2. What should we pay attention to in Chinese "unit integration group reading"? Understand the essence of group reading. Huang Yong of Beijie Primary School in Jingyang District, Deyang City, Sichuan Province, should also benefit from her first contact with "Unit Integration Group Reading" in June 2007. I was fortunate enough to participate in the city-wide unit integration and group reading observation activities held in Yifu School, Minjiang East Road, Deyang City. After carefully savoring Mr. Zhong's intriguing demonstration class and listening to the wonderful comments of Professor Wang from People's Education Society, an idea that surprised me suddenly popped up in my mind: Deyang's primary school Chinese teaching is about to enter a new era! Looking back on the course of so many years, we have to start with the reform of Chinese curriculum. "Chinese Curriculum Standard" points out: "Chinese teaching in primary schools should cultivate students' thoughts and feelings of loving the motherland's spoken and written language and Chinese excellent culture, guide students to correctly understand and use the motherland's spoken and written language, enrich language accumulation, enable students to have preliminary listening, speaking, reading and writing abilities, and develop good Chinese learning habits. In the teaching process, students are educated in patriotism, socialist ideological and moral education and the enlightenment education of scientific thinking methods, so as to cultivate students' creativity, cultivate their interest in beauty, develop healthy personality and develop good will quality. " What kind of teaching methods and textbooks do primary school teachers need to use to achieve such teaching goals? How can students feel the beauty of the splendid culture of the motherland in a subtle way and cultivate good will and character? It is conceivable that it is not enough to use textbooks in class. Many seniors told me that it is a good idea to let children read more books. "If you read a book a hundred times, you will see the meaning yourself." However, we can't help thinking: What should our children read? How do children read? At the same time, the curriculum standards require children to "develop good reading habits". The total amount of extracurricular reading is not less than 6.5438+0.5 million words. "When we put forward problems and requirements, we must find a way to solve them. At this time, we are pleasantly surprised to find that our Chinese textbooks have changed. This change makes us seem to see a little star from where there is no line. This is the unit guide in the textbook. After a period of practice, we finally realized the subtlety of unit integration. First, introduce elicitation learning and integrate unit content. The new curriculum arrangement is characterized by focusing on the integration of content and the gradual progress of training. Set a unit "Introduction" before each group of texts to stimulate students' interest in learning. At the same time, briefly explain the training key points of this group of textbooks, and remind students of learning methods and key points. Make teachers and students have a general understanding of the whole set of teaching materials before teaching and learning. For example, the introduction of the third set of texts in the first volume of the fifth grade reads: "In life, we often read explanatory articles. These articles explain clearly the morphological characteristics of plants or the living habits of animals; No matter how to introduce new products or explain the causes of natural phenomena, we must use some methods of explanation. " Introduction actually plays a programmatic role here, that is to say, students are required to have an overall understanding of the arrangement of this unit through reading guidance and catalogue. And clearly arrange the intention and learning tasks: through the study of the text, master the corresponding explanation methods. But I found in practice that students' learning ability is very strong. Reading the text once or twice can grasp the key points and difficulties, but it lacks a sense of integrity, cannot grasp the internal relationship of knowledge, and cannot master knowledge more systematically. This requires us to start with the integration of intensive reading and skimming. Second, the integration of intensive reading and skimming In order to reflect the integration within the unit, the textbook strengthens the connection between intensive reading and skimming. Editors basically use connectors between intensive reading, skimming and skimming. It clearly points out the requirements and methods of skimming the text, embodies the reading training process from intensive reading to skimming, and makes the whole sense between intensive reading and skimming stronger. We find that skimming the text has obvious independent reading nature. The arrangement of skimming the text in the experimental textbook of curriculum standard is mainly to guide students to apply the basic Chinese skills learned from intensive reading to reading practice and gradually improve their independent reading ability. For intensive reading of the text, all the experts were present. I won't be wordy, but I'll skim the text here. The arrangement of skimming the text is one of the important highlights of the new textbook. The main purpose of skimming text arrangement is to guide students to apply the basic Chinese knowledge and reading methods learned from intensive reading to reading practice, and to cultivate students' independent reading ability and good reading quality. People's Education Publishing House has arranged skimming from the first volume of the third grade, and with the growth of grade, the proportion of skimming texts is increasing compared with intensive reading texts, and with the increase of skimming texts, the proportion of selected reading texts is also increasing. This requires teachers to pay more attention to skimming texts and increase teaching time and energy. Any neglect of skimming the text is against the requirements of Chinese teaching. At the same time, how to teach intensive reading texts more accurately, skim the texts more simply and choose reading texts more vividly is a great challenge to teachers' teaching ability, teaching philosophy and teaching wisdom. Teachers should distinguish the teaching objectives of different types of texts. In order to better achieve the teaching goal of skimming the text, we require teachers to ensure "two requirements and three purposes" in teaching. The meaning of "two requirements" is: first, the understanding of content. Generally speaking, "learning the main idea of the article" and "learning to browse, expand knowledge and collect information on demand" can be done as long as the key and difficult points are grasped to help students understand, and the understanding of words and sentences is not the focus of training; Second, in teaching methods, teachers should let go more, give students more independent time, and pay attention to grasping the main idea of the article and evaluating the ability to browse and capture important information. "Three purposes" include: one purpose is to train students' skimming ability. Skimming is a very different reading method from intensive reading, that is, "getting a rough idea" does not reduce the reading requirements. Require faster reading speed and higher reading efficiency. The information obtained is more targeted and more closely related to reading in life. The formation of skimming ability requires teachers' careful guidance, personal efforts and long-term practical training in addition to the cultivation of intensive reading ability. The second purpose is to train students' skimming ability while cultivating learning.
