(A) Why should we study the improvement of Chinese reading ability?
As far as the acquisition of personal knowledge is concerned, it generally comes from two aspects. On the one hand, a lot of perceptual knowledge is obtained through personal practice in life, and then promoted to rational knowledge through thinking, which constitutes a small part of the source of personal knowledge. On the other hand, it directly inherits the knowledge accumulated by human beings in long-term practice and transforms social knowledge into personal knowledge, which is the main source or most source of students' knowledge, as Engels said: "It is no longer necessary for everyone to experience it personally; His personal experience, to some extent, can be replaced by the results of the experience of his ancestors. " Of all the ways to pass on knowledge, reading is the main way. It can be seen that reading ability is directly related to the result of knowledge learning.
In school teaching, reading is the foundation of Chinese teaching, the cornerstone of cultivating Chinese ability and the life of Chinese subject. Reading plays an irreplaceable role in broadening students' horizons, activating their thinking and developing their intelligence. In the past, influenced by exam-oriented education and bound by traditional educational concepts, Chinese teaching embarked on a course of "emphasizing in-class and neglecting extracurricular activities;" Re-education, light reading; Heavy rote memorization ability; Heavy scores, light quality. " Most students only pay attention to learning that thin textbook, with narrow knowledge, poor reading ability and low writing level. In today's quality education, this unsatisfactory situation still exists. The author once made a survey in Class 3, Grade 4, Quanhai Primary School. A survey of primary school students' extracurricular reading shows that the result is not optimistic: 1. Parents attach importance to in-class learning and ignore extracurricular reading. I don't realize that extensive extracurricular reading can broaden students' horizons and ignore the significance of extracurricular reading for students to form good ideological and moral character and behavior habits; 2. Students lack interest in written extracurricular reading materials and are willing to accept "fast food" culture, such as TV media, internet, comics, etc. 3. Students lack good extracurricular reading habits and the guidance of certain reading methods, and lack the ability of independent thinking and inquiry reading; 4. Heavy schoolwork burden and insufficient reading time; 5. Students lack guidance in reading content, blind choice of extracurricular reading materials and insufficient reading. This situation is extremely unfavorable to the improvement of students' Chinese quality.
From the above situation, we can see that the improvement of students' reading ability needs our great attention and serious study.
(B) the definition of Chinese reading ability
Students' reading ability has always been concerned by teachers, and reading teaching has always been an important part of Chinese teaching. The new Chinese curriculum standard for full-time nine-year compulsory education defines the goal of reading teaching in a new way: cultivating students' independent reading ability, paying attention to students' emotional experience, emphasizing the development of students' personality and enriching their spiritual world. So what exactly is reading ability?
Some researchers (such as Shi Maozhi of Ningde) believe that the elements of Chinese reading ability are: language ability (including reading ability, understanding ability, internalization ability and application ability), evaluation ability and creativity ability. Others divide reading ability into reading ability, comprehension ability, appreciation ability, creativity ability and reading ability.
President of China Reading Research Association and Henan Normal University once thought that reading ability is a multi-factor, multi-faceted and multi-level structural system. From a vertical perspective, reading ability has five levels: perception, understanding, appreciation, transfer and creation. Horizontally, there are five abilities: reading choice, thinking, imagination, memory and aging. From a vertical perspective, reading knowledge has three branches (cognitive structure), intelligence (behavioral structure) and emotion (dynamic structure).
Hu et al. tested the reading ability of more than 360 junior high school students three times at 1986. The first test of "reading comprehension" includes understanding words, sentences, paragraphs and chapters, reasoning according to paragraphs and chapters, and grasping the author's writing purpose and intention. The second test "Reading Speed" designs two questions, one is whether you understand the general idea of the reading material, and the other is whether you correctly identify the important details in the reading material. The third time is to test "word knowledge".
Professor Zhu Xinhua of Hangzhou University also divides reading test into two aspects: speed test and comprehension test. In addition, according to the fineness of reading test, he proposed that reading test can be divided into overview test and analysis test.
Professor Morey, Dean of the School of Education of East China Normal University, divides reading ability into four parts: micro-reading ability (including cognition and understanding of article words, understanding of article sentences and appreciation of article words), structural reading ability (including coherent reasoning ability of article content, analysis and synthesis ability of article structure, understanding and appreciation ability of article conception, generalization ability of article content) and informative reading ability (including coherent reasoning ability of article information). The ability of fine processing of article information, the ability of building the overall information map of the article, and the ability of applying article information), the ability of reading aloud and reading silently (the comprehensive investigation of the phonetic accuracy, fluency, emotional embodiment and silent reading of the article).
