First, cultivate students' ability to find problems and develop the habit of exploring and asking questions independently.
To cultivate the habit of independent inquiry, we must start with asking questions. In reading teaching, we should guide students to be good at finding problems, "learning is expensive and doubtful" and "doubters have the opportunity to realize". Finding and raising high-quality questions is bound to be accompanied by a series of complex thinking activities such as analysis and synthesis, comparative induction and deductive reasoning, which is bound to be an excellent training for thinking ability. After discovering and asking questions, students should be guided to solve problems in reading by themselves and learn to solve problems with reference books and materials. But the most important thing is to learn to use your head, learn to use the existing knowledge, and use the known to solve the unknown.
1. Change "pre-school teaching" to "post-school teaching". In the process of teaching practice, "learning before teaching" should be a good strategy to keep constant and adapt to changes. Let the students teach themselves after the new class, and let the students come to class with questions. Teachers should combine lectures with reading and training, with the main purpose of screening, obtaining information and processing information. In particular, teachers should put the "focus" of teaching on the difficult problems that students feedback, and guide and help students to solve doubts. To this end, we should grasp the following principles: ① Let students find problems by themselves; ② Let students solve their own problems; Teachers should guide and help students find and solve problems that they cannot find and solve.
2. Grasping the contradiction between the known and the unknown in students' study is the key to cultivate students' ability to find problems. For example, in the process of letting students read "The Chameleon" by themselves, one student suggested: "Ralph later said that it was extremely hot, so take off his coat; Later, he said that it was cold and he wanted to wear a coat. Is it really because it is hot and cold? " This question captures the characteristics of chameleon. Most students think that "Ralph feels hot and cold because of psychological tension". However, some students put forward different views: "Ralph is not nervous. He talked about the weather, took off his coat and put on his coat in order to hide himself and make people not pay attention to the change of his attitude. " This discussion not only reveals Ralph's personality characteristics, but also cultivates students' ability to explore and discover problems from the known to the unknown.
3. Grasp different understandings of things and arouse their enthusiasm for finding problems. By arguing, distinguishing right from wrong, making students interested in the problem is helpful to arouse their enthusiasm for finding the problem. For example, the teacher asked, "Are fools stupid after all?" Results The students demonstrated that a fool is not stupid, but a wise man is stupid from three aspects: "He feels pedantic pain", "He knows the benefits of moving mountains" and "He deeply understands the movable truth". It is pointed out that the reason for stupidity is to look at problems from the perspective of modern people. It can be seen that it is important for students to grasp the arguments with different understandings to develop their thinking!
4. To encourage students to find problems deeply, teachers should not only grasp students' contradictions in the learning process, but also design some questions that can play a key role in understanding the text. For example, when teaching Hermes and the sculptor, the teacher designed such a question: "I seem to think this article is incomplete." After listening to the sculptor, did Hermes really have no feeling or response? So I think the article lacks an ending. " Students reacted strongly to this and expressed their opinions in succession. In this way, students can fully develop their creative imagination within a reasonable range, not only gain an understanding of the text, but also cultivate their ability to deeply discover problems and understand things.
5. Leave the opportunity to ask questions to students.
Einstein said, "Finding problems is more important than solving them". Discovery is the beginning of independent inquiry. With your own unique discovery, thinking will flash the spark of wisdom. At this time, if we can create a positive, relaxed and harmonious classroom teaching atmosphere and let students become the subject of "questioning" and "information source", then the enthusiasm and initiative of students will be greatly stimulated. The enthusiasm for exploring problems will be unprecedented. So I think it's better to "give" students 10 questions and let them find and "generate" a problem by themselves. I once saw such a reading class of "The Flight of Impala" on the Internet. After introducing and previewing the text, the teacher asked the following questions:
1. What's the emergency of impala?
2. In the face of such a desperate situation, how did the impala herd perform?
3. What wonderful way did the sickle-headed sheep come up with to save themselves? What did the impala do first?
4. How did the impala fly over the deep and wide mountain stream?
(1) Please find the verb that describes the impala's soaring.