3. Answer to the composition question: the answer to the question 1 ① is "stiff" ② is (in) ③ birdsong ④ Drive away the question ② (I) When I see a little thing, I must carefully observe its texture.
Example: Table tennis jumps on the table, like Yuanxiao dancing in the pot. They are having a party. Butterflies are flying among the flowers, just like Chang 'e dancing under the laurel tree.
Test analysis: sub-topic analysis 1 test analysis: common words, to write and explain the same words, pay attention to polysemy and ancient and modern different meanings. Test center: Interpretation of words in classical Chinese Comments: This question is not difficult. The content of the text you have learned can be answered according to memory.
Words that are easy to get in ancient Chinese are generally words mentioned in text notes, words with key meaning in sentences, and words that are difficult to identify and understand. You should make more efforts to memorize these words in your study. Question 2: "Yu" is "Jing" and refers to grass.
"Texture" refers to the pattern on the surface, which means careful observation. Test center: Classical Chinese sentence translation Comments: This question is not difficult, the sentence meaning is simple and easy to translate.
When translating classical Chinese sentences, we should pay attention to the fact that the original meanings of some words can't directly lead to sentences, and we should adjust, escape and sometimes translate them freely according to the context. Analysis of question 3: the word "zhi" in sentence A is the pronoun "it", which is the same as the example; The word "zhi" in sentence B is not translated between subject and predicate; The word "zhi" in sentences C and D means "de".
Test center: Ancient Chinese is a polysemous word. Comments: This question is not difficult, the meaning of the sentence is simple, and it is easy to judge the meaning. The meaning and usage of "zhi" can be related to formulas: subject (subject and predicate are not translated), modifier (with head), verb predicate (with it) and adjective (without translation).
Question 4: Test and analysis: Using imagination, choose the description object from the life scene and natural environment, describe another situation with personified metaphor, and express the observer's spiritual pleasure in the description text. Test center: imagination and description comments: this question is difficult. Students have a good grasp of "pleasure outside things", that is, spiritual enjoyment, and often just describe one at will.
"Interest outside things" refers to the process of "playing with things" and "appreciating things", not the pleasure and appreciation of things themselves, but the spiritual pleasure and psychological enjoyment in the process of enjoying things.
4. What are the basic modes of group reading teaching? Group reading is the abbreviation of group reading teaching, and it is a breakthrough reading teaching practice that has quietly emerged in China in recent two years. Simply put, group reading is to combine a group of articles in a certain way, guide students to read, develop their own views in reading, and thus improve their reading ability and thinking ability. Group reading is a process in which teachers and students choose a group of articles around one or more topics, and then teachers and students collectively read and construct them around the topics, and finally reach a consensus.
Combined with the teaching and research activities organized by our teaching and research group this semester, I think that to do a good job in group reading teaching, we must do the following:
First of all, we should choose articles with themes, so that group articles can be closely aggregated. In the teaching of group reading, first of all, we should select articles and gather many articles around a theme, but combined with the teachers in our teaching and research group, I think the number of articles should not be too much, generally four articles are the best. Otherwise, the group reading will be leaderless and chaotic. The selected articles should have commonness. There should be a common topic between the articles selected in the same class activity, and the same problem can be solved from different aspects and angles by reading several articles at the same time. For example, in the sixth unit of the first volume of our fourth grade, in order to solve the education of the topic of true feelings in the world, I chose four articles: Class First, The Story of an Umbrella, Dad's New Shoes, and My Mom's Teaching, all of which praised the true feelings in the world from different angles.
Secondly, present the articles in a structured way, so that the group articles can be organically combined. Everything is an organic whole composed of various elements according to a certain structure, and optimizing the structure of elements is
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The overall function can be improved. In the teaching of group reading, we must not present articles one by one in isolation, let alone disturb all the articles in order. It is best to have a certain structure in order to achieve the overall effect of group reading teaching. According to the theme and characteristics of the article, we can reasonably choose the teaching structure of group reading, such as drawing inferences from others, progressive grouping and repeated rereading, so as to effectively present the article. Give an example of the teaching structure of group reading, that is, read an article first, learn an article first, then read a group of articles, and then learn a group of articles.