To sum up, we can draw the conclusion that although there are different opinions on the elements of reading ability, most of them agree that understanding ability should be the core of reading ability.
The new curriculum standard points out that the reading ability in primary school mainly includes several aspects: the ability to thoroughly understand the key sentences of the article; The ability to screen, summarize and summarize the important information of the article; Be able to grasp the ideological content and viewpoint of the whole article; The ability to understand the expression of the article includes the understanding of various styles, the understanding of the thought, structure, conception and language of the article. ②
The author thinks that two aspects should be added: a certain reading speed, that is, how many words to read in one minute; And improve reading efficiency through good reading habits.
Reading a large number of documents to explain reading ability has improved my understanding of Chinese reading ability, that is, at a certain reading speed, I can understand the key words and phrases of the article, summarize the main contents of the article, have certain appreciation ability for the article, and have good reading habits such as accumulating good words and phrases and writing after reading, thus improving Chinese literacy. This ability was learned in Chinese class and used after class, and then returned to Chinese class after class, thus improving my Chinese ability.
(C) ways and means to improve reading ability
The author believes that the ways and methods to improve reading ability generally include the cultivation of reading interest and reading habits, the guidance of reading methods and the formulation of reading evaluation system.
1, to cultivate students' interest in reading
The definition of interest in psychology refers to the psychological characteristics that a person tends to know and master something and tries to participate in such activities. ③
Reading interest, simply speaking, refers to children's interest in literature and reading activities, and is an active psychological tendency to actively explore the content and significance of literature and engage in reading activities. This psychological tendency is manifested in a special love for literature and reading activities and a positive reading attitude. Confucius once said, "Knowing is not as good as being kind, and being kind is not as good as being happy." The so-called "good" and "happy" are both manifestations of reading interest.
If children are interested in reading, they will take the initiative to learn and will not feel bored. Of course, reading interest often affects the reading effect. Children who are interested in reading and children who are not interested in reading read the same book at the same time and under the same reading conditions, and the result is bound to be a big gap; Reading interesting books and reading uninterested books have different results. Therefore, in reading guidance, we should first pay attention to the cultivation of children's reading interest.
To cultivate primary school students' interest in extracurricular reading is to make them show a positive attitude towards extracurricular reading activities, so that they can feel emotional satisfaction from extracurricular reading activities, overcome the difficulties in participating in extracurricular reading activities and persevere.
I think we can start training from the following aspects:
1. Help students read the first few books well, let them taste the "sweetness" of extracurricular reading, and slowly cultivate their interest in extracurricular reading. Interest is mainly due to the pleasure and satisfaction of the senses caused by psychological needs, and the stimulation to meet their psychological needs is the easiest to arouse their interest. They are curious about the wonderful world and have a desire to uncover its mystery. Some extracurricular reading materials can help them find many unknown answers. If their needs are met and the teachers guide them well, their interest in extracurricular reading will arise. A good example is that many students like the series "100,000 Why". Therefore, books, so that students like and read a few good books first, is a good start for the formation of extracurricular reading interest. The key for teachers to guide this is to introduce them to interesting reading materials first. Therefore, teachers should be active readers of extracurricular books, especially those excellent children's books that should be recommended to students.
② Choose reading materials suitable for students' age characteristics and understanding level, and these reading materials should have appropriate difficulty. Reading materials suitable for students' understanding level will arouse students' interest. Under their understanding ability, they think that these books are too easy to understand, or they are all known, and there is nothing to see, which will not arouse their interest; Beyond their comprehension, they think these books are too difficult to understand. Through hard work, they will feel that they are afraid of difficulties if they don't understand or understand, and they are not interested in such extracurricular books. Therefore, when guiding students to start extracurricular reading, they should not choose long and thick books, but help them choose simple, short and interesting storybooks, fairy tales and fables according to their knowledge level and reading ability, which will gradually arouse students' interest in extracurricular reading and improve their enthusiasm and confidence in reading. According to relevant research data, the development of students' reading interest can be divided into five periods, which are listed first for teachers to refer to when introducing reading materials to students of all ages. Myth and legend period 1 and four to six years old are interested in the myths and legends of life and creatures without time and space restrictions in utopia. 2. The age from six to eight is the fable period, and I am interested in fables that embody the laws of human life. 3. Eight to ten years old is a fairy tale period, and I am interested in stories composed of real life and imagination. 4. During the period of biographies and legends between the ages of ten and thirteen, I began to be interested in fierce adventure stories, biographies, science fiction stories and scientific articles, for the survival of the world and the conquest and development of nature. From the age of thirteen to fifteen, I began to be interested in emotional development, such as love stories. ⑤ Besides the nature of reading materials, the writing form of reading materials also affects students' reading. Reading with obscure words and profound contents will reduce students' interest in reading. However, reading materials with simple content, such as scientific sketches, stories of historical figures and humorous sketches, are attractive to students and will directly improve their reading interest. According to relevant surveys, school-age children are most interested in comic books, followed by books with illustrations and books with words. It can be seen that for students in Grade 12 and Grade 12, we should choose some simple books with beautiful covers and strong color illustrations, which will easily arouse their interest in reading.
