A large amount of reading reserves can not only improve the humanistic qualities of primary school students, but also help students broaden their horizons and knowledge in the process of reading. The following is the content of the paper I brought about primary school group text reading, welcome to read and refer to it!

Primary school group text reading paper Part 1: "A brief discussion on primary school group text reading"

Abstract : Encouraging children to read outside class and increase the amount of reading can enable children to accumulate knowledge, expand their horizons, and improve their Chinese literacy in reading; however, many children do not have the conditions for this. Our Chinese teachers should find book sources for children, guide reading methods, guide independent choices, carry out rich activities, build a platform for communication, stimulate interest, cultivate good habits, and create a good group reading environment for children so that children can consciously Use holidays to do a lot of extracurricular reading to truly improve your reading skills.

Keywords: book protection; method guidance; carrying out activities; reading atmosphere; leading to extracurricular activities

Group text reading is to complete the reading of multiple articles in one class and is a scaffolding class The bridge between internal reading and extracurricular reading is one of the most efficient classrooms and one of the contents of curriculum reform. Group reading can accumulate knowledge, expand horizons, and improve our realm, because reading challenges our active thinking and imagination, and the reading process encourages us to think and improve. Group text reading not only helps students improve their writing skills, but more importantly, literature allows spiritual growth, allowing a person to have confidence, connotation, and dreams because of reading. Each of our Chinese teachers must carefully organize group reading for students, so that children can think and touch the sparks of their souls in every reading. However, just forty minutes in class is not enough. It can only be spent outside class. Teachers should try their best to create a group reading environment for children.

1. Establish a class book corner and provide books for children

The class book corner plays a role that cannot be underestimated in students’ extracurricular reading, and is even irreplaceable by other channels. Establishing a class book corner can not only create a positive, healthy and civilized book-filled campus, strengthen the construction of school culture, and solidly promote quality education, but also allow students to experience: good books accompany me to grow! Teachers can read books carefully with students in their spare time; Praise students who love reading and let them play a leading role. The books in the class book corner do not have to be read in school. The books can be numbered and let students borrow them home. In order to facilitate management, I find some students in the class to be librarians and let them be responsible for borrowing and returning. Of course, students must also do a good job in ideological work so that they can take good care of books. When studying at school, teachers can guide and check, but there are some problems at home, and students spend the most time studying at home, and studying at home can also cultivate students' concentration and develop good study habits. Therefore, we must also obtain the cooperation of the family, explain the reading plan to the parents, communicate with the parents through parent-teacher meetings and home visits, and jointly educate the children and explain the importance of reading and learning. I believe that the parents will also do well. Cooperate.

2. Cultivate the ability of group text reading and lead group text reading outside the classroom

Group text reading should highlight the reading process, prepare to show the communication process, and fully demonstrate the communication process , fully demonstrate the communication process. This requires a lot of time. Therefore, many teachers only scratch the surface of group reading in class. Students read a few articles in a hurry. Even if students read words incorrectly, they have no time to correct them. The class ends before they understand the ideological content of the article. Not to mention the comparison of words and sentences, article writing methods, etc. Therefore, the best strategy is to cultivate the ability of group text reading in class and encourage students to consciously carry out group text reading outside class.

(1) Cultivate students' group reading methods

The key to how to enable students to read effectively is to let students master scientific reading methods and have good reading habits so that students can read . ?Learn the Dharma in class, benefit and even grow outside class?. This fully illustrates the importance of teachers' guidance of students' reading methods in class to promoting students' extracurricular reading. In-class reading teaching is closely integrated with students' extracurricular reading.

In class, teachers regularly provide students with well-designed group texts. Students read independently, combine cooperative learning, explore and discover the mysteries of group texts, and then conduct wonderful displays and exchanges, and enjoy them in *** Chinese students jointly construct meaning; let students independently discover the themes in the group text. Guide students to make comparisons in terms of genres, writing methods, rhetorical techniques, etc., guide students to be good at grasping key points, delving deeply, questioning, and thinking independently, stimulating students' interest in reading, and increasing students' opportunities to combine reading and writing. This will not only help improve students' reading comprehension skills, but also help improve students' writing skills.

