Reading teaching is the center and soul of Chinese teaching, the carrier of font, pronunciation, semantics, grammar, rhetoric and logic teaching, and the "source" and "living water" of writing teaching. It can be said that there is no Chinese without reading, and there is no Chinese teaching without reading teaching. Mastering the sound, form and meaning of Chinese characters is one of the basic skills in learning Chinese, which can be obtained through reading. When you meet unfamiliar words, you can find out the pronunciation of the words by looking them up in the dictionary, and when you meet unfamiliar words, you can find out their meanings by looking them up in the dictionary.
Poor vocabulary, dry language and bad words are common problems in Chinese writing of many middle school students. To solve this problem, it is necessary to accumulate hard in the process of reading and writing, so as to master more words. Enlarge vocabulary through reading, and correctly understand and use it according to the context on the basis of rote memorization. Through reading, we can distinguish sentences, see if they conform to grammar and logic, and see if the language is appropriate.
Second, cultivate the ability of appreciation.
Through reading, help students understand artistic conception and learn to appreciate literary works. The appreciation of literary works can generally start from the following aspects: (1) the overall perception of the content of the article; (2) Taste the language of the article; (3) Understanding the meaning and function of words in a specific language environment; (4) Understand the most profound sentences or paragraphs, appreciate the beautiful and incisive sentences in the article and appreciate the vivid image of the language; (5) Clarify the structure of the work; (6) Understand the artistic conception of the work and the emotion that the author wants to express in the work.
The basic feature of literary works is beautiful and vivid language. It is necessary to grasp and understand the deep meaning of key words and expressions in the works, the expression effect of various rhetorical devices, and the application of narrative, description, lyricism and discussion in the works. To understand the artistic conception, we must grasp the scene in the work and the atmosphere it presents, so as to feel the feelings of the people who are in this scene at this time. See whether it is sensational in the scene, lyrical by the scene, integrated with the scene, or direct or euphemistic expression.
Third, cultivate sentiment.
In reading, there are many works full of emotion and imagination. Comparing similarities and differences and triggering association with poetry will arouse students' aesthetic emotional experience, understand the emotions in reading works and improve their reading ability. For example, the feelings expressed in Du Fu's "Wang Yue" are bold and heroic; Su Shi's "the river of no return, the waves are exhausted, and the eternal romantic figures" are generous; "I can bow like a full moon, look northwest and shoot Sirius" is unrestrained. With the embellishment of poetry, students are encouraged to go deep into the palace of works step by step to appreciate beauty and appreciate beauty.
Reading can cultivate people's sentiment and cultivate people's good character. It is our effort to strengthen national feelings and develop students' personality. The first general goal of Chinese new curriculum standard is to cultivate students' patriotic feelings, moral quality and values. That is to say, in the reading teaching class, we should strengthen students' personal emotional edification, strengthen national feelings, respect the emotional connotation of all ethnic groups reflected by multiculturalism, and create a healthy, rich, positive and upward emotional world for students, so as to develop students' personality and promote their physical and mental health.
Fourth, improve writing ability.
Reading more and writing more is the only way to enhance Chinese application ability and improve Chinese literacy in an all-round way, and it is also valuable experience gained through years of Chinese teaching practice. The new curriculum standard clearly requires students to read more and write more, and stipulates the reading and writing amount of all ages, which shows the importance of reading to writing.
Reading more and writing more are not two independent concepts, but complement each other. So, what is the connection between extensive reading and extensive reading writing? In fact, this is a truth that all students understand, and the best explanation is the incisive assertion that "reading thousands of books is like writing". Only by reading, reading more, promoting writing by reading and absorbing the nutrients of writing from reading can the writing level be improved. Advocate reading and writing more, and promote writing by reading. Undoubtedly, there must be "reading" before "writing". In this sense, you can write well by reading more books. Maybe some students will say, "I read a lot of books and wrote a lot of compositions, but why didn't my composition level improve significantly?" The crux of the problem lies in: first, reading can't grasp the key points, there is no choice, the good and the bad are mixed, and what to read is aimlessly grasped; Second, reading is more casual and cursory. Some students read a lot of books, and sometimes they read a book more than once. The key is that they didn't read carefully, and they didn't think and experience when reading. After all, I still haven't read it, and I can't understand it. It's hard to understand the gist of the composition. Read more, read with thinking, write more and practice more on this basis, and you will certainly reap rich benefits and write a good composition.
Fifth, improve language expression ability.
