Personalized reading is a kind of experiential reading, which is mainly manifested in the interaction between readers and texts, and readers enrich the texts and themselves in the dialogue and communication with texts. In the process of communication, readers and texts have merged with each other, which is a unique experience. Reading experience has two characteristics: one is emotion, and the interaction between readers and texts is based on emotion and runs through the whole reading activity; Second, the whole reading experience is based on the whole perception, not on the analysis of every word and sentence. According to the characteristics of reading experience, teachers should let students read aloud, read with emotion, analyze, appreciate and experience the text in reading, so as to arouse students' resonance. Based on my own classroom teaching practice, I talk about how to cultivate students' personalized reading in Chinese teaching in primary schools;
First, create an atmosphere and derive unique insights.
There is a passage in the preface of Reading Skills: "Reading is an active process for the reader, and what the reader brings into this process is often more important than what he gets from the text." Classroom teaching is the organizational form of collective learning, and it is also the position for students to speak on their own initiative and acquire knowledge. In order to give students fresh ideas, they must have the desire to speak. Teachers should move from the podium to the students and establish the students' dominant position. Make the whole teaching activity in the process of equal dialogue between teachers and students, that is, the so-called "mutual learning". Therefore, the free and unrestrained classroom atmosphere allows students to put down all the shackles and derive unique opinions.
When I was teaching the little match girl in 12, after the students understood the tragic fate of the little girl in reality, even the only grandmother who loved her left her early, I played the song Swan Lake. Suddenly, sad songs filled the whole classroom. Accompanied by music, I read the last two paragraphs with great emotion, and my classmates' eyes were already full of emotion. Children, the teacher knows that you must have a lot to say at this time. Say what you want! Students have expressed their views from different angles: some denounced the capitalist society, some complained about the little girl's father, some condemned people's indifference at that time, and even a girl who was usually taciturn sobbed and said, "Teacher, if the little girl can be with her grandmother in heaven, even if she dies, she will be happy." I will bless her silently. "What a pure heart! If you don't create an atmosphere of doing as the Romans do, can you arouse students' motivation for later action? Reading is personalized reading and personalized reading is experiential reading. The new classroom life is to let students' imagination fly, let their thinking move and let their language live.
Second, learn to annotate and feel the joy of reading.
Students like to "echo others' opinions" in reading activities, and are afraid or unable to put forward their own unique opinions. This is obviously not conducive to personalized reading. Annotation reading emphasizes students' perception of text language, language characteristics, expression, thoughts and feelings in the process of independent reading, and marks them with linear symbols or concise words. Students can write whatever they want, annotate whatever they want, and have strong reading autonomy. It is an effective way to realize personalized reading, meet the needs of personalized learning and promote the development of personality quality to let students express their feelings, remember when they have doubts and write when they have gains. Take the article "Sparrow" as an example, I asked students to make a special comment on the "falling" in "Suddenly, an old sparrow flew down from a tree and landed in front of the hounds like a stone". Therefore, the students expressed their knowledge and understanding from different angles: some people talked about speed, "flying fast and fiercely"; Speaking attitude is "really brave, really determined, really decisive"; "What a selfless good mother"; Some commentators said that "it is concise and vivid". By reading the notes, students not only know the heroic image of the old sparrow who gave his life to save his son, but also have an incisive analysis of the usage of the word "Luo".
Third, organize discussions and experience the fun of reading.
Discussion can make students more active in thinking activities. In the process of debate, the sparks of wisdom generated by the collision of different thinking will benefit students a lot. In the process of reading, teachers can often organize targeted discussions, so that students can "express their opinions" and stimulate students to find problems through discussion and put forward their own opinions. In the discussion of students, teachers should pay attention to standardizing students, "fanning the flames" in time, and at the same time, don't reveal their views easily, so as not to bind students' thinking. By asking questions, thinking, discussing, speaking and summarizing, we can enhance students' enthusiasm for participating in learning, publicize their personality and improve their reading ability.
For example, when teaching the article "The Destruction of Yuanmingyuan", I first put the sentence: They broke into the garden and took everything they could. If you can't carry it, use carts or animals to carry it, and if you can't carry it, you will be destroyed at will. Then ask the students to say, "What did you learn from this sentence?" After discussion one after another, the students told their experiences from different angles: some realized his barbaric behavior from the invaders' practices; Some students learned from the destruction of Yuanmingyuan that the Qing government was corrupt and incompetent. Some students also realized from the content that they should not forget the national humiliation and revitalize China ... Students actively participated in the discussion, which enabled them to deeply understand the text.
Fourth, excavate words and generate reading inspiration.
Professor Yang Zaisui said: "It is a unique experience for students to enrich the text and themselves in the dialogue and communication with the text, and gradually integrate them." In teaching, I attach importance to let students infer the hidden content from the explicit text, which conforms to the characteristics of active thinking of primary school students and unconsciously enhances students' understanding of the text at a higher level.
For example, in the study of Ruben's Secret, when students understand that Ruben is wandering in the street looking for sacks, I ask students to imagine the difficulties Ruben encountered in the process of looking for sacks in time. Students are active in thinking and have various answers. Some said "maybe bitten by a wild dog", others said "maybe stuck in the garbage all day" ... One of the students contacted "Sorry, Mom!" Teacher, I think Reuben must have endured his mother's scolding again and again this year. I really admire his courage to endure humiliation. "This kind of imagination reminds students that Reuben should not only try to realize the secret, but also silently endure his mother's misunderstanding. Unconsciously, he further realized that Reuben worked so hard because he loved his mother's heart. Although the brooch is small, I am deeply moved by the love of a child. Although students' thoughts are not mature enough, they have realized the in-depth exploration of learning content in the mutual cooperation, exchange and influence among students. According to Ezelle's "blank" theory, he thinks that the "blank" theory left by the text for readers is waiting for readers to "supplement" with imagination. The process of supplement is the process of finding meaning and the process of generating inspiration.
Five, found the problem, happy to see a hundred flowers blossom.
Professor Yang Zhenning believes that "learning needs learning. Just answer, not study. " Zhu, a scholar in the Song Dynasty, also pointed out that "there is no doubt that there is doubt in reading, but there is doubt, and this is progress." To make students have original opinions, we should guide students to discover and explore problems in person, and give full play to their highest wisdom in independent reading.
For example, in the process of learning to "give up shooting", a student suddenly asked: "Since it is a game, there is a win or lose. Fowler gave up shooting when he decided to shoot. Is this right? " Because of the wonderful place, the students are full of interest, express their opinions and have completely different views. Some are for it, some are against it, and we can't hold on. Seeing students fighting for their positions, at this time, no matter which side I stand on, it will stifle the spark of wisdom that students have just flashed. So, I divided them into two groups, the positive group and the negative group, and let them debate, showing the phenomenon of a hundred flowers blooming. One of the students said, "Although Fowler has given up shooting now, he has won the respect of others. Moreover, giving up shooting does not mean giving up success. With his flowing skills, it is not difficult to recover another ball, and he can shine again. Isn't this killing two birds with one stone? " This statement won a round of applause from the students. It can be seen that students no longer stay in words at this time, but also rise to praise human nature. Isn't this the highest embodiment of China people's "humanity"?
Reading is a student's individual behavior. Teachers' analysis and explanation should not replace students' reading exercises. We should resolutely abandon tedious analysis and abstract preaching and give students the initiative to read. I believe that students have their own views and feelings through reading.
Teaching practice has proved that personalized reading teaching can show students' personality, enable students to discover themselves in learning, enrich themselves and fully experience the joy of success, thus cultivating students' interest and confidence in reading and improving Chinese literacy.