(2) At the highest point of the jump, which action gave the young impala a new life? What rhetorical devices are used to describe the old impala?
5. The successful trial jump brought hope to the impala competition. How does the author arrange the flight of other impala?
In this lesson, the teacher breaks down the teaching content into small questions according to his own understanding of the text (more teachers understand according to the teacher's understanding), and then asks questions step by step according to these questions, and the students input the teacher's preset answers step by step. These small questions "dismember" the article, just like breaking the article into eight pieces and then holding them up one by one and asking: What is this? Not only does it lose the overall aesthetic feeling of the article, but in this process, students' right to listen and speak is strictly controlled. "Reading is that students construct their own cognitive schema through dialogue with the text, so as to achieve the purpose of cognitive text information. It is impossible for students to construct their own "schema" under the guidance of this problem of "dismembering a corpse into ten thousand pieces" (in the words of teacher Yu Yi). The answer to each question is clear and unique. In these so-called well-organized questions, students are busy looking for ready-made answers in books and expressing them mechanically. Students in this kind of dialogue can't listen to the text according to their own emotions and personalities, and they can't understand and express freely, let alone express creatively. Such a dialogue must be narrow and rigid.
Coincidentally, I also taught the lesson "Flight of Impala" in teaching and research this year, but it was completely different from the teacher's teaching method just now. I discuss classroom teaching from the perspectives of "dialogue generation" and "text interpretation". I will describe one of the wonderful conversations to you:
Health: I think this is a tragic story.
Teacher: Why is it a tragic story?
Health: Because the impala was forced to the edge of the cliff, the old impala had to sacrifice himself to save the young impala.
Health: My feelings are tragic. Because the sacrifice of the old impala was very touching and heroic.
Teacher: Good. Just now, a classmate used the word tragic, which is very good. This classmate changed a word-solemn and stirring, more appropriate. Chinese is like a book, not bad.
Health: What impressed me most was the impala's self-sacrifice spirit.
Teacher: Why should they sacrifice themselves?
Health: For the collective survival of impala.
Teacher: Yes. This is a team spirit and worth learning.
Look at this clip. I didn't throw a question at the students, but had a dialogue with them about the content of the text. Students' interpretation of the text and grasp of the theme ideas naturally arise in the dialogue, and the learning effect of students can be imagined.
The above facts prove that only by leaving the opportunity to ask questions to students can students really play their main role. Students' personality can be publicized. I also have a personal experience of this. For example, when I was teaching life, when I talked about the theme of cherishing life, a student immediately stood up and asked, "Teacher, Xing Linzi is disabled. Has she ever thought about dying?" The animals and plants chosen by the author to write this article are the representatives of the weak. Is this a portrayal of the author himself? "What a good question! I immediately praised this classmate and encouraged them to consult relevant materials if they want to understand this problem. As a result, many students soaked into the library and computer room after class, collected a lot of information, and soon figured out this problem.
After studying Kuafu day after day, the students had a brainwave and asked such a question: "Why did Kuafu's crutches finally become a peach grove? Why not Li Zilin and the apple orchard? " On this issue, the students had a bold imagination. Some people say that Kuafu hoped that later people would have fruit to eat when they were thirsty, so as not to die of thirst like him. It is also said that Taolin has been associated with water since ancient times, probably because Kuafu hopes that water can also appear in this place; Others think that maybe Kuafu's crutches are made of mahogany ... which shows students' flexible thinking ability. This design is based on the new curriculum standard "I have my own experience in the content and expression of the text, and I can put forward my own views and questions."
Second, cultivate students' knowledge transfer ability and develop the habit of drawing inferences from others.
"Draw inferences from others" is an important teaching principle and method to broaden thinking, cultivate and improve students' thinking ability. In reading teaching, how to cultivate students' knowledge transfer ability and develop the reading habit of drawing inferences from others?
