Primary school group reading papers 1: on primary school group reading
Encouraging children to read after class and increasing their reading volume will help children accumulate knowledge, broaden their horizons and improve their Chinese literacy. However, many children do not have the conditions for communication in this area. We Chinese teachers should solve the source of books for children, guide reading methods, guide independent choice, carry out rich activities, build a platform for communication, stimulate interest, cultivate good habits, create a good environment for children to read collectively, and let children consciously use their holidays to do a lot of extracurricular reading to really improve their reading ability.
Keywords: book guarantee; Method guidance; Carry out activities; Reading atmosphere; Lead to extracurricular activities
Group reading is the reading of many articles in a class, and it is a bridge between in-class reading and extracurricular reading. It is one of the efficient life classes and one of the contents of curriculum reform. Reading in groups can accumulate knowledge, broaden our horizons and enhance our realm, because reading challenges our active thinking and imagination and promotes our thinking and improvement in the process of reading. Group reading not only helps students improve their writing level, but more importantly, literature makes their spirit grow and makes a person confident, meaningful and have dreams because of reading. Every Chinese teacher should carefully organize students to read in groups, so that children can think in every reading and touch the spark of the soul. But it is not enough to spend only 40 minutes in class, so it can only be put outside class. Teachers should try their best to create an environment for children to read in groups.
First, set up a class book corner to provide books for children.
Class book corner plays an indispensable role in students' extracurricular reading, even irreplaceable by other channels. The establishment of class book corner can not only create an active, healthy and civilized scholarly campus, strengthen the construction of school culture, and solidly promote quality education, but also allow students to experience good books to grow with me! Teachers can read books carefully with students in their spare time; Praise students who love reading and let them play a leading role. Books in the corner of the class library don't have to be read at school. You can number the books and let the students borrow them home. For the convenience of management, I found some students in my class as librarians and asked them to check them out. Of course, we should also do a good job in students' ideological work and let them take good care of books. When studying at school, teachers can guide and check, but there are some problems at home. Students spend the most time studying at home, and studying at home can also cultivate students' concentration and form good study habits. Therefore, parents must also cooperate with each other, explain their study plans to parents, communicate with parents through parent-teacher conferences and home visits, and educate their children to explain the importance of reading and learning. I believe that parents will also cooperate well.
Second, cultivate the ability of group reading and lead group reading to extracurricular activities.
Group reading should highlight the process of reading, prepare to show the process of communication, fully show the process of communication and fully practice the process of communication. It takes a lot of time. Therefore, many teachers' group reading in class is just a grasp. The students read a few articles in a hurry, even the students' handwriting was wrong, and it was too late to correct them. They dismissed the class before they understood the ideological content of the article, let alone the comparison of words and the writing method of the article. Therefore, it is the best policy to cultivate the ability to read group articles in class and encourage students to read group articles consciously outside class.
(A) to cultivate students' group reading methods
How to make students read effectively, the key is to let students master scientific reading methods and have good reading habits, so that students can read. ? Get the right in class, benefit or even grow after class? . This fully shows the importance of teachers' guidance on students' reading methods in class to promote students' extracurricular reading. Classroom reading teaching is closely combined with students' extracurricular reading.
In class, teachers regularly provide students with well-designed group compositions. Students can read independently, explore and discover the mystery of group compositions in combination with cooperative learning, and then conduct wonderful exhibitions and exchanges, so that * * * can enjoy the same construction significance; Let the students find the topics in the group text by themselves. In guiding students to compare from the aspects of genre, writing methods and rhetorical devices, guiding students to be good at grasping the key points, delving deeply, asking questions and thinking independently, stimulating students' interest in reading and increasing the opportunities for students to combine reading and writing. This not only helps to improve students' reading comprehension, but also helps to improve students' writing ability.
