When we were students, we were "forced" by our teachers to spend a good semester reading a textbook repeatedly; After becoming a teacher, like many Chinese teachers, I spent half a year studying and living with a textbook. It's not that I don't know the old adage "Don't do to others what you don't want others to do to you", nor that I don't feel the pain and trouble, but I didn't expect Chinese class to break through the textbook at all. I know the importance of reading, and I also arrange for students to read extra-curricular books every week. But students can't communicate and guide each other because they read their own books, so they can only squeeze out some time to exchange reading feelings in their spare time, but they always feel at a loss. What students have read, how much they have read and what they have gained are all unclear. Often contradictory.
Until a month ago, I was lucky enough to read a good book-"A good mother is better than a good teacher", which strengthened my belief in leading students to read a lot: I must guide students to read a lot of classics and accumulate them continuously! But what to do is at a loss. Two months ago, I wanted to attend Sun Shuangjin's lecture. Teacher Sun said that the teacher had a successful "big reading in class". I immediately bought Teacher Han's "Let Children Set foot on the Fast Track of Reading" online. If you are thirsty for knowledge, talk with the teachers in the same group while reading. We are surprised to find that the teaching concept of "massive reading" put forward by Mr. Han has strong maneuverability and reproducible teaching methods, which is worth reading by all teachers, especially primary school Chinese teachers.
I want to let "massive reading in class" achieve the beauty of "having both fish and bear's paw" fall on our teachers and students: no homework, excellent exam results, no students with learning difficulties, a beautiful and sweet childhood for children and a happy and relaxed attitude for teachers.
Teacher Han wrote in the book: "I found in practice that it is best for the whole class to read a book in Chinese class, and then change it after reading it." ..... The best way is to distribute books in the school library. Our Beihai School is a newly-built school. When I distributed books in the library, I bought a lot of books according to my suggestion, more than 60 books, which can be read collectively by students in a class.
Teacher Han said: "The teaching goal of massive reading is not set by a class or an article, but by a book and an age group. I divide the six years of primary school into three stages: the first grade is literate in massive reading, the second and third grades are mainly accumulated in massive reading, and the fourth, fifth and sixth grades read a lot of classics. "
As far as I know, the implementation of "massive classroom reading" in Erqi District is still blank. So in order to make every teacher who has seen my work live an ideal educational life, I copied a part of Mr. Han's blog post.
Intermediate reading and accumulation in extensive reading
I classify Grade Two and Grade Three as secondary grades, because these two years have three common characteristics.
1. Writing still occupies a considerable part of classroom teaching time. Now, the teachers who participated in the experiment with me prepared a lot of "reading pinyin and writing words" exercises on the computer before the school started. In class, students have to spell some new words every day, and words that can't be written can be looked up in the "word list" provided by the teacher. In this way, students have laid a solid foundation for writing, and there are few typos in their compositions.
2. In the second semester and the whole third grade, I began to teach composition. I have always pursued the view of "study hard and write easily", and I believe that with the accumulation of comprehensive knowledge, there will be written expressions. It was not until the second semester of grade two that composition teaching began. After one and a half years, students can pass the "writing pass" to reach the writing level of sixth-grade graduates.
3. Reading and accumulation are the key.
The reason why composition teaching is so easy is that reading a lot of vernacular Chinese is at the bottom. For example, a textbook can be taught in more than half a month. One is to skim some articles in textbooks, such as Rain of Little Heroes and Talepool the Hunter, and students can read them silently. Second, the analysis of intensive reading articles is not detailed, and two or four articles are learned in one class. First of all, use various forms of reading, such as listening to the tape, reading freely, reading by train and so on. Then the teacher goes directly to the center to ask questions. Many articles can be read aloud with emotion, and asking questions is not important. The more articles students read, the higher their reading and understanding ability. In the third grade, students don't have to preview, just read silently or listen to the tape, and they can read aloud with emotion.
Regardless of textbooks or extracurricular books, we should practice reciting oral fill-in-the-blank questions on the basis of emotional reading. Reciting fill-in-the-blank questions is fast, and children can understand the words guessed in Mongolian. For example:
"Over a hill, through a valley. Butterflies chase and dance, squirrels count their steps; Young trees are illuminated by green leaves, which contain dew; Dewdrops fell into the forest and became mushrooms; Sunshine and birds ... "
The common verbs in this paper are very skillfully used in a specific context, and it is difficult to analyze them thoroughly in language. For primary school students, they will not listen to the teacher's analysis for a long time, so it is the best way to learn a language by simply reciting it.