1. Typical guide, analog bypass. Chinese reading teaching should give full play to the role of "examples" in textbooks, so that students can find out the rules through "dissecting sparrows", and teachers should also use their brains to reveal the rules of "examples". Of course, this typical example is not limited to classes. Grasp the regular things through typical examples, so that students can really draw inferences from others, and finally achieve the goal of "no need to teach" as Ye Lao said.
For example, in Deng Jiaxian, the author recalls and narrates six little things about Deng Jiaxian. Teachers can guide students to analyze the first little thing: What is narrated? What do you want to express? What words can you see? Take the first thing as a typical example, let students master the key of analysis, and the remaining few things will make them "anti-three".
2. Analyze and compare similarities and differences. Only by comparison can there be discrimination. Through comparison, we can understand the similarities and differences and similarities of things, and we may learn from one thing to another. If a teacher is teaching Theatre Watching and Stomatology, he will focus on how the former chooses and arranges the materials, where to write them in detail and why to write them in detail. The place and reason of omission. Let students master this "one", and then take this article as an example to guide students to "reverse three"-analyze how the latter uses materials and arranges details to express the theme. With the "one" of the former, students can draw the "three" of the latter along the line of thought. Through careful comparison, we can draw a conclusion that we can't cover everything about a person, but we should choose and arrange materials according to the needs of the central idea and highlight the center of the article.
3. Composition unit, key breakthrough. At present, every volume of Chinese textbooks in middle schools organizes the teaching content in units. Because this arrangement system embodies the systematic, holistic and phased characteristics of teaching materials, we should comprehensively consider the contents of this unit in teaching and form a comprehensive teaching whole. Organizing the teaching content in this way is convenient for students to understand the "generality" and "individuality" of the teaching materials, break through the key points, drive the general, and achieve the purpose of drawing inferences from one example to another.
Cultivating students' knowledge transfer ability through unit teaching can generally be divided into the following steps: ① Guidance. That is, clear unit teaching objectives. 2 teach reading. That is, teachers take the lead and teachers and students study one or two texts together. In the next step, teachers focus on explaining the regular knowledge, teaching students methods and providing examples for students to read by themselves. 3 self-study. Under the guidance of teachers, students learn other texts by themselves, taking teaching and reading texts as an example, and realize the transition from "citing one" to "opposing three". 4 summary. The main task of this step is to summarize and sort out the learning content of this unit, especially to cultivate students' migration ability.
Third, strengthen the training of methods and form the habit of happy reading and good reading.
As we all know, interest is the best teacher, and "a good teacher makes people aspire to the top". The success of reading teaching lies in that after a teacher has finished teaching an article, all students want to read other articles of the same kind. I mainly use the following five methods to activate my Chinese class and stimulate students' strong interest in reading.
1, question query method
Question inquiry method, that is, taking questions as clues, allows students to constantly find problems, find problems and ask questions in reading texts. For many questions raised by students, teachers can purposefully choose some questions to analyze, study and solve with students. You can also organize and guide students to comment on which questions are well asked, which questions are inspiring to everyone, and which questions are the most novel and challenging. Let students stimulate their interest in reading by discovering and asking questions, cultivate their creativity and deepen their understanding of the text in the process of solving problems together. For example, I tried to use this method when I was teaching Lu Xun's Kite. As we all know, Lu Xun's articles have profound themes, which are difficult for junior one students to understand. I think, if I dissect the text mercilessly with a rational scalpel, maybe my mouth will be thirsty when a text comes down, and the students are still in a fog, unknown so. So I decided to give the initiative to the students. Since they find this article difficult to understand, let them point out these difficulties. So I divided the whole class into six groups, and each study group contracted two reading tasks in natural paragraphs, and then asked them to ask questions that could not be solved in the process of joint study and discussion. As a result, I found that the questions raised by students focused on the understanding of several sentences. For example, the first group asked, "Why do you feel' surprised and sad' when there are one or two kites flying in the distance?" The sixth group asked, "What can I expect?" My heart has to be heavy. What is the author's mood? These sentences are the key to understanding the theme of this article. So, I guided my classmates to communicate with each other in class and gave instructions in time: Lu Xun knew that it was wrong to restrict his brother's freedom to play in those days, and now he regrets it, but his brother didn't know it at all, and he didn't even have a chance to make up for it. He was particularly sad and chilling. As a result, the text was easily learned in a heated discussion. This is the best interpretation of the fourth reading goal 5: I have my own experience in the content and expression of the text, I can put forward my own opinions and questions, and I can discuss difficult problems together in a cooperative way.