(2) Cultivate students to develop the habit of combining reading, speaking, thinking and writing

Practice self-reading ability, information extraction ability, questioning ability, and inquiry ability , practicing thinking skills, practicing expression skills, practicing performance skills, etc. are the purposes of group reading. Teachers regularly conduct group text reading teaching, guiding students on group text reading methods while cultivating good reading habits. Then, the teacher provides the group text to the students, and lets the students read it, and prepare to display and communicate according to the prompts, and then display and communicate wonderfully. The activity process is autonomous, cooperative and exploratory by the students.

Encourage students to excerpt and memorize the beautiful words, sentences, famous quotes, etc. they read, encourage students to think, question, and put forward their own unique insights while reading; guide students to write down their reading feelings, and Communicate among classmates, and can also carry out multi-directional communication between teachers and students, students and students, and encourage students to use chat time to discuss and communicate. Students are free to choose their communication partners and introduce an article they have recently read (or their favorite). The students had fun in the exchange activities. They participated enthusiastically, actively looked for reading materials outside class, read carefully, and expressed their opinions during the exchange. This not only cultivated students' serious and meticulous reading habits, but also exercised students' oral expression skills. .

3. Guide students to independently choose relevant articles for group reading according to the theme

When teaching, select articles around one or more themes, and strive to use one class per week for students' Guidance on text selection and reading methods for group reading is also given, and attention is also paid to guiding students on how to independently select materials for group reading.

For example, when studying the sixth unit of the fifth grade volume, "Parents' Love," I chose three articles to express "Teacher's Love, Classmates' Love, and Foreign Friends' Love" for in-class group writing. Reading allows children to learn to make independent choices, understand, expand and extend, and apply them in social life.

IV. Regularly carry out exchange activities to create a group reading atmosphere

Children are naturally playful and are not active and active in extracurricular reading. Children can be organized to carry out colorful reading exchanges. activities to motivate children.

The types of reading exchange activities are:

(1) "Sea of ??Books" activity. Use one class time every week to let the children tell interesting stories they learned from books during the week to their classmates.

(2) Story telling competition. Do this every two weeks.

(3) Handwritten newspaper competition. Each handwriting issue establishes a theme and arranges the content around the theme. Teachers, class committees, squadron committees, and classmates will give scores and take into account the children's academic performance and reading ability to conduct group competitions.

(4) Activities such as display of accumulated books, display of reading notes, and reading and writing essays. Place children's works in the corridor, close to them, so that children can wander in them and feel the strong reading atmosphere. Children will be influenced by them, and reading will become a part of their subconscious, driven by attractive topics. Encourage students to read and watch.

Apply the methods learned in class to extracurricular reading activities, transform methods into abilities, apply textbooks to life, apply theory to practice, and gain knowledge and knowledge from extensive extracurricular reading. Strengthen your beliefs and expand your mind, thereby forming a reading network to achieve the purpose of group reading.

An egg broken from the outside is just a dish, but broken from the inside it is life. In actual teaching work, we should teach in accordance with local conditions and aptitude, create reading situations for children according to their age characteristics, knowledge level, and the environment in which they grow up, try to arouse children's interest in reading, and let children feel the joy of learning. The joy of learning changes from "Let me learn" to "I want to learn", thereby achieving an efficient and active classroom and keeping up with the pace of class reform.

Essay 2 on Group Text Reading in Primary Schools: "Talk about Teaching Group Text Reading in Primary Schools"

Abstract: As time goes by, students learn more and more texts, similar The number of texts and fragments is also increasing, so similar articles or fragments can be put together for comparative study, deepening students' impressions and improving learning efficiency. The author talks about the teaching of group Chinese reading in primary schools.