The literary works selected in Chinese textbooks are all classics with rich content and beautiful language, including not only novels, essays, but also Tang and Song poems. In Chinese teaching, students are encouraged to read more of these articles, so as to help students improve their sense of language and improve their oral expression ability in a subtle way. Different genres of articles need different emotions and different reading methods. For example, prose is beautiful and full of profound meanings, which requires students to understand it slowly and read it carefully. The novel consists of fleshy characters and ups and downs, and it needs to change the reader's mood with the emotional changes of the story when reading; Sad and sad poems need us to lower our voices, while poems with unrestrained emotions need high passion.
At present, among middle school students, many students have the problem of insufficient oral expression ability. Reading articles with different genres and different moods can help students to eliminate psychological barriers, build up confidence and express and pour out their inner feelings more bravely. read
In this process, teachers should give reasonable guidance to help students develop good language expression habits more effectively, so that they can organize the language smoothly in different occasions and then express it smoothly and clearly. On this basis, teachers can also consciously guide students to train their oral expression ability in class. For example, teachers can ask students to read aloud in different roles during teaching. Through such exchanges and cooperation, students can not only deepen their understanding of the text, but also improve their language expression ability. It should be noted that reading is divided into reading aloud and silent reading, which should be combined in Chinese classroom teaching under normal circumstances. Silent reading is mainly used to extract information or read quickly, but in most cases, we suggest reading aloud, which is more effective. By reading aloud, students can see in their eyes, carry in their mouths and smell in their ears, so as to achieve the organic coordination of various sensory functions, which will be very beneficial to the understanding of the text, especially to the language expression ability, and achieve a remarkable effect with twice the effort.
Sixth, enhance the ability to understand works.
In Chinese teaching in middle schools, every time a teacher teaches a new article, he will ask the students to read the article once or more times before explaining the work. The fundamental reason lies in helping students to strengthen their understanding of works, and cultivating students' understanding ability of works is one of the core contents of Chinese teaching. This paper will focus on this point, which is embodied in the following three aspects.
(A) to help students appreciate the emotions contained in the works. Through reading, students can enter the scene described in the article more quickly, and gradually understand the theme of the work. On this basis, it is easier to understand and grasp the author's emotions contained in the work. For example, Shi Tiesheng's Me and Ditan makes us deeply realize the author's nostalgia for his mother and regret for his past behavior. Reading the great poets "Li Bai" and "seeing friends off at Jingmen Ferry" makes us feel the profound friendship between friends more deeply, which can be appreciated through reading. Of course, the emotions in some articles are too complicated and changeable, which requires students to understand them more deeply and attentively. For example, Mr. Yu Dafu's Autumn in the Ancient Capital actually implies the author's sad and wandering heart under autumn scenery's calm description, and Mo Bosang's Necklace, for example, satirizes the tragic situation of the protagonist and places deep sympathy on it, which requires students to read it carefully before they can taste it. Chinese is a language full of emotion. It can be said that every word contains the author's feelings, and students need to understand the deep meaning between the lines from constant reading.
(B) to help students understand the characters created by the works. When reading an article, students don't simply skim through it one by one, but constantly add their own imagination and association, thus subtly understanding the content and characters of the work as a whole. For example, the miser Grandet in Balzac's works is a very vivid figure. After students have a general understanding of the characters after reading, they have to taste them many times to understand them more comprehensively. The most wonderful description in the article is the scene where he grabbed the cosmetic case. He shouted, "Oh, it's real gold, real gold!" " "When students read this passage, a miser will automatically appear in their minds, staring at the ugly state of the dressing box with greedy eyes, regardless of their elderly body, rushing to the front of the dressing box and taking it for themselves. Of course, when reading aloud, students' voices can show obvious ups and downs, thus showing the image of a miser more vividly. Teachers should remind students to combine what they read with what they think to help them understand and grasp the characters more deeply.
(3) Help students grasp the main idea of the article. In terms of reading methods, it is suggested that teachers should combine individual reading, group reading and role reading, and combine silent reading with reading to help students understand more comprehensively and deeply through various reading methods and repeated reading. Lu Xun's Kong Yiji is a classic in modern and contemporary literature. Students may think that Kong Yiji is a very interesting person when they read the article for the first time, but after reading it many times and reading different roles, they can appreciate others.
People's contempt and ridicule for Kong Yiji and Kong Yiji's untidiness can be further understood as that Mr. Lu Xun exposed and lashed the worldly wisdom of feudal society through Kong Yiji, a tragic figure, and satirized the decay of the imperial examination system and its poison to scholars. There are thousands of Kong Yiji and Qian Qian in China. We should not laugh at them. What we should laugh at and attack is the harmful feudal system and culture, and further denounce the mental and physical harm it brings to the people. On this basis, teachers should guide students to show sympathy for Kong Yiji, and then find a new way completely different from feudal society through hard study and reform and innovation. In this way, students not only grasped the author's writing intention more deeply, but also established patriotic feelings, which really played the role of teachers in educating people.