Editor Wang Rongsheng.
East China Normal University Press
Five basic concepts: reading comprehension, reading ability, reading orientation and reading method, reading method and text style, literary appreciation and practical article reading.
Reading and understanding
The core of reading is understanding, and "reading" is essentially "reading comprehension".
The essence of learning to read is to learn how to understand an article.
Reading means that a student reads an article and produces his understanding and feelings.
When discussing reading and reading teaching, we must contact the subject and object of reading at the same time, that is, "Who is reading" and "What is reading".
Students "understand" in their minds with two kinds of experiences: one is life experience and the other is Chinese experience. pregnenolone
A good reader builds a "text model" through "surface coding" and a "situational model" on the basis of understanding text propositions. p7
There are three levels of understanding: the first level is superficial understanding, which means literal understanding. The second level, the understanding of the text structure, and the third level, readers can have a profound and their own understanding of the materials they read in combination with social experience. p8
(2) Reading ability
Reading ability includes at least three parts. First, you need to have the decoding ability to recognize words and understand sentences. Second, you need to have relevant background knowledge, such as encyclopedic knowledge and life experience. Third, we need to master the core of reading ability-reading methods. p9
The core of reading is to grasp key sentences. p 10
"How to read" is roughly divided into two aspects. On the one hand, how to find the key points of sentences and texts, on the other hand, how to deeply process these key points. Then, "how to read" can be described in two sentences. The first sentence is where to see the work. Second, what should be seen from these places. p 10
(C) reading orientation and reading methods
"Reading for reading" or even "learning to read for Chinese examination" often leads to abnormal reading orientation.
Good reading, reading methods and reading orientation are consistent.
Bad reading, often methods and orientation split, or even the opposite. For example, we can "experience" the author's emotion through abstract generalization, "get" news information through reading aloud, "taste" prose through scanning and jumping, and "learn" ancient Chinese by marking arguments and arguments. p 12
(D) reading methods and text style
The reading method is related to the text style. Different places depend on different styles and types of works, and the content they see is different. Good reading teaching is often based on proper text interpretation. The reason why reading teaching is not so good is often because it adopts inexplicable interpretation and reading methods, regardless of text style. p 18
(E) literary appreciation and reading practical articles
Reading poems, novels, plays and other literary works with a literary attitude mainly refers to the following two situations: state one: infiltration perception. State 2: with the help of literary interpretation tools or expert guidance, expand and deepen the understanding and feelings of the works. p 19
Literary appreciation of modern and contemporary prose should appreciate accurate verbal expression and share the author's life experience in daily life. p20
The literary appreciation of classical Chinese should understand the feelings of the ancients, understand the rules of classical Chinese and feel the beauty of classical Chinese.
Reading classical Chinese is actually learning classical Chinese. On the basis of dredging the characters, through appreciating the exquisite composition and refined words, we can experience the feelings of the ancients-the feeling of aesthetic feeling in classical Chinese that runs through what they say. p2 1
The determination of teaching content is the process of determining the teaching purpose, starting point and its path. p24
The path of reading teaching is the way to fill the gap between the starting point and the end point. p25
Three paths of reading teaching: First, supplement and arouse students' life experience. Second, guide students to learn new reading methods. Third, organize students to exchange and share China's experience. p33
Teachers should have these three identities when interpreting texts. For the first time, I understand and feel from the perspective of normal readers, and for the second time, I make a rational analysis as a researcher. This is a paper. This is an article about rationality. What's the point? This is an inspirational essay. What's the point? This is a narrative prose, and the main point is there. The third time, from the student's point of view, what he can understand and what he can't understand about this article; Where he can feel, where he can't feel; What does he think is good? Is to be clear. p47
The particularity of "preparing lessons at both ends" in Chinese teaching lies in its specificity: "preparing lessons" requires Chinese teachers to accurately grasp what kind of text this is, which writer's work it is, what characteristics this text has, and more importantly, where the most critical part of the text is. "Preparing students" means that Chinese teachers should clearly understand the reading difficulties of students, that is, places they don't like, don't understand and can't read well. p48
There are two bases for the selection and determination of p56 teaching content: one is to determine the teaching content according to the style of the text, and the other is to select the teaching content according to the learning situation. According to the style of the text and according to the learning situation, there is consistency.
These two bases and the organizing principles of teaching links can be summarized into three sentences: according to the style, set the end point; Study the learning situation and know the starting point (which is the basis for determining and selecting teaching content). Two or three steps in the middle (the organizing principle of teaching).
Reading teaching should also consider three levels: first, the question of facts, that is, what to teach; The second is the technical problem, that is, how to teach; The third is the question of value, that is, why to teach. Why should these contents be taught instead of other contents? Is there any basis behind teaching these contents? What are the core values of these contents? p70
Today's classroom needs to emphasize experience, not cognitive acceptance; Emphasis on strategy, not providing answers; Rebirth is not staying where you are.