Keywords: Primary school Chinese teaching group text reading teaching strategies

The group text reading teaching mentioned in this article is that teachers focus on guiding students to read multiple related articles within a unit of time. article. Group text reading teaching is a new form of expanded reading teaching. This method of teaching pays more attention to the number and speed of students' reading, and is of great significance for comprehensively improving students' Chinese literacy.

1. Determine the main purpose and correctly classify the texts learned

The first step in teaching group text reading is to choose good articles around the theme, or to correct the original articles. Classification. If there is no definite theme, it will be difficult for teachers to closely link the original reading teaching. Based on this, teachers can actually do a good job with a little thought. For example, it is common to divide articles into different topics based on the writing content of the article, the humanistic connotation of the article, the author's way of expression, etc.

1. Determine the theme based on the writing content of the article

Things with things as the theme, such as "the fox in the story", "lotus flowers in various poses", group literature teaching; time as the theme Group reading teaching materials with writing themes, such as "Children's Poetry in Spring"; writing themes with characters, such as "Characters in Lao She's Works"; farewell poems with event themes, etc. are all good group reading teaching materials.

2. Determine the theme from the perspective of the humanistic connotation of the article

Take the growth and education of the characters as the theme, such as "Stories of the Growth of Celebrities", "Unforgettable Childhood Life"; Those with the theme of love, such as "Harmonious Development of Humans and Animals"; those with the theme of cherishing life, such as "The Value of Life" and "Respect for Life". This classification is a beautiful landscape and is worthy of reference by teachers.

3. Determine the theme from the author’s way of expressing the article

Use the writing method as the theme, such as "ups and downs of the novel", catchy "children's poetry"; Writing methods are themes, such as "fairy tales", "fables", "children's poems", etc.

2. Present the group text in various structures to make the text appear cleverly

Everything is an organic whole composed of multiple elements according to a certain structure. Optimize the elements The structure can improve the overall function. In group text reading teaching, articles cannot be presented one by one in isolation, nor can multiple articles be presented in an orderly manner. It is best to have a certain structure to achieve the overall effect of group text reading teaching. We can reasonably choose group text reading teaching structures such as drawing inferences from one instance, grouping progression, and repeated rereading based on the topic and characteristics of the article to effectively present the article.

The teaching structure of group text reading is based on drawing inferences from one example, that is, reading an article first, and then reading a group of articles. For example, in the group text reading "Fairy Tales with Repeated Structure" taught by Teacher Gao Jiali, students are first guided to read "Little Gecko Borrows Its Tail" to understand how the little gecko borrows its tail from the small fish, the old cow, and the swallow respectively. Teachers and students draw Plot structure diagram of the article; then guide students to read a set of articles such as "The Story of the Fisherman and the Goldfish", "Seven Diamonds", "The Turtle", etc., and draw the plot structure diagram of each fairy tale by themselves, allowing students to compare Discover the expression of "repetitive structure" in fairy tales. This teaching structure, with one article leading to multiple articles, is easy for teachers to teach, easy for students to learn, and is highly maneuverable, which can well improve the achievement of teaching goals.

3. Reasonably design questions to allow group texts to crisscross

Group text reading teaching needs to be based on the reading of a single article, and the focus is to guide students to extract information from reading multiple articles. , integrate information. When teaching group text reading, we must treat multiple articles as a reading whole, design questions such as comparison, migration, conflict, etc., combine multiple articles horizontally, and cultivate students' reorganization, extension, evaluation, creativity, etc. High-level reading skills.

1. Design comparative questions

Only through comparison can there be identification. Comparison is an important method in teaching group text reading.

Common comparisons include horizontal comparison, vertical comparison, content comparison, form comparison, similarity comparison, difference comparison, rough comparison, fine comparison, etc. For example, the group reading "Fairy Tales with Repeated Structure" taught by Teacher Gao Jiali, after the students have read the four fairy tales "The Little Gecko Borrows Its Tail", "The Story of the Fisherman and the Goldfish", "Seven Diamonds" and "The Tortoise" , guide students to think comparatively: What are the similarities in the plot structure of these four fairy tales? Students will soon discover the repetitive characteristics of fairy tale plots in comparative reading, which has more advantages than single reading teaching.