(2) Cultivate students' development? A combination of reading, speaking, thinking and writing? Habit of
The purpose of group reading is to practice reading independently, extracting information, asking questions, exploring, thinking, expressing and expressing. Teachers regularly carry out group reading teaching, guide students to read in groups and cultivate good reading habits. Then the teacher will provide the group articles to the students, let them read freely, and prepare to show and communicate according to the prompts, and then show and communicate wonderfully. The activity process is the process of students' autonomy, cooperation and inquiry.
Encourage students to extract beautiful words, famous sayings and aphorisms and recite them, and encourage students to think, question and put forward their own unique opinions while reading; Instruct students to write their own reading feelings and communicate with classmates, or conduct multi-directional communication between teachers and students, and encourage students to use chat time to discuss and communicate. Students are free to choose their communication partners and introduce an article they have read (or loved) recently. Students have fun in exchange activities. After class, they are eager to find reading materials, read carefully and express their opinions in exchange, which not only cultivates students' habit of reading carefully, but also exercises their oral expression ability.
Third, guide students to choose relevant articles independently according to the theme for group reading.
In teaching, we should choose articles around one or more topics, strive to use one class every week to guide students to choose articles and reading methods for group reading, and also pay attention to guiding students to choose materials for group reading independently.
For example, learning Unit 6 in the first volume of the fifth grade? Parental love? I chose performance at that time? The love of teachers, classmates and friends in other countries? Three articles are read in groups in class, so that children can learn to choose independently, understand extension and apply it to social life.
Fourth, carry out regular exchange activities to create a group reading atmosphere.
Children are playful by nature and are not active in extracurricular reading. Children can be organized to carry out colorful reading exchange activities to arouse their enthusiasm.
The types of reading communication activities are:
( 1)? Reading a book sea? Activities. One class a week, let the children tell the interesting stories they know from books this week to their classmates.
(2)? Story presentation? Competition. Once every two weeks.
(3) handwritten newspaper competition. Set up a theme by hand in each issue, and arrange the content around the theme, which will be graded by teachers, class committees, squadron committees and * * *, taking into account children's academic performance and reading ability, and so on.
(4)? Cumulative book? Show? Reading notes? Exhibition, reading and thesis writing. Put children's works in the corridor at a distance from children, so that children can feel a strong reading atmosphere. When children are impressed, reading will become a part of the subconscious, and attractive topics will drive students to read and see.
Apply the methods learned in class to extracurricular reading activities, turn methods into abilities, apply textbooks to life, apply theories to practice, increase your knowledge from extensive extracurricular reading, strengthen your beliefs and broaden your mind, thus forming a reading network and achieving the purpose of reading in groups.
Breaking an egg from the outside is just a dish, but breaking it from the inside is life. In the actual teaching work, we should adjust measures to local conditions and teach students in accordance with their aptitude. According to children's age characteristics, knowledge level and children's growing environment, we should create reading situations for children, try our best to stimulate children's interest in reading and let them feel the joy of learning. Let me learn? Become? I want to learn? So as to realize efficient classroom and keep up with the pace of curriculum reform.
Primary School Group Reading Paper 2: On Primary School Group Reading Teaching
Abstract: As time goes by, students learn more and more texts, and there are more and more similar texts and fragments. Therefore, similar articles or fragments can be put together for comparative study to deepen students' impression and improve learning efficiency. The author talks about Chinese reading teaching in primary schools.
Keywords: primary school Chinese teaching group reading teaching strategy
The group reading teaching mentioned in this paper means that teachers focus 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 of all, 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.
Take things as the theme, such as? The fox in the story? 、? All kinds of lotus flowers? Group writing teaching; Take time as the writing theme, such as? Children's poems in spring? Group writing teaching; Writing about characters, such as? Lao She's characters? ; Event-themed farewell poems are good group reading materials.
2. Determine the theme from the perspective of humanistic connotation of the article.
Take the character's growth education as the theme, such as? A short story about the growth of celebrities? 、? An unforgettable childhood? ; With the theme of love, such as? Harmonious development between humans and animals? ; Take cherishing life as the theme, such as? The value of life? 、? Respect life? This classification is a beautiful scenery, which is worth learning by teachers.
