the beginning of the third year of high school, Chinese language teachers should incorporate the content of morning reading lessons into the semester teaching plan, and regard the content and purpose of daily morning reading as part of the lesson preparation content. For each morning reading lesson, they should also Write lesson plans, and guide students in a planned and step-by-step manner according to different situations of difficulty and depth of test points, so that daily morning reading lessons can be organically combined with classroom teaching objectives.

4. Innovative early reading methods

The "Chinese Curriculum Standards" clearly states: "Chinese teachers should attach great importance to the development and utilization of curriculum resources and creatively carry out various activities... more In terms of improving students’ Chinese ability, Chinese teachers should actively change the current situation of single morning reading classes and make them a powerful assistant in classroom teaching. Some targeted and interesting practical guidance activities can be carried out according to the psychological characteristics of students and combined with the teaching material content, such as reading together, competition-style reading, recitation-style reading, group reading, role-based reading, chanting reading, free reading, relay reading, etc. Reading aloud with facial expressions, reading aloud, reading quietly, reading silently, etc. can activate the atmosphere of early reading classes, mobilize students' enthusiasm, activate students' thinking, and enhance students' language expression ability.

5. Develop early reading resources

The "Chinese Curriculum Standards" clearly states: "Chinese teachers should attach great importance to the development and utilization of curriculum resources." According to the actual preparation for the senior high school Chinese exam, it can be The early reading "resources" that are relied upon or available for development include the following:

(1) Texts. The text selections in the textbooks (including readers) are mostly examples of both literary quality and beauty, and the test questions are also based on the syllabus ("Examination Instructions") and the textbooks (textbooks). As the saying goes, "the questions are outside the class, and the answers are inside the class." Of course, the texts in the review stage cannot be read in general or blindly. They should be read at a higher level and targeted at different styles and according to their respective focuses to see the effects and gains.

(2)Basic knowledge. The syllabus requires memorizing famous sentences and articles, mastering the meaning and usage of content words and function words in classical Chinese, common knowledge about literature, easy mistakes and confusion of pronunciation, glyphs, and idioms.

(3) Excellent writing. The scoring standards for college entrance examination essays require that the content of the essay must be substantial and literary. The imitation sentences in language expression are more about gorgeous and beautiful words. In order to meet the requirements of the college entrance examination, we can print out some beautiful essays and composition materials for students to read in the morning reading class every day, or arrange for students to read the beautiful essays excerpted from the accumulation book. A philosophical sentence, or let students exchange and read aloud the beautiful essays they have excerpted from class with their classmates. Let them accumulate composition materials through multiple channels.

(4) Class notes. Class notes reflect the essence of the teacher's teaching and also condense the efforts of the students themselves. They are the "pocket version" and "abbreviated version" of the teaching materials.

(5) Exam paper. Review recently used exam papers that you have saved. On the one hand, you can find out the factors that caused mistakes in the last or recent exams (such as difficulty in grasping the question type, knowledge defects, carelessness in reviewing questions, lack of experience, etc.) and avoid being tripped up by the same obstacle twice. .

(6) Limited time training. This kind of exercise usually has four multiple-choice questions (respectively: word pronunciation, word form, idioms, and idioms), as well as a few famous quotes and dictation questions. Exercises or tests can be interspersed with morning reading.

6. Detecting the effect of early reading

To improve students’ reading quality and improve the efficiency of early reading classes, effective detection methods are also needed. The testing in early reading classes is different from the "clear inspection" method of in-class reading in the form of test questions. Its breadth, diversity and complexity determine the diversity and flexibility of teachers' testing methods, such as spot-checking recitation, collective recitation, spot-checking dictation, or arranging various competition activities that students are interested in to design testing methods, so that Get the best results from morning reading.

If the early reading of Chinese language for senior high school students can be planned, purposeful, arranged, checked from the beginning, and persevered, it will definitely change the randomness and blindness of students' early reading to a great extent. , and at the same time, it can also take into account the actual preparation for the senior high school exam, thereby greatly improving learning efficiency.

(Author’s unit: Langzhong Middle School)