(3) Chinese teachers should carry out some colorful extracurricular reading activities to stimulate students' interest. Children have poor self-control and endurance, are active, like variety shows and hate static activities. If you tell them the importance of extracurricular reading by preaching and let them do it, they will "listen" to read a few extracurricular books at first, but they will soon get bored and lose interest in reading. Therefore, combining the guidance of students' extracurricular reading with extracurricular activities, teachers' guidance of students' extracurricular reading will have a great influence on students' body and mind. Because students' physiology and psychology are in a new stage of development, they have learned a certain amount of words and like to read all kinds of extracurricular books, starting with thinking. With the guidance of teachers' reading methods, they can avoid detours and often have fun in reading, so as to keep their interest in reading. However, if students' characteristics of "being active" and "liking the new and hating the old" are not considered in the guidance of a single static reading method, this reading interest will gradually weaken.
④ The cultivation of extracurricular reading interest should be combined with in-class teaching. This is due to the poor migration ability of primary school students. They can't consciously transfer the reading methods they learned in class to extracurricular reading. Teachers should be able to stimulate students' interest in reading extracurricular books from the interaction inside and outside the class. Extracurricular reading is the continuation and supplement of in-class reading, which can consolidate and develop in-class reading teaching. Classroom Chinese teaching plays an exemplary role in extracurricular reading. So the two promote each other. At present, all grades in primary schools are equipped with supplementary extracurricular reading materials for in-class texts. Teachers should pay attention to the supplementary extracurricular reading materials or related extracurricular books when explaining the text, help them recall the reading methods they have learned in class and transfer them to extracurricular reading, so as to reduce the reading difficulty and stimulate the interest in extracurricular reading. For example, when I was teaching the seventh volume of Chinese in primary schools, I consciously introduced Fabres's Insect Story to arouse students' interest in it. After class, quite a few students borrowed Insects in their spare time, which expanded their reading in this field.
⑤ To make primary school students form a good interest in extracurricular reading, it is necessary to reduce their homework burden and ensure extracurricular reading time. This is the premise of realizing psychological induction and cultivating students' interest in extracurricular reading. Without the guarantee of extracurricular reading time, everything is empty talk. Pupils have a heavy burden. On the one hand, public opinion emphasizes reducing students' homework burden. On the other hand, primary school students' schoolbags are getting heavier and heavier. Some students are busy with various exercises, homework and preparing for exams, while others are busy with improving their own quality, such as drawing and playing the piano, so they have no time to read freely. We can't increase the burden of extracurricular reading for middle school students, and we must arrange free extracurricular reading time at school. Don't interfere in everything, let children study happily.
2. Cultivate students' good reading habits.
"The main task of reading teaching is to cultivate students' reading ability and good reading habits" ⑥, which are the two major tasks put forward by the Chinese Teaching Outline for Full-time Primary Schools in Nine-year Compulsory Education. Reading habit is a highly conscious reading behavior and a stereotype of reading motivation. Good reading habits can make students consciously and persistently carry out reading practice and gradually internalize it into reading ability. Mr. Ye Shengtao, a veteran of Chinese education, has repeatedly discussed the importance of forming habits. For example, "we must make all kinds of methods become students' lifelong habits." "Because reading and writing are habitual things, it is useless to know only what you know." "Many projects in China have to go through constant practice, persistence and habits before they can become their own things." It can be seen that cultivating students' reading habits is very important for improving students' reading ability.