5. Primary schools explain the reading methods of group texts. What are the teaching methods of group text reading? It is the teacher who focuses on guiding students to read relevant articles in unit time. Group reading teaching is a new form of expanding reading teaching, paying more attention to students' reading quantity and speed, which is of great significance to comprehensively improve students' Chinese literacy. First, determine the theme and classify the text correctly. The first step of group reading teaching is to choose good articles around the theme or classify the original text correctly. Without a definite theme, it is difficult for teachers to closely contact the teaching of original reading. Based on this, in fact, teachers can do well with a little thinking. For example, it is very common to divide an article into different themes from the aspects of writing content, humanistic connotation and the author's expression. 1. Determine the theme from the writing content of the article.
Taking things as the theme, such as "The Fox in the Story" and "Lotus in Various Styles"; Taking time as the writing theme, such as "Tong Chunshi" group teaching; Taking the people as the writing theme, such as "characters in Lao She's works"; Event-themed farewell poems are good group reading materials. 2. Determine the theme from the perspective of humanistic connotation of the article.
With the theme of character growth education, such as "celebrity growth story" and "unforgettable childhood life"; Take love as the theme, such as "the harmonious development of human and animals"; With the theme of cherishing life, such as "the value of life" and "respecting life", this classification is a beautiful landscape, which is worth trying by teachers.
3. Determine the theme from the way the author writes the article.
Taking writing methods as the theme, such as "novel ups and downs" and catchy "children's poems"; Taking writing methods as themes, such as "fairy tales", "fables" and "children's poems". Second, present the group composition in a variety of structures to make the text appear skillfully.
The teaching of group reading needs to be based on single reading, and the key point is to guide students to extract and integrate information in reading multiple articles. In group reading teaching, we should regard multiple articles as a whole, design problems such as comparison, migration and conflict, and combine multiple articles horizontally to cultivate students' high-level reading ability such as reorganization, extension, evaluation and creation. 1. Design comparison problem
Comparison is the only way to distinguish, and comparison is an important method in group reading teaching. Common comparisons include horizontal comparison, vertical comparison, content comparison, form comparison, similarity comparison, difference comparison, rough comparison and fine comparison. For example, the group reading of "Fairy Tales with Repetitive Structure" taught by Gao Jiali, the students read four fairy tales: Little Gecko Borrowing Tail, The Story of Fisherman and Golden Fish, and Seven Diamonds and Turtles, and then quote them.
Guide the students to think more: What are the similarities in the plot structure of these four fairy tales? Students will soon find the repetitive characteristics of fairy tales in comparative reading, which is more advantageous than single reading teaching. 2. Design mobility issues
In the teaching of group articles reading many articles, some transfer questions can be designed to guide students to apply the reading income of one article to the reading of other articles. For example, the group reading teaching of skimming the text "Brush Plum" should first guide students to clarify the plot structure of the text "There are no white spots on black clothes-there are white spots on black clothes-there are holes in black clothes" and learn the writing method of "twists and turns"; Then guide students to read many articles such as Zhang Dali, Su Qikuai, and bricklayer Zhang, and think about which articles also adopt the writing method of "twists and turns", so that students can consolidate their knowledge and form their abilities during migration.
3. Conflicts in design In the teaching of group reading, because many articles are provided to students, there are certain differences in ideas and language expression between articles. We can grasp the differences between many articles, design questions that cause students' cognitive conflicts, and cause students' thinking collisions. For example, the group taught by Teacher Li read The Story of Confucius, and after guiding students to feel the greatness of Confucius, let them think deeply: Please read these articles again. Is there anything unsatisfactory about Confucius? The teaching group read "Creation Myth". After guiding students to feel the national and local characteristics of creation myths in various countries, let students think deeply: The creation myth is the imagination of ancestors, not science. Why are we still reading it today? So as to guide students to learn dialectical thinking in group reading, look at problems from a developmental perspective and look at problems from different angles.
Fourth, learn to question and discuss the teaching of group reading in group reading. Articles with different genres, different expressions, different language styles and different authors have brought rich information and huge thinking space to students, and also brought many doubts to students, which are difficult to fully understand and need to be sorted out in exchanges and discussions. In group reading teaching, we should consciously infiltrate the reading strategy of asking questions and discussing, and encourage students to express their views from different angles, put forward their own questions and discuss with their classmates. For example, the group reading of Creation Myth taught by Teacher Li, when guiding students to find the commonness of creation fairy tales in various countries, inspires students to question: Why do primitive people everywhere think that the primitive world is like an egg, there is a supernatural god in fairy tales, and everything in the world is changed by God? After asking questions, guide students to guess and discuss.