"I really hope that what comes out of the chimney is not _ thick _ thick black smoke, but _ faint white clouds. I really hope that what comes out of the chimney is not _ ash _ dust, but _ _ crystal clear spring water. "
The contrast between "gone with the wind" and "spray", "thick" and "pale white", "grey" and "clear and crystal", "thick" and "pale white" is very accurate. I know that my analysis is not thorough, so I will do actions with my children while reciting.
Ancient Mongolian books such as Holy Amethyst and Qian Wen Zi, and rhyming classics such as poems and songs are also the focus of reading in grades two and three.
It is an important idea to "understand" classics by reciting, rather than seeking answers. My vague understanding methods are mainly "classified reading" and "applying what I have learned". Through classified reading, students can not only strengthen their memory, but also fully understand it. On the website of our class, there is a special column "Apply what you have learned", and parents record their children's application results. I often choose some of them to help students understand classic sentences.
I read many famous books in the third year of high school.
I divided the fourth, fifth and sixth grades into senior grades, because during this period, students basically mastered commonly used Chinese characters and their writing ability basically passed the standard. Chinese class has a lot of time for continuous silent reading, and it is easy to read10.002 billion words a week, thus realizing a real massive reading. There are three main types of reading in this period:
First, study five thousand years in China and five thousand years in the world, paving the way for classics.
After learning historical stories, children can not only combine reality with history when interpreting classics, but also raise their understanding of classics to a higher level. In the first experiment, we learned "Five Thousand Years in China" in the fifth grade, and in the second experiment, I plan to learn it in the fourth grade.
1, fleeting, read it later.
The Five Thousand Years of China we read is divided into one, two and three chapters, and there are ***27 1 stories, each of which is preceded by a quotation, mostly a short passage of classical Chinese in Historical Records and Zi Tongzhi Jian. Although I bought a lot of books and studied hard, I still encountered the biggest embarrassment of being a teacher in the process of learning: China's quotations in classical Chinese for 5,000 years were not translated, and there were many printing mistakes. The meanings and pronunciations of many classical Chinese words in the book cannot be verified. I personally know little about classical Chinese. Except for dozens of ancient Chinese texts I learned in school textbooks, I seldom read ancient Chinese texts. In a word, I know a little about them. Therefore, when we saw the "obstacle", we "overreached" a little, and when we saw that it was difficult to "win", we immediately made a detour. First, we should focus on the stories in the vernacular. Classical Chinese quotations can only be studied roughly, without much understanding. Learning speed is naturally faster. After reading it carefully, what we didn't understand at that time came out by "self-study"-give students a strange classical Chinese, and every student in the class can read it fluently and explain the general meaning. So we have the ability to "drill deep" classical Chinese quotations and learn for the second time.
Learning Chinese without "fighting a tough battle" was a helpless move when I was studying Five Thousand Years of China, which later became my usual method and conscious action. Even if I know the answers to some questions, I am not in a hurry to tell the students and let them read and find them themselves. With the deepening of reading and thinking, there will always be a day of sudden enlightenment. This is learning, and it can be done without a teacher. As a teacher, what I have to do is to put a lot of articles with good ideas and good words in front of students and provide conditions for them to "swallow". Rumination is their instinctive behavior.
2. Reading history and literature kill two birds with one stone.
I can't forget that I am a Chinese teacher, and I learn the language while reading historical stories. The main way is to show some exercises through multimedia equipment to enrich students' knowledge of language and history.
Emperor Gaozu's surname Wang was enfeoffed, and when he arrived at Jingdi, he developed as rich as an emperor. They are arrogant, especially Liu Bi from Wu Wang, who never came to Chang 'an to visit Jingdi. Jingdi pursued the policy of _ _ _ and appointed Chao Cuo of _ _.
The above slides are selected from the first paragraph of "China Up and Down for 5,000 Years". Students are required to make clear the reasons for the "Seven-State Rebellion" of Emperor Han Jingdi and remember historical events firmly.
Jia Yi, an official, wrote "Public Security Policy" to Wendi, which said: "A high vassal king has seriously threatened the central government. People who think that the world is at peace are like' sleeping on it with their salaries'." "
Put a fire under a pile of kindling-hidden/potential danger
There is great danger lurking. Measure: Let it go.