What reading habits should students pay attention to in reading teaching? The Learning Guide of Chinese Teaching Syllabus for Full-time Primary Schools in Nine-year Compulsory Education points out: "The task of reading teaching is not only to cultivate reading ability, but also to cultivate good reading habits. This habit mainly includes: the habit of studying hard; The habit of reading while thinking; The habit of reading while circling, pointing, drawing and recording; The habit of using reference books, etc. " These habits play an important role in improving students' reading ability and will benefit them for life. We should attach great importance to them and gradually cultivate them in the process of reading training. How to cultivate students' reading habits? There are many methods, and we can work hard from the following aspects:
(A) the habit of clear reading purpose
This should be the first priority, because whatever you do, if you don't know the purpose, you will do it blindly. Reading is certainly the same. Reno Porter, a famous American scholar, pointed out: "When it comes to reading, we must first make clear the purpose. The more clearly you know the necessity of reading, the more firm and lasting your confidence in reading. To this end, we must cultivate a good habit, that is, often ask ourselves:' Why should I read this book?' Why should I read this book now, not at other times? Asking ourselves this way, no matter what kind of answer we get, can always help us to clarify the purpose of reading. "Pet-name ruby first to read clearly. The purpose is clear, which not only strengthens the motivation of reading, but also finds the basis and starting point for making plans, choosing reading materials and methods. Therefore, teachers should instruct students to ask: Why should I read the book before opening it? Why should I read it now? Once this habit is formed, it will be of great benefit to the improvement of reading efficiency.
(B) the habit of choosing reading materials
The importance and practice of choosing reading materials have been mentioned before, and the key is to form such a habit. This is just as the famous educator Suhomlinski of the former Soviet Union warned: "You are surrounded by a vast ocean of books and periodicals. Choose the books and magazines you read very strictly and carefully. " In How to Read, C. N. Boval, an expert in auditing and reading research, specially formulated the Rules for Choosing Books for Self-learners, so as to strictly control the choice of reading materials. This code has the following five articles:
Read less, but better.
2. Read the books that must be read, even if you are not interested.
3. Read the best book you can find.
4. Reading books that are neither easy nor too difficult.
5. Read according to a certain reading plan (according to the outline or expert's suggestion). ⑾
These five articles are a complete whole. If we strictly follow them, we will not waste energy because of careless reading, nor waste time because of reading unnecessary books, nor will we damage our body and mind because of reading those bad books. Once the habit of choosing reading materials is formed, it will benefit you for life.
(C) the habit of reading as planned
Of all the bad habits of reading, perhaps there is no worse habit than rambling and reading at will. Because reading in this way is very casual, grab one in the East and one in Silas, and it's still a hodgepodge to read and read. If you continue reading like this, it will be difficult to achieve anything in this life, and even you will run aground and capsize in the endless sea of books. So Engels once hit the nail on the head and pointed out: "Learning without a plan is absurd." Therefore, to read a good book, it is necessary to effectively get rid of the bad habit of unplanned reading and develop the good habit of planned reading and planned reading.
(D) the habit of rational use of time
We are in a complicated atmosphere, there are many things to do, and we must persist in reading, so there is a problem of rational use of time. The problem is to stick to this scientific and rational use of time and become a good habit. To do this, we must adhere to the planned use time and strictly check the use time. Correct any problems. In the long run, good reading habits will naturally form.
(5) Be good at using reference books.
It is a well-known old saying that "if a worker wants to do a good job, he must sharpen his tools first". But many people can't do it in reading, which has also become a major factor affecting reading efficiency. Reference books are teachers who don't talk to readers, consultants who can consult at any time, and good helpers who solve problems. Only by getting into the habit of using reference books frequently can its function really be brought into play, so we must get into this habit and keep the standing reference books by our side before reading. If you have any questions in reading, you should look them up. Teachers should give guidance, supervision and inspection. In a word, we should seriously develop the good habit of using reference books frequently.
(6) the habit of asking for advice with an open mind
Undoubtedly, reading mainly depends on the reader's own diligent reading and thinking, but it never excludes the advice of people with expertise and the help and encouragement of classmates. Lewis carroll, a British scientist, said in his book A Walk in Science: "If possible, find a good friend who studies with you and discuss the difficulties in the book with him. Discussion is often the best solution to solve problems in a subtle way. " (13) In short, you should not only be brave in seeking teachers, but also be willing to seek friends.