3. Determine the theme from the expression of the author's writing.
Take writing as the theme, such as? A novel with ups and downs? Catchy? Children's poetry? ; Take writing methods as the theme, such as? Fairy tales? 、? Fable story? 、? Children's poetry? , and so on.
Second, present the group composition in a variety of structures to make the text appear skillfully.
Everything is an organic whole composed of various elements according to a certain structure. Optimizing the element structure can improve the overall function. In group reading teaching, we can't present the articles one by one in isolation, nor can we present all the articles out of order. It is best to have a certain structure in order to obtain 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, repeated rereading, etc., in order to effectively present the article.
Give an example of the teaching structure of group reading, that is, read an article first and then read a group of articles. Such as group reading taught by Gao Jiali? A fairy tale with repeated structure? First, guide the students to read The Little Gecko Borrows Tails, understand how the little Gecko borrows tails from small fish, old cows and swallows, and draw the plot structure of the article. Then instruct students to read a series of articles such as The Story of the Fisherman and the Golden Fish, Seven Diamonds, Tortoise, etc., and draw the plot structure of each fairy tale by themselves, so that students can find fairy tales through comparison? Repeat structure? The expression. This teaching structure is convenient for teachers to teach and students to learn, and has strong maneuverability, which can improve the achievement of teaching objectives.
Third, design the questions reasonably and make the group articles crisscross.
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. Such as group reading taught by Gao Jiali? A fairy tale with repeated structure? After reading four fairy tales, the story of a little gecko borrowing its tail, a fisherman and a golden fish, and seven diamonds and turtles, guide the students to compare and think: 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, if we skim the text "Brush Plums", we should guide students to make the text clear first. There are no white spots on the black clothes-there are white spots on the black clothes-there are holes in the black clothes? Plot structure, acquisition? Three twists and turns? Writing method; Then guide students to read many articles such as Zhang Dali, Su Qikuai and Clay Fighter Zhang, and think: Which articles are also used? Three twists and turns? The new writing method enables students to consolidate their knowledge and form their abilities in the process of transfer.
3. Design conflicts
In group reading teaching, because many articles are provided to students, there are some 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 ask questions and discuss in group reading.
Group reading teaching, articles with different genres, different expressions, different language styles and different authors, bring students rich information and huge thinking space, and also bring students a lot of doubts, which are difficult to fully understand and need to be clarified 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 similarities of creation fairy tales in various countries, inspires students to ask questions: Why do primitive people in different places think that the primitive world is like an egg, there is a supernatural god in the fairy tale, and everything in the world is changed from God, and then guides students to guess and discuss.
In short, there are laws in teaching, but not in teaching. Group reading teaching in primary schools has brought new development space to teachers and students, and created a new world for Chinese teaching. Where does Chinese teaching in primary schools come from? Missing the lost time? The trend effect is not ideal? How fast? An effective new development path.
References:
Reference of Chinese teaching in primary schools [1] .2065438+4,5,6 2003.
[2] Extracurricular Chinese (Teaching and Research Edition) .2065438+7, 8 and 9 issues in 2003.
[3] New Curriculum Guidance.2013, 10, 1 1, 12.
[4] academic education.20131,2,3.
Primary School Group Reading Paper 3: Teaching Strategies of Primary School Chinese Group Reading
Carrying out group reading teaching in primary school Chinese teaching is conducive to improving students' reading speed and increasing reading quantity, which can be described as a new reading teaching model. This teaching mode encourages primary school students to read various articles, which can greatly promote the effective improvement of students' Chinese quality. On the basis of analyzing the significance of group reading in primary schools, this paper discusses how to carry out group reading in Chinese teaching in primary schools.