The above three slides show the origin and meaning of the idiom "from overwork to illness". It has something to do with the story of Chao Cuo in China for five thousand years.
Chao Cuo told Jingdi to weaken the vassal's power, and the vassal said, "lick the chaff and rice." If this situation continues, all our interests will be lost.
Occupy this place and regain power.
Metaphor is a gradual invasion from the outside to the inside.
The above three slides tell the origin and meaning of the idiom "lick bran rice". It has something to do with the story of Chao Cuo in China for five thousand years.
What was Chao Cuo wearing and where was he executed?
Dian was killed by courtiers.
Metaphor minister was killed innocently.
The above three slides tell the origin and meaning of the idiom "Dong Shi Yi". It has something to do with the story of Chao Cuo in China for five thousand years.
In addition, I also lead students to learn some classic ancient Chinese with historical knowledge. For example, after studying the history of the Warring States, lead students to study the Qin Dynasty theory and the Six Kingdoms theory; After learning the Anshi Rebellion, our teachers and students also learned Du Fu's Autumn Wind Breaking the Cottage and so on.
The study of Five Thousand Years in the World basically depends on students' self-study. After reading more than 30 pages silently every day, they discuss and recite the fill-in-the-blank questions. We have more than 500,000 words in Harle. Students can not only memorize historical allusions, but also learn a lot of geographical knowledge, and also talk about their own independent opinions on historical events and historical figures. I pointed to a place on the map where children can talk about things from ancient times to the present.
Second, classic reading.
In the first round of experiments, my students and I read The Analects of Confucius and The Tao Te Ching in the sixth grade.
In order to make the process of learning The Analects as relaxed and enjoyable as possible, we should make full preparations: read The Analects repeatedly, clarify the relationship between the characters, understand the personality characteristics of the characters and master the life story of Confucius. In this way, when students read aloud, the teacher can help them straighten out and increase some interest. At first, I bought a book "Questions and Answers of the Analects of Confucius" and a book "Confucius Sage Style". After reading it, I have some understanding of Confucius' life, personality and ideas. After school started in autumn, I bought all versions of The Analects of Confucius and Tao Te Ching from the bookstore, and read and discussed them with the students. We don't have the foundation of reading classics, but we are still interested in reading vernacular Chinese, so we read those classics that make our teachers and students have a headache with relish. Through a lot of reading, classic learning is getting better and better. Confucius' tall image, great personality and wise words have gradually become a monument in the hearts of our teachers and students, and a lot of reading has once again become a good medicine for all diseases.
In mid-September, we began to study The Analects of Confucius, still using my usual method, and put it in the past for the first time, without much understanding. I learned ten articles in less than three weeks, and the learning process was simple: at the beginning of the class, I took turns reading, and the teacher and students corrected the wrong pronunciation. The teacher told the students which chapters needed to be recited and which chapters needed to be familiar with. Then, students are familiar with the translation and recite it. Find a teacher to check after the peer mutual inspection has passed. Review after learning 1 to 10 articles. I printed five articles I asked to recite and five articles I asked to read randomly into a text. After reviewing skillfully, the students took this messy text for self-examination, and I checked it again. The learning speed is getting faster and faster. I finished the first time at the end of 10.
The second time I studied The Analects of Confucius, the focus was on the connection between before and after. Let the students exchange knowledge chapter by chapter in order. Students contact before and after, and turn over the books while communicating. For example, learning "the gentleman is sick and incompetent, and the patient is unknown." Contact "Confucius said: there is no place to suffer, but to stand because of suffering." Don't worry about not knowing yourself, seek to know. "A gentleman seeks for himself, while a villain seeks for others". "If you don't know what others don't know, you don't know what a person is. "."No one knows, no one knows. "
The third time I studied The Analects of Confucius, the main content was classified summary. For example, the chapters on Confucius' teaching are presented together to guide students to sum up how Confucius learned to teach and educate people. The chapters on "Yan Hui, Zigong, Ceng Zi, Lutz, Ziyou, Zhang Zi, Xia Zi …" are presented together, and the chapters on historical and realistic figures such as "Guan Zhong, Zi Chan, Ji Kangzi and Yan" are presented together to talk about "benevolence"
We review all 20 articles in The Analects. My students were surprised to find that they were only asked to read some chapters aloud at that time, but they could recite them easily after studying the book completely. All the students in the class can read all the chapters in The Analects correctly, and 80% of the students can read the translation and recite it.
