The third chapter, "Connotation and main characteristics of group reading", mainly grasps group reading in essence, and still introduces it from the perspectives of concept definition, literature review, essentialism and axiology. From the perspective of essentialism, it is pointed out that the connotation of group reading is: determining the topic-collective construction-achieving * * * knowledge.

The biggest touching point of this chapter is the clarification of a pair of concepts: theme and topic. Regarding the relationship between the two, the book says: "Problems and themes are both related and different. Generally speaking, topics and themes run through the whole paper, but they are quite different. First of all, the theme is refined from the perspective of content, possibly from the perspective of content or form; Secondly, the topic is broad, and the topic must be focused, because it is a topic for readers to discuss or discuss in depth. For example,' war' is a theme, and everything related to war can be included in this theme; The fate of children in war is a topic, and the texts organized around it must focus on the topic of how war leads to different destinies of children. Another example is that' friendship' is a theme, and' what kind of people can be called friends' can be used as a topic. " (page 78)

From the perspective of Chinese classic reading teaching in junior middle schools, the following examples in the book may even arouse the scolding of front-line Chinese teachers: some teachers choose some fragments from The Journey to the West as the topic, including The Birth of the Stone Monkey, Appreciating the Teacher, A Peach Blossom, Being Overwhelmed by Five Fingers Mountain, Monkey King Thrice Defeats the Skeleton Demon Being Late, and so on. This group of selected essays is a whole around the topic, and * * * shows how the Monkey King grew from animal nature to human nature and then to Buddha nature. This is not a single text that can achieve such an understanding. (P77) From this, the author draws a simple truth: group reading must be a group of texts read and understood by the readers as a whole, and the superposition of single articles is only a few single articles. (page 77)

Classroom around a topic, with students together to find the answer to the topic, step by step, layer by layer in-depth core of the article. I think this should be a Chinese class, especially a classic reading class. Someone once said that Chinese class is a small piece of paper, which goes deep around a center. In fact, this so-called "center" is the topic. With students, a class, a topic and a short essay will have a good result in three years. I think this is the so-called "learning from teaching", that is, the so-called "teachers and students make progress together".

Then, the next question is how to determine the topic of a class. To tell the truth, this question is the place where I can see the skill of a Chinese teacher best. In the usual teaching, I always envy others who can think of such a brilliant topic, thinking about how I can think of such a profound and interesting topic. It has been said that all learning begins with imitation, so you might as well record one topic after another, then try it yourself, gradually form your own opinions in the process of trying, and then condense it into your own topics to practice. Perhaps this is the best way to improve yourself at this stage.