2. Experience perception method
The new curriculum standard emphasizes that students should deepen their understanding, experience, feel and think in active thinking and emotional activities. We should cherish students' unique feelings, experiences and understanding. Indeed, students' feelings about works vary from person to person and cannot be unified. A masterpiece with beautiful writing, rather than being clearly, clearly and truly analyzed by the teacher. It is better to let students feel and experience themselves, return the created space to students and stimulate their interest in reading. When teaching Tagore's prose poem "Golden Flower", I first played "Thank you" sung by Sun Yue to the students. Some of them listened attentively, some closed their eyes and sang, completely intoxicated by the affectionate singing. Finally, let the students listen to this song attentively again, and write a paragraph to their mother with the theme of "Mom, I want to tell you" under this beautiful background music, which pushed the whole class to a climax. Because I brought the students into the realm of experience, the students also expressed their love for their mother in poetic language. One of them read affectionately: "mom, I love you, thank you, and I want to tell you again and again when you are resting." But-yesterday I, today you, how can you say thank you completely? " Therefore, teachers should strive to create a beautiful, pleasant and conducive atmosphere for experience, and make appropriate emotional rendering, so that students can really enter the role, experience the charm of the work, experience the beauty of the work, gain emotional pleasure, and finally form innovative consciousness and ability.
3, painting appreciation method
Drawing appreciation method is to let students draw while reading and read while drawing. A correct understanding of the original text is the basis of painting. The key to painting is to turn the relevant text description into your imagination. Describing the imaginary content in vivid language is the core of painting, which is exactly what the new curriculum standard advocates: "consciously improve your appreciation taste and aesthetic taste through accumulation, perception and application." Sushi's Mink Head is a famous poem about Mid-Autumn Festival. How many people have been moved by the famous sentence in the poem "I wish you everlasting happiness and stay together for thousands of miles"? I don't appreciate poetry the most, so when I talk about this class, I will let the students read poetry first, then introduce the background of poetry creation, and finally recite poetry and get things done hastily. But Zhang Shuai, a teacher in our school, is an expert in teaching this class. The whole class is divided into three sections: meeting poets, walking with poets and talking with poets. In the meeting with the poet, the teacher introduced the reason why Su Shi wrote this poem and made a model reading. All the teachers and students present were completely attracted by the teacher's model essay. Teacher Zhang's quality is very good, and she has done all the reading tasks in school. Then she practiced various forms of reading with students and walked with poets. When students' emotions are fully mobilized and their reading enthusiasm is high, the teacher arranges students to imagine boldly according to the artistic conception of the text, create a picture in their minds, speak to the poet, and then describe it in expressive language, ready to shoot MTV. Up to now, I still clearly remember the wonderful description of one of the male students: Su Shi, the writer closest to us, dressed as a scholar, wearing a robe and his hands behind his back, with a sad face; In the distance, there are pavilions, pines and cypresses, and a round and big moon hangs in the sky. From the picture, it seems that you can feel the poet's inner feelings, and he is also optimistic and open-minded. At this time, a female classmate volunteered to write a poem for this painting, saying that it is good to have a poem in the painting and a picture in the poem, so that the whole poem teacher need not say more, and the picture designed through communication will come naturally, which left a deep impression on me. I think this is the most successful example of ancient poetry teaching that I have heard or seen.