2. Design transfer questions

In teaching group text reading with multiple articles, we can design some transfer questions to guide students to transfer what they have learned from reading an article. Use it for reading other articles. For example, in the group reading teaching of the text "Brush Li", students are first guided to clarify the plot structure of the text: "There are no white spots on the black clothes - White spots appear on the black clothes - Small holes in the black clothes", and the students learn the twists and turns ? Writing method; then guide students to read "Zhang Dali", "Su Qikuai", "Clay Figure Zhang" and other articles, and think about: Which articles also use the ? Twists and Turns? writing method to allow students to consolidate knowledge in the transfer , formation ability.

3. Design conflicting issues

In group text reading teaching, since students are provided with multiple articles, there are certain differences in the ideological viewpoints and language expressions between articles. difference. We can seize the differences between multiple articles, design questions that trigger cognitive conflicts in students, and cause collisions in students' thinking. For example, the group reading "The Story of Confucius" taught by teacher Li Junjing, after guiding students to feel the greatness of Confucius, allows students to think deeply: Please read these articles again, is there anything about Confucius that makes you dissatisfied? Teaching group reading "Creation Myths" guides students to experience the national and local characteristics of creation myths in various countries, and then allows students to think deeply: Creation myths are the imagination of ancestors, not science. Why do we still read them today? Thus guiding students In group reading, students learn to think dialectically, look at problems from a developmental perspective, and look at problems from different angles.

4. Learn to question and discuss in group text reading

Group text reading teaching, articles of different genres, different expression forms, different language styles, and different authors have brought students The rich amount of information and huge space for thinking also bring many doubts to students, which are difficult to fully understand and need to be clarified through exchanges and discussions. In group text reading teaching, we must consciously incorporate the reading strategy of questioning and discussion, and encourage students to express their own opinions from different angles, ask their own questions, and discuss with their classmates. For example, the group reading "Creation Myths" taught by teacher Li Junjing guides students to find the similarities in the creation myths of various countries, and inspires students to question: Why do primitive people in different places think that the primitive world is like an egg? In mythological stories, there is a god with superhuman abilities, and everything in the world is transformed by god? After questioning, guide students to guess and discuss.

In short, there are methods for teaching, but there is no fixed method for teaching. Group reading teaching in primary schools has brought new development space to teachers and students, and created a new world for Chinese teaching. It is the direction of primary school Chinese teaching from the unsatisfactory results of "less slow, poor and wasteful" to more faster, better and more economical. ? An effective new development path.

References:

[1] Primary School Chinese Teaching Reference. Issues 4, 5, 6, 2013.

[2] Extracurricular Chinese (Teaching and Research Edition) . Issues 7, 8, and 9, 2013.

[3] New Curriculum Guide. Issues 10, 11, and 12, 2013.

[4] Xueyuan Education. 1, 2013 , Issue 2, 3.

Primary school group reading paper 3: "Teaching strategies for group reading in primary school Chinese"

Abstract: Carry out group reading teaching in primary school Chinese teaching. It is helpful to improve students' reading speed and increase the number of readings. It can be said to be a new reading teaching model. This teaching model encourages primary school students to read a variety of articles, which can greatly promote the effective improvement of students' Chinese quality. Based on the analysis of the significance of group text reading in primary schools, this article discusses how to carry out group text reading in primary school Chinese teaching.

Keywords: primary school Chinese; group reading; teaching strategies

People’s daily reading activities are mainly divided into three ways, namely single article reading, multiple article reading and overall reading. Book reading.

In primary school Chinese teaching, allowing students to read multiple articles and conduct group reading can effectively improve the effectiveness of teachers' reading teaching, make up for the shortcomings of the traditional reading teaching model, expand students' reading coverage, increase the amount of reading, and thus effectively Improve students' reading ability.