3. Guidance of students' reading methods
(1) skimming method. Skimming is a kind of reading that one can reach the maximum speed. It is also an overview of the basic content, main ideas and skills of reading materials. Skimming should be the fastest reading speed for reading books and articles. But skimming is different from ordinary reading. Ordinary reading needs to read all the reading materials word for word, but some materials can be omitted when skimming. If you feel that you have grasped the main aspects of the content, you can completely omit half or three-quarters of the paragraph. Skimming has a wide range, which can be used to read textbooks, exam books, extracurricular books and newspapers and periodicals of various disciplines. This method is suitable for senior three.
(2) intensive reading. The so-called intensive reading method is to concentrate some key articles in books and newspapers and read them word by word from the outside to the inside. It is the most important and basic means to cultivate students' reading ability. Some articles are meaningful in language, quoted from classics and vivid in plot. Based on these works, teachers can guide students to intensive reading, require students to devote themselves wholeheartedly, mobilize a variety of senses, do their mouth, eyes, heart, hands, read, think and note, and gradually develop the good habit of reading carefully.
(3) silent reading. The silent reading method is to read the time without pronouncing, distinguishing or distracting, but to look at the general situation quickly. This requires students to concentrate and process and digest information quickly in the process of fast browsing. In ancient China, there were sayings of "learning from the past and seeking for the past" and "reading at different levels", which shows that speed reading ability has long been advocated. Using silent reading, we can get as much information as possible in the shortest time.
(4) Extraction method. This reading method is to extract relevant words, sentences, paragraphs and even the whole original text according to your own needs, or mark the key and difficult parts of reading, make comments and write comments. As the saying goes, "no pen and ink, no reading." The educational aphorisms, wonderful and vivid words and paragraphs in the article can be extracted and accumulated in the "thesaurus" established by ourselves, which has prepared rich language accumulation for future compositions. At the same time, you can also cut out good articles from newspapers and magazines you subscribe to and paste them into your reading notes. In teaching, the author asks students to read like this. Prepare a special book and extract good words and sentences. This method is very effective and quickly improves their reading effect and writing ability.
(5) Write reading tips. Teachers should encourage students to keep a diary or feel after reading. In other words, after reading extracurricular books, students are required to express their views and ideas on the content of the article in the form of diaries or after reading, and communicate in extracurricular reading activities. Only when reading, writing, listening and speaking are closely combined can students' reading ability be improved rapidly.
4. Develop an evaluation system to help students improve their reading ability.
In the past, students' reading ability was evaluated only by a test paper and several questions, which obviously could not meet the requirements of the new curriculum and could not correctly evaluate students' reading ability. The current Chinese curriculum standard puts forward to attach importance to the evaluation of emotion, attitude and values, which will surely urge every Chinese teacher to pay attention to the influence of reading on the development of students' emotional field and actively seek effective strategies to cultivate students' positive reading attitude and habits. It can be seen that the formulation of a reasonable and effective reading evaluation system has played a positive role in improving students' reading ability. This is what we need to study further.
Reading interest is a key to open the door to reading; Reading habits can make our reading road go further; Reading methods can broaden our reading path; Reading evaluation is a yardstick to measure our achievements.
(4) Improve online reading ability.
With the development of information technology and the prevalence of network culture, more and more people in China have become accustomed to and like online reading, and online reading has gradually become a part of our reading. The fourth "National Sampling Survey on Reading and Purchasing Tendency" organized by China Publishing Science Research Institute shows that the online reading rate of citizens in China increased from 3.7% in 1999 to 27.8% in 2005, an increase of 7.5 times in seven years. Network reading has its own advantages, mainly because the network has more convenient retrieval function than paper books, and readers can quickly choose the reading information they need according to their own needs. In this regard, the theme of "World Reading Day" is "Let everyone in every corner of the world read books", while online reading also achieves "Let every reader find what he needs".
However, for teenagers, due to the lack of self-control, the richness and proliferation of network resources is an immeasurable potential threat. On the one hand, immersion will waste a lot of time and delay the study of teenagers; On the other hand, bad content on the Internet will affect the healthy growth of teenagers. Therefore, it is also very important to improve students' online reading ability.
< < Chinese Curriculum Standards > > It is suggested that students should have the ability to collect and process information initially. This is a new goal and requirement to adapt to the times. In the network information society, students should be taught to identify, 1 distinguish, select and combine information. This practical reading skill is becoming more and more important. Therefore, teachers should train students to master this kind of efficient and practical reading skills and methods. Only in this way can students choose and absorb in the vast and complex network. This is also what we should devote ourselves to.
In short, there are many ways to improve students' extracurricular reading ability, which need further study. I just talk about my views from my teaching and reading.