With the bottom of the Analects of Confucius, it is easy for the sixth grade to learn the Tao Te Ching next semester. As usual, we read carefully first, and then find some chapters to recite and translate.
According to the regular class, I don't have to consider whether the students are willing to accept the reading content and learning style, and they have to accept it if they don't want to. This is how primary school students in China learn. However, when I do this unconventional teaching in the teaching reform experiment, I must consider the students' feelings when learning these difficult antiques, and always be vigilant not to impose the teacher's ideas on the students. There is always a certain distance between children's ideas and those of us adults, so I attach great importance to "consulting" with students in the teaching process. For example, teachers and students have a "debate" about which chapters in the Analects of Confucius and the Tao Te Ching should be familiar with and which chapters should be recited. When students are reasonable, I will listen. It's really interesting to coax children into reading. In order to convince teachers, they look up information and find arguments, often before collective study, they have long understood. "Ok, I'll listen to you!" The student smiled proudly because the teacher listened to his advice; The teacher smiled smugly, for the children who were still complacent when they fell into their trap.
Reading classics not only gains our knowledge and ability to read classical Chinese, but also sublimates our ideology and morality. When students read or say "wisdom will be born, and silence will lead to understanding." "Focus on light roots and be quiet." "Clever words, fresh and righteous." At the same time, they are not only talking about their views on certificates, but also educating themselves. So the studious and active students slowly calmed down. Problems such as lying and impetuousness are kept away from students through self-discipline. Children are full of sunshine, honest and self-disciplined. "Don't do to others what you don't want them to do to you. We are influenced by the Confucian principle of thinking for others. We are inspired by the great ambition of "having a sense of security in the old age, trusting our friends, and having little to cherish" and the tenacious will of "knowing what it is". A person's life is also straight, and an ignorant life is also lucky. "The law of life tells us ... I am personally interested in Buddhist classics. The modesty of Taoism, the purity of Buddhism and the diligence of Confucianism have washed away the impetuousness and confusion brought by the complicated teaching profession and nourished the calmness and elegance of our teachers and students.
For the second experiment, my "ambition" is so great that I intend to dabble in the four books and five classics and let a hundred schools of thought contend.
Third, novel reading.
My students have been reading novels to the whole class since the second grade. Our library has a large number of excellent novels, such as Peter? Pan has three different versions. Read the Pocket series first, then read 16K books with phonetic notation, and then read the original novels without phonetic notation in the third year of high school. In the middle and low paragraphs, the focus of the novel discussion is the content of the novel, except for "fragment appreciation", "Guess who this is?" In addition to reading games and "using stories to show off their skills", my students also "invented" labels, that is, summarizing any book, plot, story and character in one word or sentence ... For example, Alice fell into a rabbit hole, which was "unfathomable" and there were many things on the wall around the hole, which made people "dizzying". For example, Peter Pan imitates the voice of one piece, which is very similar. It's called "lifelike".
When students finish reading two sets of discussion novels of Five Thousand Years, I especially remind students to pay attention to the background of the times. Let historical stories, novels and classics be integrated, let them stand in the hearts of students for 5,000 years, Wan Li, and let children become "little doctors" who know astronomy above and geography below.
In fact, I am stupid to have such grand ambitions. I have never achieved good results in any open class competition since I taught for more than 20 years. I was barely able to become a "regional education expert" in my thirties, and then I couldn't "develop upward" anymore. I can never have a decent class with other students-I can only teach my own students well. In my own classroom, students don't preview and teachers don't prepare lessons, so we can easily face peers from all over the country. Because the smallest unit for preparing lessons is a book, I seldom read the text carefully and analyze sentences in a class or an article. I yearn for the wonderful lessons of famous teachers, but I should be a literary theorist who studies texts, an eloquent speaker and a performing artist who regulates students' emotions ... I obviously don't have that ability. Mass reading, on the other hand, does not need solid teaching basic skills or superb teaching art, and can be applied by ordinary teachers and students. An ugly duckling with a flat eloquence like me has turned a stable workplace into a happy journey full of fun through a lot of reading in class.