"Emphasizing experience, not cognitive acceptance" means respecting students' unique reading feelings, rather than passively accepting teachers' or others' ready-made reading conclusions; "Emphasis on strategy without providing answers" requires teachers to pay attention to the promotion of students' understanding process, rather than the provision of understanding conclusions; "Rebirth, not standing still" requires that students should be inspired to have their own understanding and meaning of the text. Chinese classroom teaching "should reconstruct, not reproduce, the text", so it is necessary to protect students' reading subject status and construct their own meaning. What this class needs is the construction of teaching content, not the display of interpretation conclusions. p76
The unity of instrumentality and humanism is the basic feature of Chinese curriculum. Once our humanity leaves the basic language training, it will be empty; Instrumentality will die once it leaves the excavation of thought and emotion. p77
To determine the core teaching value of a text, we should consider four aspects: course nature, reading characteristics, stylistic characteristics and students' reality. p8 1
There are three points of consensus: first, reading prose is not to obtain information, but to read the author's eyes and emotions. Scattered between the lines of the text. Second, the content, language features and the author's emotions are integrated. What prose writes is often not the objective thing itself, but something with unique feelings in the author's unique language expression. So, the most important thing is the third point. Teaching methods suitable for prose should be adopted, and the teaching methods suitable for this kind of prose should teach the "taste" of prose. p 14 1
Determining the teaching content according to the style refers to obtaining clues and determining the focus of the text with the help of the style. p 159
Teachers' professional development and their own teaching promotion are not a one-way straight line, but a difficult process of repeated circuitous. In this process, the cognition of ideas is often easier to update, but the teaching behavior can not escape the implicit imprisonment of past experience inertia. This leads to the right and wrong teaching intentions behind teachers' classroom teaching behavior, which are bright and dark. p22 1
We can explain "reading aloud with emotion" in this way.
First, the word "emotion" in "reading with emotion" is not abstract.
Different texts have different emotions. The so-called "having feelings" refers to a specific emotion in a specific situation. Therefore, "reading with emotion" cannot be separated from specific situations and specific emotions.
Second, "reading" can be expressed through feelings, or it can be a way to experience feelings.
Discuss the tone of "What's the matter" and then read it in a specific tone. This kind of reading students first know what emotion is, and "reading" is the result of teachers' pursuit. "Reading" is the purpose. The teacher set up three different scenes. Facing the magistrate, as a scholar, if you are Liu Yuxi, these three "reading" are the process of students' emotional experience, and "reading" is the method.
Reading in specific teaching may be an end or a form. p226
Classical Chinese is the carrier of China traditional culture. At the same time, "classical Chinese has a fairly strict vocabulary and grammar system. The difference between classical Chinese and modern Chinese is mainly manifested in vocabulary and grammar. " Paying attention to reading aloud, silently reading and reading aloud in classical Chinese teaching is conducive to accumulating experience and cultivating a sense of language. p228
In order to achieve the purpose of reading smoothly, teachers should design activities similar to reciting. Mainly to increase reading. In order to achieve the purpose of experiencing feelings, especially in the case of "reading a hundred times, the meaning cannot be presented by itself", teachers should design activities similar to reading, the main point of which is to provide learning scaffolding to help students use their heart, eyes, mouth and ears comprehensively, immerse themselves in irony, feel the sound, form, ponder the meaning and taste.
Instruction-conclusion teaching activities, because they did not promote students' understanding and perception into the level of "diving", "pondering" and "chewing" (in-depth understanding and feeling), stayed on teachers' instructions and conclusions, and actually failed teachers' teaching intentions.
The design of teaching activities in reading teaching should follow the characteristics of teaching content (the inseparable relationship between words and feelings).
In Chinese teaching, the phrase "Wen Xin Diao Long" is often quoted: "A husband writes essays to express his feelings, while a scholar puts essays to touch his feelings and seek the source with the waves, although seclusion is inevitable." The meaning of this sentence is that the author's creation is a process of expressing emotions, and readers must "write" and "seek the source with the waves" in order to "show" the "quiet" emotions. Similarly, in reading teaching, "word" is "wave" and "emotion" is "source"; "Word" is the path and "emotion" is the purpose; "Words" and "feelings" are inseparable. p233
Reading teaching should make students have a deep understanding and feeling of the text content and the author's emotion in the process of tasting the language.
Reading teaching is not to summarize the language characteristics of the text, the content of the article and the author's emotion respectively, but to find the "negotiation point" between the language characteristics and the understanding of the text and the author's emotion. Only in this way can students learn to read openly and transparently-from which "words" (keywords) can the hidden "feelings" in the text be revealed. Therefore, whether the teaching content is focused or not is an important criterion to judge whether the teaching activity is "emotion with words" or "source with waves", or to separate the relationship between words and emotion. p236