In group reading, it has become more and more common for people to express themselves with their fingers. 20 1 1 version of the new curriculum standard puts forward: "Chinese course is a comprehensive and practical course for learning the use of language and characters", telling us to make full use of teaching materials and let students learn to express themselves. With the further promotion of group reading, there are also many voices calling for expression. When considering the topic of group writing, Mr. Zhao Jingzhong of Taiwan Province Province proposed "the connection between Chinese and life" and "the operation of combining reading and writing". Teachers Li Haihua and Zhang Zuqing from Zhejiang also suggested that group reading should "point to expression".
Group reading refers to expression, in other words, the combination of group reading and writing, or group reading and writing. Group reading and writing, structured words are soil, giving students a broad vision; Reading and writing in groups, specific language is fundamental, so that students can chew and taste repeatedly. ...
In group reading and writing exercises, we can try the following steps:
First of all, look at the text and go straight to the core of the language
When reading and writing group articles, we should first pay attention to "reading". A group of selected texts, mostly four or five, makes it unrealistic for students to fully analyze the deep excavation within 40 minutes. Therefore, teachers should know how to choose, be good at choosing, and screen out the most critical information from the text. The "key information" here should have at least two characteristics: first, it specifically and strongly embodies the expression characteristics or expression methods of this article, and second, it has a significant supporting role in the theme construction of the whole group of texts. Teachers need to have clear presuppositions for the extraction of key information, and should consciously guide them in the implementation process. Teacher Zhang Shuzhen teaches fairy tales with repeated structures in the form of many articles. When teaching Seven Diamonds, she designed "reading the text silently quickly, drawing the sentences of the magical change of the water tank with horizontal lines, and drawing the sentences of the reasons for the change of the water tank with curves." The core issue. Several changes in the water tank and the reasons for the changes are the key information that teachers should extract in advance, which can reveal and understand the expression of the repeated structure of seven diamond-shaped selected texts and lay the foundation for the collective construction of a group of texts. Teacher Shan Zhiming is teaching the expression of argumentative essays, teaching that truth is born after a hundred question marks, designing "Please read the truth after a hundred question marks quickly" and drawing the sentences discussed in the article. These sentences scattered in the article all express a point: truth was born after a hundred question marks. This forms the theme of argumentative writing, which is the "argument" in the structure of argumentative writing. Therefore, an in-depth study of the selected text and the discovery of the language core that can extract key information should be an important prerequisite for implementing group reading and writing.
Second, taste the language content and feel the expressive function.
The thinking activities of middle school students in group reading are all based on specific language. The understanding of language and characters affects students' real understanding of the text. If you want to learn expressions from mass texts, you should let students know the function of expressions. In the fairy tale of Zhang Shuzhen's repeated structure, through the four changes of the water tank (that is, from the water tank to the silver tank to the golden tank and then to the diamond), the teacher guided: "What did you find from the four changes of the water tank? What did you realize? " This kind of guidance makes students realize that the story is advancing layer by layer, and it also sets off the flash and rising quality of the little girl again and again. In reading a group of essays, if students can dig deep into the natural growth of mahogany in Mahogany, dig deep into the natural growth of sorghum in Love with Sorghum, savor it carefully, and then bridge with figurative characters, they can feel that the author is trying so hard to describe things, and its role is to describe the spiritual beauty of the characters. From this point of view, tasting the exquisite language in the text and understanding its expressive function are actually just the "points" in group reading. It is this "point" that makes students gradually accumulate the function of expression, which actually affects students' cognition and builds a bridge for the later collective construction.
Third, compare the language structure and construct the expression features.
Group reading needs integration. What is integration? It is to combine two or more concepts, things or phenomena that look different but are related into a meaningful whole. Through reading comprehension and inquiry, on the basis of learning a large number of texts, obtaining expression forms and understanding basic functions, the language explored is regarded as a whole, and this whole is analyzed and compared. In terms of language structure, we may find similarities in expression, that is, "seeking common ground." For example, in fairy tales with repeated structures, repeated language phenomena appear in many texts; In the imagination of ancient poetry, many texts have rhetorical devices of "metaphor" and "personification" to realize association and imagination; And "comparing people with things" is the quality of rendering "things" in front and finally revealing the spirit of the characters. With the superposition of demonstrations, students' consciousness gradually becomes profound. In the process of integration, it is not enough to seek common ground. Be sure to ask the difference in expression, that is, to seek difference. Because of the "difference", the story is wonderful and rich, with unique personality and distinctive trial characteristics. In fairy tales with repetitive structure, there are "parallel" and "progressive" repetitions; In On the Expression of Argumentative Papers, there is a difference between "truth argument" and "fact argument" when focusing on the process of "viewpoint argument" ... Through the vertical and horizontal comparison of language structure, teachers' conscious guidance, students' self-discovery and discussion and communication between groups and the whole class, students can better grasp the characteristics of text expression.
Fourthly, language acquisition is used to realize expression.
The foothold of group reading and writing is "writing". Only in this way can writing be based on reading and learning a certain expression of practical writing, which is highly targeted. The design of "Fairy Tales with Repetitive Structure" is as follows: "Today, we read several stories with repetitive structure and learned the characteristics of such stories. Do you want to be a little writer and create a fairy tale? " "Expression of Argumentative Papers": "We have read this group of essays, and you can also accumulate these specific facts and turn them into your own use. Let's talk at the same table. What examples are you going to use to prove the idea of "many things grind" Among them, "the characteristics of the story"? As a clear requirement of editors, the viewpoint of "proving with examples" is highly targeted, that is, in order to truly realize the learning objectives of this lesson. It can be seen that the fundamental purpose of using language acquisition to realize expression is not to complete an exercise, but to let students master an expression skillfully through practice and realize the transfer and experience of skills. Of course, the class time of group reading and writing is tight, and the requirements for exercise questions don't need to be perfect, as long as it can reflect the expression strategy that the group aims to penetrate. Because, only by using expression for a long time can we truly internalize it and be handy and handy.
Based on the above teaching process, we can easily find that language is the key carrier to realize group reading and writing. In the class of group writing, it is the real growth process of students to guess and obtain expression from language, think and accumulate expression from language, and use and consolidate expression from language. refer to
1. The Fairy Tale of Repetitive Structure Zhang Shuzhen is selected from the New Normal of 20 15 Group Reading.
2. A group of "friends who learn Chinese" 20 13 1 1.
3. "How can the exercises be so clear that the reading and writing of the group will come alive?" Li Haihua and Zhang Zuqing are selected from the 7th and 8th issues of Chinese Teaching in Primary Schools 20 15.
4. Point to the expression of argumentative essays; Shan Zhiming and Xu Xian baked the 7th and 8th issues of Chinese Teaching in Primary Schools 20 15.