4. Text dialogue method
An ancient philosopher once said, "Reading a good book means talking with many noble people." Text dialogue method is to let students really have a direct dialogue with the text, let them completely open their hearts, exchange and collide with each other in moral personality, knowledge and culture, and emotional experience, thus generating flashes and sparks, prompting students to purify and enhance their moral personality, deepen their knowledge and culture, and sublimate their emotional experience. For example, when I was teaching The Emperor's New Clothes, I led my students into the fairy tale world. At the end of the appreciation of the text, I asked the students to imagine boldly why the emperor had assumed that what the people said was true, but put on a more arrogant look and what action he would take when he returned to the palace. Encourage students to give imagination wings and let it fly. At this time, the students are full of interest. Some students said that the emperor dealt with a man as he deals with you, and let two swindlers put on their own sewing clothes and walk around the street twice. Others said that the emperor was furious after returning to the palace and ordered his men to say, "These two men dared to deceive the emperor and committed the crime of deceiving the monarch, so they were dragged out and beheaded"; Others said that the emperor called two people into the palace, asked which country they were sent from, what was the plot, and told the truth that they would not be sentenced to death. Facts have proved that students can truly understand the author's joys and sorrows only in direct dialogue with the article, and can effectively accumulate language and gain a good sense of language only in repeated dialogue with the text. This is exactly what the new curriculum standard pursues: "You can tell your own experience about the touching situations and images in your works".
5 methods of creating situations
Induce students to "fall in love" with Chinese with the artistic charm of teaching. Teaching is an art. As teachers, we should understand and love this art. When Xue Jie, director of the Municipal Institute of Teaching and Research, sent his teaching to our school to the countryside, he said: It is said that students nowadays don't like learning Chinese. I want to ask all the teachers present, do you love Chinese? I think it makes sense how a Chinese teacher who doesn't love Chinese can make your children love Chinese. Since teaching is an art, we should strive to endow Chinese teaching skills and methods with artistic beauty, that is, create situations to make students happy, happy and intoxicated. Let's take "water turning around" as an example. At the beginning of the class, the teacher carefully created a situation: meeting the poet, walking with the poet, talking with the poet, supplemented by MTV pictures, and finally ending the class by appreciating and singing Paula Tsui's song "Wish People a Long Life". You say, how can you not fall in love with such a diverse and vivid class? Therefore, the new curriculum standard mentions "longing for a beautiful situation" in more than one place.
Fourth, implement it in many ways to lay the foundation for developing good reading habits.
1. Pay attention to the cultivation of language sense and lay the foundation for reading. The so-called sense of language is the sensitivity and understanding of language, and it is the basic skill of practical use of language. Paying attention to the cultivation of language sense in reading teaching is to let students understand the meaning, identify the advantages and disadvantages, and stimulate all kinds of thinking, association and imagination. With a strong sense of language, students can respond to language more quickly and understand its meaning more accurately.
The ways to cultivate a sense of language are: ① to develop the habit of trying to figure out words and phrases in reading; ② Enhance the sense of language in accumulating vocabulary; ③ Pay attention to the promotion of reading aloud to language sense; ④ Develop the habit of tempering words in writing; ⑤ Organize all kinds of listening and speaking activities conducive to the development of language sense.
In language sense training, we should pay attention to: make more efforts in language and writing, carry out planned language sense training, and combine it with thinking training, and have certain basic knowledge of Chinese such as grammar, rhetoric and logic.
2. Reading, writing, listening and speaking are closely combined to form the carrier of habit formation. Language teaching in Chinese class mainly includes reading, writing, listening and speaking. Reading here, of course, means reading, reading other people's written language. Writing is actually using language in writing, listening to other people's spoken language, saying that it is actually using language in spoken language. It is true that reading is the highlight of Chinese teaching, but to really improve reading level and reading efficiency, reading must be closely combined with writing, listening and speaking, and our goal in reading teaching is not only to let students perceive reading materials, in a sense, to improve students' ability to use language in writing and speaking through reading.
"Self-confidence comes from encouragement, and habit determines life." Everyone says that reading is good for people. Through a lot of reading, students develop good reading habits and gradually learn to teach themselves. At the same time, their abilities in aesthetics, imagination, thinking and expression have also been improved to varying degrees. Once a person has developed a good habit of reading, he can improve his "lifelong education" and keep learning new knowledge, thus benefiting for life.