Through this kind of activity, teachers guide students to actively and consciously learn and accelerate the mastery of basic knowledge and skills of culture and science, promote the all-round improvement of students, and make them become people needed by society.
Needless to say, the importance of extracurricular reading in Chinese teaching, but most teachers focus on the teaching of textbooks and texts, but don't value the importance of extracurricular reading, which is arbitrary and lacks the necessary guidance and teaching for students-or free reading at will; Or leave it alone and let it develop; Or understate and tickle. Over time, the quantity and quality of extracurricular reading are difficult to guarantee, and students' reading ability is affected. There are few class hours in the Chinese curriculum plan, so we can only complete the task of extracurricular reading teaching with the help of the usual Chinese teaching in class. Can extracurricular activities be combined in class? Can you learn many articles in one class?
At present, linguists put forward? 1+ x？ Group reading teaching effectively solves the current situation that extracurricular reading is difficult to implement. ? 1? That is, a selected article in the textbook. x？ Refers to a text or a group of texts associated with a text. ? 1+x？ Group reading has formed a reading teaching mode based on one article in class and driving many articles after class. This kind of reading teaching needs teachers to carefully select teaching content, reasonably design teaching activities, optimize teaching strategies, and truly exert the maximum effect of group reading. Taking in-class teaching as a benchmark, the author promotes the application of group reading in extracurricular reading teaching by carefully selecting topics, reorganizing contents and constructing themes.
First, internal and external financing.
The texts in the current Chinese textbooks for primary schools are exquisite in selection and rich in humanistic connotation, and most of them are selected from famous books. There are many learning factors hidden behind the text, such as the author's creative background, the source of text selection and the reader's evaluation, which are all aspects that should be involved in our classroom reading teaching. In this way, on the one hand, it can expand students' information, on the other hand, it can deepen students' understanding of the text.
1. Link information.
It is very necessary to link the background of some texts, which can bring students into a specific situation and grasp the main idea and connotation of the article more clearly. Grandfather's Garden tells the story of the author and his grandfather in the garden when he was a child? Labor? The unrestrained play life shows the happiness and joy of being close to the natural scenery and small life, and entrusts the nostalgia for hometown and the yearning for a free and innocent life. The happiness and freedom conveyed by the author are very strong. It is precisely because of Xiao Hong's bumpy life experience and tragic fate that she is more and more attached to her hometown and the days when she was with her grandfather. If students don't know her experience in advance, it is difficult to feel the thoughts and feelings of the article. At the beginning of class, teachers can start with Xiao Hong and her Biography of Hulan River to introduce her short-lived literary achievements and her Biography of Hulan River to stimulate students' interest in reading and feel her unique beauty and obsession. For example, in the article Farewell to Relatives, the background of the times is far from students. Teachers introduce the text through the background information of the War to Resist US Aggression and Aid Korea and Wei Wei's Who's the Most Lovely Man, which can not only pave the way for understanding, but also render emotions, organically linking up inside and outside the class and bringing out the best in each other.
2. Introduce Lenovo.
The so-called relevance is an article with the same root and vein as the text. These articles and the text are from the same work, and there are similarities in writing and emotional transmission. After reading, we can find the characteristics of the text and improve the reading efficiency. "Dongyang? Childhood? Camel team is an old thing from the south of Lincheng. Xiaoying looked at the camel and was dumbfounded. At that time, she was only five years old and full of curiosity about everything. Teachers can introduce "Old Stories in the South of the City" in time to recall another interesting story when they were five years old: in a broken rattan box, there were some newly bought chicks that had just hatched. The soft yellow hair is really funny. My girl and I are squatting in the box and playing with some little oily chickens. Watch the chicken peck at the rice, keep eating, keep eating, why not stop! ? After the students read this passage, the teacher realized Eiko's curiosity, thus guiding understanding: seeing a strange big guy, Eiko's curiosity is not to mention. Related articles or fragments are similar to articles in theme and writing, which plays a positive role in the accumulation of language and the grasp of text connotation.
3. Recommended reading materials.
The text is just an example, which can really drive the reading of the whole book. Stimulating reading interest and arousing reading expectation in class plays a key role in promoting the reading of the whole book. For example, in teaching "Dongyang? Childhood? Camel team, mentioning the plot in "Old Things in the South of the City" again and again can inspire students to read "Old Things in the South of the City"; After teaching Grandfather's Garden, children are recommended to read Biography of Hulan River and enter the author's spiritual home. In short, many texts have extracurricular reading materials to recommend, which requires teachers to establish the concept of Chinese education and hold regular exchanges of extracurricular reading materials.
Second, restructuring and construction
In group reading, the class. 1? Determine the topic, derive a group of articles, and recombine the same topic? 1+x？ Mode. In the process of reorganization and construction, teachers should pay attention to the following four points:
1. Build based on theme.
Most of the teaching materials are combined with humanistic themes, and one unit often chooses four texts. In junior and senior high schools, skimming texts takes up more and more space, and the purpose of compiling textbooks is obvious. Through intensive reading of the same theme text, transfer reading training and sublimate the theme. However, it seems a little difficult to finish this task by skimming one or two texts. Skimming teaching opens a channel for us to read the same topic. The second unit of the fifth grade of the People's Education Edition is arranged around the theme of childhood, and the last one is to skim the text "Two Poems for Children". A teacher grasped the theme to start a group of children's reading, and introduced Wild Chrysanthemum, Village Small: Song of New Words and Newspeak, and I Like You Fox to guide students to read about their childhood. At the same time, I think writers use small things to express their real childhood, children's language is easy to understand and interesting to read, and finally encourage children to write their own children's poems. People's education edition, fifth grade, first volume, sixth group text? Parental love? As for the thematic arrangement, the group articles of "Learn to See a Doctor" skimming the text include Peeling Beans, Why I Hit You, and Beating around the bush, etc., to guide students to read the text from different angles and guess their parents' love.