Keywords: primary school Chinese; Group reading; Teaching strategy
People's daily reading activities are mainly divided into three ways, namely, single reading, multiple reading and whole book reading. In primary school Chinese teaching, allowing students to read more articles and read in groups can effectively improve the effect of teachers' reading teaching, make up for the shortcomings of traditional reading teaching mode, expand students' reading scope and increase reading quantity, thus effectively improving students' reading ability.
First, the significance of implementing group reading teaching in primary schools
The so-called group reading means that teachers guide students to read many interrelated articles in a unit time. Group reading is a new teaching method to expand students' reading. It attaches importance to the cultivation of students' reading quantity and reading speed, and attaches importance to the meaning construction of students in the process of reading many articles, which is of great significance to effectively improve primary school students' Chinese literacy. Its specific significance is as follows.
(A) a reasonable increase in the number of students reading
The so-called group reading teaching means that teachers give reading guidance to students in a unit time, so that students can read many articles related to teaching. Accumulate more knowledge by reading as much as possible, which is a traditional Chinese teaching model in China and a valuable experience worth inheriting. In the current Chinese teaching in primary schools, teachers attach great importance to text reading in textbooks. However, it is not enough to rely only on the reading content of textbooks. Primary school Chinese textbook 12 volumes, each volume is about 30 articles. Based on 500 words for each text, the total reading volume of Chinese textbooks in primary schools is about 1.5 million words. It is obviously not enough to read these words in six years. The implementation of group reading teaching can enable students to read about 5 articles in a class, effectively improve students' reading quantity and expand reading coverage, thus laying a solid foundation for improving primary school students' reading ability.
(B) appropriately improve students' reading speed
Human society has entered the information age, and a lot of new knowledge is born every day. In order to master more knowledge and obtain a lot of useful information, it is necessary to cultivate the ability of fast reading. As a skill, fast reading needs long-term cultivation and training. At present, in Chinese teaching, according to the teaching plan, an intensive reading text of about 500 words usually takes two class hours, even skimming the text takes one class hour. This slow reading teaching mode is obviously not conducive to improving students' reading speed and cultivating students' reading ability. Carrying out group reading teaching can make students read about five articles in one class, thus effectively improving reading speed, cultivating students' reading skills and improving students' thinking ability.
(C) to cultivate and mobilize students' reading enthusiasm
At present, the Chinese teaching mode in primary schools in China usually takes a class hour for teachers to explain a text, but students have finished reading it in a very short time and basically understand the content of the text. Teachers can only keep asking questions and explaining in the rest of the time, and students can only passively answer and listen to lectures, which can not effectively stimulate students' interest in reading. The teaching of group reading can make students read about five articles in a class, which is very helpful to stimulate students' interest in reading, and can make students read more, think more, state more and listen more, so that students can really have the enthusiasm for reading.
(D) effectively enrich students' reading, so that students can read deeper.
The new Chinese curriculum standard puts forward that Chinese education should strengthen the guidance of reading methods, let students learn intensive reading, skimming and browsing step by step, and attach importance to reading aloud and silently. At present, reading teaching in China mostly focuses on a certain text in a certain class, which is a reading teaching method combining intensive reading with reading aloud. Although intensive reading has many advantages, group reading makes it easier for students to broaden their reading horizons, let them read different styles of works, and diversify their reading through comparison, induction, analysis and synthesis, so that skimming and silent reading can also be developed to varying degrees, which makes it possible to improve students' reading level and carry out in-depth reading.
Second, the strategy of developing group reading teaching in primary school Chinese
(A) choose to read articles according to different themes
The most important thing to carry out group reading teaching is to select articles, and to gather many articles related to content by determining a theme to avoid disorder of reading content. Teachers can carry out group reading teaching according to the contents of each unit in the textbook and find out the reading theme. The forms of group reading teaching include extracurricular reading teaching and skimming teaching. In group reading teaching, teachers can choose topics from all angles according to the content, background and expression of the article, and then choose reading materials around the topics.
(B) according to the structural level to design and combine items.