First, strengthen the "expectation psychology". From the reading function, reading is a process of collecting, screening and discovering information; From the perspective of reading psychology, reading is an ever-advancing process of psychological contradiction. In this process, expectations are generated, realized and new expectations are generated. In student-centered reading activities, when students receive the first message of the text (for example, when they see the title), their reading thinking activities automatically start. He wants to ask, guess and expect this information. It is this kind of inquiry, speculation and expectation that has become the internal driving force for reading activities to be carried out independently and freely.

1, set reading suspense.

In teaching, we can see that students are more interested in previewing texts than intensive reading, in extracurricular reading than Chinese class, and in reading pictures than reading extracurricular books. The psychological orientation of "reading expectation" is an important reason. Because many extracurricular reading materials are fast food, cartoon, vivid, plot and plain text, it is easy for students to like reading.

2. Develop predictive ability

Students should have a process of reading prediction before reading. For example, seeing the topic of "Nanjing Yangtze River Bridge", I guess the article is mainly to introduce this bridge to us. When I saw my uncle Lu Xun, I guessed that the article might just introduce something related to Lu Xun, how he was, and so on. Schema theory holds that there are two possibilities for reading prediction: one is that his cognitive ability will be strengthened and his cognitive structure will be further consolidated (that is, assimilation); One is that, as expected, the reading object does not appear in the prediction, so he must "look back", check his prediction ideas, correct his prediction, and make necessary adjustments and supplements to his cognitive structure (that is, adapt). The process of reading prediction is actually such an information processing process of assimilation and adaptation. Students' ability to predict articles is not only helpful to strengthen their understanding of articles, but also an important symbol of reading ability. The stronger the predictive ability, the better the comprehension ability and the higher the reading efficiency.

Second, adjust the "expectation requirements" For students of the same grade, although the courses they study are the same, the "reading expectations" reflected by the differences in experience, family cultural background and individual psychology are also very different. Some focus on the development of the plot; Some are interested in all aspects of reading; There is only curiosity, focusing on whether you can get novel information. Students live in a constantly changing environment, and their brain schema is constantly changing and reorganizing, which is manifested in reading and their psychological expectations are constantly changing. Students who don't like poetry may be interested in poetry because they are forced to read a few poems; Students who are not interested in prose may be fascinated by TV prose they accidentally saw on Sunday. Students like the plot, like the image, preview the text, they know the general plot of the text, and their "reading expectation" is met. At this time, if teachers can't adjust students' reading expectations in time, students will lose interest in continuing their studies. Teaching practice shows that if students' "expectations" exceed the level of teaching content, that is, the teaching content can't meet their expectations, students will lose interest in reading. If the "expectation requirement" is far below the teaching content, that is, the teaching content is too high, students will not accept it and reading will be left out in the cold. When the above two situations appear in the classroom, students will be distracted and there will be turmoil in the classroom. There must be a harmonious tension balance between students and teaching content, that is, "expectation requirement" and teaching content are equal, so as to communicate with each other and play the role of "reading expectation".

1, text rendering is always changing.

For example, when teacher Yu Daming was teaching a bouquet of white gardenias, she only presented the first half of the article to the students, that is, the little girl received an anonymous bouquet of fragrant gardenias, and she wondered who the sender was every day, and her mother helped her guess. Maybe you helped who, who, who? Through the reading in the first half, the students realized the little girl's efforts and gains. After reading this article, the students, including the teachers who are listening nearby, have a strong reading expectation: Who gives the little girl a bunch of white gardenias on her birthday every year? Music, the end of the article shows: the little girl imagined in this gardenia, grew up in this gardenia, until she was 22 years old, her mother died unfortunately, and gardenia was not there on her birthday? Students read the words quietly, and the flowers of thinking are blooming in the seemingly solidified air. Students have new expectations. "Since it is her mother, why do you want to help her imagine? Why are you doing this? After discussion, we all understand that it is in this way that mothers educate their children to care for and help others all the time, and then they will gain happiness. This is because this is a mother, a wise mother. Throughout the class, the reader's mind has been baptized again and again in the process of reading expectation-expectation satisfaction, new reading requirements-expectation satisfaction and new requirements. The texts in the classroom are presented to students at different times, and then presented with the development of the plot, which stimulates their desire to read and explore. The premise of this is that students have not been exposed to the text. The repeated presentation of the text urges students to maintain a strong "reading expectation". Teachers can adjust students' expectations at any time according to the changes of reading expectations, so that students can have new reading expectations after meeting their expectations. In the classroom, children's thinking is active, sparks are smart, and the happiness of reading flows. To truly realize that "reading is to develop your own thoughts with the help of other people's thoughts." "

2. Teaching procedures change frequently.

If students are used to the fixed teaching mode of fixed teachers, then they will no longer be curious about the classroom and will not be interested in the text. On the contrary, unfamiliarity with "teaching procedures" and "teaching methods" will make students constantly have a new expectation psychology. In "reading expectation", satisfying curiosity is one of the important psychological orientations. Therefore, in teaching, we should change frequently to satisfy students' curiosity. For example, in the teaching of "Genius comes from diligence", because students have previewed the text, I introduced the famous aphorisms accumulated by children, so that students can find out which words in the text can be used as famous aphorisms to inspire everyone. Only in this way can we find new excitement for children and fully stimulate their reading interest. For example, you can use some explanatory articles as reading materials, give self-test exercises, and then explain reading methods. In addition, visual and psychological pleasure can also encourage students to have new reading expectations. For example, some beautifully worded texts, accompanied by music, can attract students more, let students further "appreciate" the text on the basis of understanding, and achieve ideological harmony with the text. An ancient poem that students know by heart after class, if you can set off some background pictures with courseware in class, can also encourage students to further study and recite, thus producing a deeper understanding.