2. Based on style construction.
Chinese ontology teaching should attach importance to stylistic awareness, so that students can feel stylistic features through a large number of texts with the same style and acquire language expression methods. The stylistic features of learning a single text are not easy to find, but learning in a group of articles is clearer and more impressive. The arrangement of fairy tales, fables and myths in primary schools is uneven. In order to highlight the language code of this style, the combination effect of articles of the same genre is obvious. For example, in "Better late than never", teachers use the methods of "pulling out seedlings to encourage others" and "doing the opposite" to compose a group composition, give a speech and sum up the truth, so that students have a preliminary perceptual understanding of the style of fables that use short stories to reveal the truth, have a high interest in reading fables, and improve their Chinese ability in repeated speeches. Another example is "Kuafu Chasing the Sun". Teachers use Nu Wa to create people, fill the sky goddess and Jingwei to fill the sea to form a group of compositions, feel the exaggerated writing of fairy tales and express their good wishes. When reading articles of the same genre in combination, you can also conduct special research, such as? Into the fairy tale kingdom, into the fable world, into the myth kingdom?
3. Construction based on the author.
In the different works of the same writer, we can find similarities in the writer's expression characteristics, writing style and emotional tendency. When teaching "The Magic of Money", Mr. Zhang Zuqing put Mark? Twain's other works "Running for Governor" and "The Stolen White Elephant" are read together, while Mark? Twain's writing style? Mark? Twain became a humorous writer for his life, but his humor was full of sadness and irony, so he didn't want to do so. (Lu Xun)? When teaching the brush plum blossom, the author started reading Feng Jicai's Su Qi Kuai, Bricklayer Zhang and Zhang Dali, and guided students to think by reading many articles. What plots are used in the article? Three twists and turns? How to write. The expressive features conveyed to us by writers are vivid examples of students imitating works, and applying what they have learned is a shortcut from reading to writing.
4. Build on the theme.
Different writers on the same subject have different writing styles, which shows that expression is a personalized behavior and advocates compromise and flexibility. For example, the Spring Festival in Beijing written by Mr. Lao She, after-class reading links Liang Shiqiu's New Year's Eve with Yu Si's New Year's Eve, and reads three articles with the same content together. The Spring Festival in Beijing written by Lao She is lively and festive, but Liang Shiqiu thinks it is so boring. The New Year's Eve in Four is full of warmth and homesickness. It turns out that the same Spring Festival, different people feel different, and writing is like this. An Unforgettable Lesson combines Zheng Zhenduo's The Last Lesson and Dude's The Last Lesson, revealing the same themes and feelings of different Chinese and foreign writers.
Third, comparative reading.
Comparative reading is a common method in reading teaching. Group reading can stimulate students to compare and discover the characteristics of a group of articles unconsciously. By comparing and reading the texts that are related in content and form, we can find the similarities and differences in content and form.
1. Same text ratio.
The same article or editor has revised it, or later generations have rewritten it, presenting different versions on different occasions. When teaching "Kuafu Chasing the Sun", we can skillfully match the ancient version of "Kuafu Chasing the Sun" with the text reading to guide students to discover the magic of myth, especially the imagination of the text, which is lively and interesting to read. Through the comparison of sentences, students find that the author uses rhetorical devices such as imagination, exaggeration, metaphor, etc., adding action expression description, which makes the story more touching and Kuafu's image taller.
The original story read secretly has nearly 3000 words, and only more than 800 words are selected into the text. Although the text has a compact structure and a prominent center, it has undergone a lot of deletion and revision, which will inevitably affect students' understanding of the text. By comparing the text with the original, we can get more secrets of the text itself. The Garden of the Giant is adapted from Wilde's The Selfish Giant. When students study the text, compare it with the original text to guide them to find that the original text is natural and vivid in plot setting and language expression. The purpose of this comparative reading is to broaden students' reading perspective and form the habit of reading against the original.
2. The proportion of different languages.
Different articles have the same theme, similar structure or the same writing, which is a good material for group comparative reading. Teachers should base themselves on the whole, carefully design questions and compare the similarities and differences of reading different articles. For example, when teaching the article "Poplar", we can compare and read a group of texts such as "Peanut" and "Mahogany". The operation process is roughly as follows:
Read "Poplar" first, and experience the characteristics of Poplar-study dialogue-understand dad's heart-know how to write (use things to describe people). Read "Peanut" again, lead the students to make a comparative reading, find out how to describe people with things, and cooperate to understand what kind of people fathers teach their children to become through "Peanut"; Finally, read "mahogany" to understand the meaning of the tree planter.
In learning, from helping to read the first text to reading the second one in cooperation, and finally reading the third one independently, the learning methods of several texts are the same, and it is not difficult for students to find the common feature of such texts-borrowing things to describe people. And how to skillfully use things to describe people, students have a preliminary feeling, first of all, this? Things? It is an unusual thing, which should be related to people, can inspire people and be endowed with spiritual pursuit.
In this way, reading in comparison, comparing in reading, one article affects many articles, deepens mutual understanding and promotes reading value-added.