Keywords: primary school Chinese; Reading instruction; Skill method
China Library ClassificationNo.: G623.23 Document ID: A DocumentNo.:1009-010x (2007) 05-0024-02.
Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience. Reading is an important means of Chinese teaching. The new curriculum standard points out that reading teaching is a dialogue process among students, teachers and texts. This process provides a good environment and conditions for students' personalized reading. For students, reading is autonomous and independent, and the meaning of the text is constructed by students themselves during reading. In order to let students read by themselves and learn to read by themselves, teachers' analysis can not replace students' reading practice, so as to realize real reading. How to guide students in the reading process is very important for teachers. Over the past few years, I have mainly taught reading guidance courses from the following aspects.
First, teach students the basic skills and methods of reading.
For reading, we should teach them different methods and skills according to different grades. For the first-year students, the method of guiding reading is adopted, so that they can follow the teacher and learn the natural pause, tone and punctuation pause time of sentences. Then, free reading, individual guidance from teachers, reading in groups and classes. For example, in the teaching of Go by Yourself, through the guidance of demonstration reading, free reading and reading aloud, students not only master the speed of speech, pause naturally and cadence, but also have a good impression, especially what Huang Li's mother said, and they are educated in the process of reading aloud, and also appreciate the beauty of the text itself, thus cultivating students' interest in reading. For senior students, the purpose of reading is not only to cultivate interest, but also to resonate with the author. This requires different reading methods, such as reading aloud, silently, intensively, skimming and browsing. But they use different styles and need the guidance of teachers. For example, when I was teaching the famous poem "Some People" by the famous modern poet Cang Kejia, that's how I instructed my students. First, define the requirements for reading poetry: (1) use Mandarin; (2) Pay attention to tone and rhythm; (3) Read aloud repeatedly to achieve proficiency, eye to eye, mouth to mouth, and heart to heart. The students read repeatedly throughout the class and realized the profound significance of this poem. The difficulty of this poem is how to read "some people are dead, he is still alive, some people are alive, he is dead". What sound to read and how to read it depends on the teacher's guidance. Through the guidance and students' study, it is believed that the tone of reading these two poems should be from the heart, "death" is bright and heavy, and "music" is light and slightly long. "Alive" should be read brightly and lofty. Through this kind of reading, there is a clear contrast, which makes students resonate with the author and realizes that those who love and serve the people wholeheartedly will live in the hearts of the people forever, although they are dead. People who exploit people are just walking dead, living like dead people, so that students can know what kind of person they should be.
Second, encourage students to talk about their unique feelings and experiences.
A thousand readers have a thousand Hamlets, and students of different levels will have different feelings and experiences about the same text. "Curriculum Standard" points out: "Reading is students' personalized behavior, so we should cherish their unique feelings, experiences and understanding." This requires teachers to encourage students to make personalized responses to reading content, such as responding to their favorite parts of the text and establishing questions that they think are particularly important. Instead of standardizing students' reading and understanding with standardized interpretation, we should guide them to actively discover, construct and even create meaning. For example, when teaching Jingyanggang, at the end of the article, he said, "Song Wu ... thought,' It's getting dark. If another big bug jumps out, how can he fight?' ..... "A classmate put forward" is mainly about the amazing story of Song Wu's killing a tiger, leaving a fearless, brave and generous image, and writing his fear of the tiger at the end. Will this damage the image of the hero who killed the tiger? At this time, teachers need to guide students to explore, dispel doubts and deepen their unique feelings. Students also explore through immersive reading experience and group cooperation. Some students think that Song Wu was exhausted after hitting the tiger with his bare hands. Of course, it is not enough to meet a tiger again. It is reasonable to end in this way. Some people think that the article focuses on the struggle between Song Wu and the tiger, showing that Song Wu is both wise and brave, resourceful and fearless, with a short ending, which has nothing to do with the overall situation; Some people think that this writing contradicts the three psychological activities of Song Wu mentioned above, which is not good ... It is very good to consider it in connection with the full text. Is there a contradiction at the end? Students realize the seemingly contradictory through reading again, but it is completely in line with common sense. Because Song Wu must be a man of flesh and blood, his strength can't be inexhaustible, which is even more real. Therefore, it is very important to encourage students to talk about their unique feelings and experiences in the reading guidance class, and it is also another way to realize the curriculum standards.
Third, encourage students to read creatively from different angles.
German aesthetician Hans Robert Jauss believes that "literary works are lifeless, but readers' reading endows them with infinite meaning". It can be seen that reading is a process of re-creation. In reading teaching, we should give children a free sky, let them read the text flexibly, and constantly find and ask questions. For example, when studying "Borrowing Arrows from Grass Boat", a classmate asked a very interesting question after reading the text. He said that "borrowing" in the title is not appropriate, because in our daily habits, things borrowed by others should be returned after use, but in the article, Zhuge Liang got 100 thousand arrows from Cao Cao without his consent, and he would not return them. Therefore, the title of the text should not be "borrowing an arrow from a straw boat", but rather "cheating an arrow from a straw boat". Then why does the text borrow arrows from grass boats? By consulting extracurricular books and reading the text many times, the students all think it is more appropriate to borrow grass boats to shoot arrows. Because we can learn from the previous Battle of Red Cliffs that all the 100,000 arrows borrowed by Zhuge Liang were indeed returned to Cao Cao in that battle, but in a wonderful way. Thus, creative questioning will arouse students' strong desire to read.
Fourth, teach students to pay attention to accumulation
The purpose of reading is to accumulate knowledge and language in order to use it flexibly in writing. How to accumulate? What to accumulate requires the teacher's guidance in reading class. I use: 1. Encourage students to form a good habit of accumulating beautiful words, wonderful sentences and fresh language materials obtained in daily life, and guide students to pay attention to learning Chinese everywhere. 2. Encourage students to accumulate their favorite idioms, aphorisms and epigrams and apply them to teaching. For example, in the "race against time" class, a famous aphorism contest about cherishing time was held. Increased students' accumulated interest. 3. Strengthen reciting. The ancients said, "Reading is like a book, and writing is like a god." It can be seen that the back is much more, and writing is like a god. Therefore, students are encouraged to recite more when reading.
In short, a good reading instruction class must give students enough time to fully devote themselves to learning, choose their favorite learning methods, learn, feel, experience, accumulate, express and give students subjectivity.