1. The significance of implementing group text reading teaching in primary schools

The so-called group text reading means that teachers guide students to read multiple interrelated articles within a unit of time. Group text reading is a new teaching method that expands students' reading. It attaches great importance to the cultivation of students' reading quantity and speed and students' meaning construction in the process of reading multiple articles. It is very effective in improving the Chinese literacy of primary school students. Important significance, its specific meaning is as follows.

(1) Reasonably increase the number of students’ reading

The so-called group text reading teaching refers to the teacher’s reading guidance for students within a unit time, so that students can read multiple articles related to Articles related to teaching. Accumulating more knowledge by reading as much as possible is a traditional model of Chinese language teaching in my country, and it is also a valuable experience worth passing on. In the current primary school Chinese teaching, teachers attach great importance to text reading in textbooks. However, relying solely on the reading content of textbooks is far from enough. There are 12 volumes of Chinese language textbooks for primary schools. Each volume contains approximately 30 texts. Calculated based on 500 words per text, the total reading volume of primary school Chinese textbooks is approximately 150,000 words, six years to read these words is obviously not enough. The implementation of group text reading teaching can enable students to read about five articles in one class, which can effectively increase the number of students' reading and expand their reading coverage, thus laying a solid foundation for improving primary school students' reading ability.

(2) Properly improve students’ reading speed

Human society has entered the information age, in which a large amount of new knowledge is born every day. In order to master more knowledge and obtain a lot of useful information, you must develop the ability to read quickly. As a skill, speed reading requires long-term development and training. In the current Chinese language teaching, according to the teaching plan, an intensive reading text of about 500 words generally takes two class hours, and even skimming the text requires one class hour. This slow reading teaching model is obviously not conducive to improving students' reading ability. Reading speed, develop students' reading ability. Carrying out group text reading teaching can enable students to read about five articles in one class period, thereby effectively increasing the reading speed, cultivating students' reading skills, and conducive to the improvement of students' thinking ability.

(3) Cultivate and mobilize students’ enthusiasm for reading

The current Chinese teaching model in domestic primary schools usually requires teachers to spend one class teaching time explaining a text, while students After reading it in a short time, I basically understood the content of the text. In the remaining time, the teacher can only keep asking questions and explaining, and the students can only passively answer and listen passively, which cannot effectively stimulate students' interest in reading. . When carrying out group text reading teaching, students can read about five articles in one class, and the content is diverse, which is very conducive to stimulating students' interest in reading, allowing students to read more, think more, state more, and listen more, so that students Can really generate enthusiasm for reading.

(4) Effectively enrich students’ reading and enable students to read deeper

The new Chinese curriculum standards suggest that Chinese education should strengthen the guidance of reading methods so that students can gradually Learn to read intensively, skim and browse, and pay attention to reading aloud and silent reading. At present, most of the reading teaching in our country is concentrated on a certain text in a certain class, and a lot of time is spent on word-for-word and emotional reading. It can be said to be a reading teaching method that combines intensive reading and reading aloud. Although intensive reading has many advantages, group reading can more easily expand students' reading horizons, allowing students to read works of different styles, and diversify reading through comparison, induction, analysis, synthesis, etc., so that skimming can be achieved And silent reading can also be developed to varying degrees, providing the possibility to improve students' reading level and conduct in-depth reading.

2. Strategies for carrying out group reading teaching in primary school Chinese

(1) Select reading articles according to different themes

The most important thing to carry out group reading teaching The first thing is to screen good articles and gather multiple articles with related content by determining a topic, thereby avoiding cluttered reading content.

Teachers can carry out group text reading teaching based on the content of each unit in the textbook and find out the reading themes. The forms of group text reading teaching include extracurricular reading teaching, text skimming teaching, etc. When teaching group text reading, teachers can screen topics from multiple angles based on the content, background, and expression of the article, and then select reading materials around the topic.

(2) Design and combine articles according to structural levels