Tan Peixia Inner Mongolia Donghe District Teaching and Research Section

"Chinese Curriculum Standards" points out: "Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice." "Let students fully read, fully perceive in reading, have feelings in reading, cultivate a sense of language in reading, and be infected by emotions in reading." Every word and sentence fully embodies the principle that all stages of primary school should be based on reading and read instead of speaking. "Reading instead of saying" is familiar and has been advocated for many years, but it has been shelved so far. Is it "Qu" high and low? Or is it difficult to integrate theory with practice? I also want to gradually understand it and gradually lift her veil in my humble opinion:

What is reading rather than speaking?

As the name implies, reading is used instead of speaking. "Reading" here should refer to the forms of reading, including reading aloud, silent reading and reading aloud. According to the actual situation of classroom teaching, reading instead of asking is mainly put forward to effectively curb the ineffective problems in classroom and realize the effect of reading instead of asking questions.

We define "reading" as "reading aloud" in a narrow sense to interpret reading rather than speaking. Why do you think so? I think "reading instead of speaking" is a teaching concept, under which different reading methods can be designed. When we can't grasp an idea, we might as well connect it with teaching behavior from a small entrance, which is equivalent to concretizing the concept. With an intuitive understanding, the cognition of "reading instead of saying" will be supported, and then extended and deepened.

Then, if "reading" is to interpret reading rather than speaking with "reading" as the center, it should be that teachers put the teaching content in the teaching process, aiming at guiding reading and improving reading ability. Classroom should be centered on students' practice and activities, and teachers should only give instructions and guidance.

How to realize "reading instead of speaking" ── Part I: Replacing trivial questions and answers with reading guidance.

First, reading instead of saying lies in the orientation of reading.

In the lower grades of primary school, we should actively implement the strategy of reading instead of speaking, and turn reading class into reading guidance class. Otherwise, the "100,000 Why" class will weaken children's interest in learning Chinese.

I'm proud of you. The two teachers have different ways to deal with the class, from which we can learn something:

Case 1

1. Please read the natural paragraph of the text 1-3 silently, draw a sentence describing the boy's mood change and read it aloud.

2. Students report sentence by sentence, and the teacher guides sentence by sentence.

A, the first sentence, "We are very happy and interesting to watch the stone shoot like a bullet and fall from the sky like a meteor." The teacher leads to understand what figurative sentences are better than what, then leads to practice speaking, learns to use sentence patterns: "like and like", then understands the boy's mood (very happy), and finally leads to reading.

B The second metaphor is "We heard the sound of broken glass and ran away like rabbits". I realized that I was afraid to admit my mistake and then instructed to read aloud.

C in the third paragraph, grasp the "uncomfortable" to understand the character's psychology, read aloud to guide, and then practice saying:

Last Friday, the school held a skipping competition, and it was our turn to play, in the hearts of the players () and the hearts of the small audience ().

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1. How do children play on sunny days? Who will read the paragraph 1 to us?

Evaluation: Students, from his reading, we heard an emotion. Did you hear that? (Health: Happy) Please circle the words.

Contact with student life: Have you ever had such an experience? (Talking about Life)

Guide: Who can show their happiness by reading aloud?

Experiential expression: Who can read this sentence with actions? (Show a figurative sentence)

Hugging: The child had a good time, and the stone in his hand became ── (health: meteor) and ─── (health: shell) in his eyes. What an image! Who will read it again?

2. Suddenly, things have changed, and the mood of the little author has also changed. What changes have taken place? Can you read this change? Please practice reading the second paragraph.

Evaluation: Things have changed, and the mood of the little boy has changed from happiness to-(Health: fear). When reading aloud, the tone must have changed. Who will read it again?

There is a sentence in this paragraph that describes his fear. Who will read it?

We heard the sound of broken glass and ran away like rabbits.

What do you want to say to the little boy at this time?

3. Evasion means evading responsibility. Then how does he face grandma? Who will read the third paragraph?

Reading question: Is there anything you don't understand? (Default: What do you mean by uncomfortable? Why is it uncomfortable? Wait a minute. )

Reading experience: uncomfortable is embarrassing. What will he think when he faces his grandmother?

The biggest difference between the two situations is that reading aloud is a means, an end or a result. The first teacher's design idea is to guide students to understand the language first, and then guide students to read aloud. Then, reading aloud is the result of understanding. In order to make students understand in place, teachers need to design some small questions to help them understand. The main task of students before reading aloud is to understand the content. In this way, the level of classroom teaching is still undergoing content analysis. Classroom demonstration is still the main goal of understanding.

The second teacher is to guide students to read first, and make the reading experience gradually feel the language by connecting with life, adding action guidance and evaluation guidance, so that the reading guidance has a level. Although the focus and difficulty of teaching are the same, the second teacher guides the students to complete the teaching task in the process of reading, breaks through the focus and difficulty, and puts the content in the process of reading. Teachers regard reading as a means as well as a teaching goal. In this way, the level of classroom teaching is the cultivation of reading ability. Classroom is a guiding process for teachers to guide students how to read texts well, and it is also a learning process for students' reading practice. In this way, students feel the emotional changes of the little boy in reading aloud, and at the same time improve their reading ability, which is synchronous and integrated. Classroom display is based on reading teaching to promote teaching.

Therefore, the realization of reading instead of saying lies in the positioning of reading!

Second, try to perceive the whole by reading instead of saying, and effectively avoid dismemberment.

This is true in the lower grades of primary school, but what about the middle and upper grades? Take "Touching Spring", the second volume of the fourth grade, as an example, and take reading as a substitute;

There is the author's daydream in the article. "For a long time, she opened her fingers, and the butterfly flapped its wings and flew away, quietly looking up." At this moment, the quiet heart must cross a beautiful arc. Butterfly in her eight-year-old life crossed an extremely beautiful curve, telling the concept of flying. This passage is beautiful, but some words are difficult to define, such as "what is the concept of flying?" "How can I draw a charming arc in my mind? "How to deal with deep understanding and reading comprehension in teaching? Look at a teacher's design: