The new curriculum standard advocates Chinese teaching from intensive reading to skimming, from single article teaching to unit whole group teaching, attaches importance to the process of knowledge point construction, and carries out block teaching, module teaching and theme teaching, with the theme teaching pushing unit whole group teaching first. The textbook is an example and a whole. The six three-year Chinese textbooks compiled by junior high school and middle school are a whole, each book is a relatively complete whole, and each unit of each textbook is also a whole around the same humanistic theme. No matter from the editor's intention, the characteristics of teaching materials, or based on the idea of system theory teaching, Chinese teaching should be carried out in a holistic way, highlighting the integrity of Chinese teaching. More crucially and fundamentally, life is a holistic concept.
Chinese teaching should proceed from the whole, guide students to learn in the overall background of the text, and finally return to the whole, and cultivate students' ability to grasp the whole. With the in-depth development of curriculum reform based on core literacy, under the guidance of the overall concept, the whole reading teaching forms such as unit whole group teaching, unit theme teaching, group reading teaching and massive reading teaching in and out of class came into being. This paper talks about my own views on the teaching of unit theme reading (reading guidance) in order to seek advice from Fang Jia!
First, the value judgment of reading guidance
As the ancients said, everything is established in advance, and it will be abolished if it is not planned. In the teaching of unit theme reading, we should first make good use of the unit reading guidance course. The unit theme guidance course is also called the unit overall perception course, which is conducted before a unit teaching. Literally, reading guidance is to guide students to carry out holistic and dominant reading teaching activities with reading as the core. From the perspective of existence, reading guidance is a process of overall perception, a process of reading goal orientation, and a reading activity and reading guidance process of self-adjustment, reflection and summary. Reading guidance can enable students to actively construct reading-centered knowledge and ability with the desire for knowledge, so as to clarify the goals of reading units to read texts and acquire Chinese ability, master reading methods, form reading habits, construct text-based reading strategies, and achieve the expected learning effect of reading and Chinese ability. Among them, interest stimulation is the basic point and foundation of reading guidance; The theme reading content of the whole perception unit is the main point; Guiding extracurricular reading practice and data accumulation are the growing points. The unit guide is like the premiere of a movie. The wonderful lens shows you a passage, and the protagonist comes out to meet you in order to catch your heart. This interpretation also expounds the value of reading guidance from several aspects.
The specific strategies of unit theme reading course can be different according to the learning situation, teaching situation and unit reading content, but no matter what strategies are adopted, the design and implementation of unit reading objectives, unit theme analysis and clues, students' diversified reading and communication, overall perception and key guidance of the text, independent exploration and cooperation in class, feedback and evaluation of classroom training, and reading guidance course are all essential to the arrangement and requirements of subsequent reading teaching. And through the above process, students can realize reading and learning themes, reading and learning content as a whole; Grasp the reading and learning requirements of the unit theme as a whole; Guide extracurricular reading practice and reading material accumulation; The purpose of stimulating students' interest in reading and Chinese learning and cultivating their desire for knowledge.
Second, the teaching implication of the unit theme
The subject reading teaching of junior middle school Chinese unit should have basic unit teaching consciousness, starting from the whole unit and taking into account the different characteristics of each selected text in the unit. How to design the teaching theme of unit reading? First of all, the teacher should guide the students to carry out research reading on each selected article in the unit and make clear the theme of each selected article. The latest "unified" junior middle school Chinese textbook Unit 1 * * * Four texts: "Deng Jiaxian" records the great contribution made by Deng Jiaxian, an outstanding scientist and patriot, to the country's successful development of nuclear weapons such as atomic bombs. He wrote the patriotic enthusiasm and selfless dedication of China scientists represented by Deng Jiaxian, and also expressed the author's confidence in the future of the motherland and extremely strong democratic pride. Words and deeds of Mr. Wen Yiduo recorded the deeds of this patriotic poet, scholar and democracy fighter, and highly praised Mr. Wen Yiduo's outstanding academic contributions, as well as his lofty integrity and noble sentiments of being an enemy of evil and bravely dedicating himself to the security of the motherland. Memories of Mr. Lu Xun (Excerpt) describes some small things in Mr. Lu Xun's life, shows the world a more harmonious, easy-going and true image of Lu Xun, and expresses the author's reverence and nostalgia for Mr. Lu Xun. "Sun Quan Persuades Learning" records the story of Sun Quan persuading Lv Meng to study.
Secondly, according to the theme of the article revealed by the four texts: the achievements and aspirations of outstanding figures, encourage students to set up their dreams, strengthen their ambitions, learn from the outstanding spiritual qualities of great figures, be infected and edified, and establish correct emotional values. The selection of the unit "Starshine" focuses on depicting the spiritual quality and ideals and beliefs of the characters. Judging from the selected texts, this unit mainly tells the stories of celebrities and guides students to feel the elegance of celebrities. It is very necessary for junior high school students to read the life experiences of celebrities and great men in and out of class, feel the truth of their lives in nuances and trivial matters, accept the baptism of their spiritual quality, and cultivate their emotional attitudes and values.
There are six junior high school Chinese textbooks, each with six units and 36 units. Each unit starts with theme reading, and the value and position of reading in Chinese teaching can be seen. Let's sort out the theme of unit 6636. Unit theme reading is of strategic significance to the inheritance of Chinese excellent culture, the formation of students' humanistic quality and the cultivation of reading habits.
On the theme of "unified compilation" of junior middle school Chinese textbooks
unit
Book age
First unit
Second unit
Third unit
Fourth unit
Fifth unit
Sixth unit
Grade 7 (1)
Beautiful scenery of four seasons
Love and affection
Study life
The boat of life
Animals and people
Wings of imagination
Seventh grade (below)
Stars shine
Love the motherland
A little thing.
Self-cultivation and self-righteousness
Philosophical thinking
Science fiction adventure
Grade 8 (1)
social change
Life memory
The beautiful scenery remains the same.
Emotional philosophy
Civilization imprint
Emotions and interests
Level 8 (below)
folk custom
Light of science and technology
Nourish feelings
Light of thought
Jiang shan duo jiao
Interest and rationality
Grade 9 (1)
La voce naturale
Have a keen mind
Look around and let go of your thoughts and feelings.
Lashimaoshan
Ideal faith
Various roles
Ninth grade (below)
Sing about life
Character gallery
Reflections on home and country
Reading appreciation
Stage life
The heroic spirit of awe
Third, the goal of reading guidance.
1. Daoqu
The purpose of reading guidance is always unique: to stimulate students' interest in learning and to tap their initiative in learning. This is the most fundamental meaning, foundation and soul of reading guidance. Students will spend about two weeks learning a set of texts, just like getting along with a new friend. At first glance, they will feel bored. How can they have fun in two weeks? Therefore, it is particularly important for students to be interested in learning the whole set of texts in the unit. Only by being interested can they have enough patience and confidence to contact and understand. For example, at the beginning of learning fairy tales, we can ask students to talk about the fairy tales they have seen, the most impressive story protagonists and the reasons why they like or appreciate them, which greatly aroused the desire to communicate and experienced the pleasure of showing the gains from reading, and then tell them that we will roam in the magical fairy tale world in the past two weeks and fully feel the charm of fairy tales. The eager anticipation and excitement of the students can be imagined. Another example is learning a set of colorful childhood texts. Before entering the unit study, let the students tell interesting stories about their childhood and guide the exchange of the most childish scenes, the most shameful scenes and the most touching scenes. Arouse life experience and the desire to read interesting childhood stories. Sharp tools make good work. Learning and doing things are the same, and his interest is aroused, just like the engine entering the best working state, getting twice the result with half the effort.
Step 2 introduce
Just like tasting a dish, you can't use force when serving it. You have to look at the color and smell the fragrance first, and then you can't help but sneak a sneak peek after chatting for a while. Following the students' learning psychology, there are more silent narratives than audio narratives. No matter how vivid the teacher speaks, he can't resist the impulse to lift the lid and see the beauty of words. Why not keep silent and let the students immerse themselves in the joy and freshness of meeting for the first time? Read and choose the one that interests you most. Look, choose the one you are most interested in. You can read the text, you can read the illustrations, you can browse the overall situation, and you can also carefully evaluate a place. "Love to enjoy something is good, and it is better to fold a piece of incense in your hand.
Some people will worry that after reading all the words, will the stronghold lose interest because it knows something about the words? Euan Aiken, a British writer, once asked readers: Do you want to meet your friends because you have met them before? You won't leave home because you are not familiar with everything at home, will you? I think our answers will be surprisingly consistent. Yes, we won't be reluctant to read this article just because we have read it once. On the contrary, we will encourage students to read with greater enthusiasm and the impulse to learn more and be familiar with it.
Guiding learning
There is always a proper way to learn a set of reading texts well. Learning Chinese focuses on accumulation, which is the ultimate goal of learning, and accumulating a learning method is particularly valuable. Although the unit leader is a few words, there are hidden mysteries. Reading the introduction well can not only accurately grasp the humanistic goal and tool goal of learning this group of texts, but also guide students to understand the learning methods. Take the martial arts textbooks as an example, the leads of different theme units have tips on learning methods, such as "grasping key words to understand the meaning and expression effect of these words", "How the author expresses his love for his parents through the description of appearance, language and movements", "Understanding the author's thoughts and feelings and understanding some basic methods of describing characters" and so on. After reading the unit introduction, students have more rational thinking and more reading expectations. While establishing learning objectives, learning methods are well known. Finding a learning method is like holding a bright lamp in your hand. We will not lose our way, guide learning, guide the direction, and derive methods, so that the road to learning can be enriched.
show the way
Reading a set of texts is like hiking. In order to travel with your heart and reap the good scenery along the way, you need to be prepared and paved. Guiding interest is emotional bedding, guiding learning is method bedding, so guiding behavior is both material and spiritual bedding. "In the next two weeks, we will conduct research around this topic. What preparations can we make to make our study more effective and interesting? " Personal thinking, group discussion, classroom communication. "I want to collect celebrity reading stories and see if there are any good ways for them to read." "I think I can go to the countryside in advance and appreciate the rural customs." "I want to listen carefully to other people's conversations and see what unique art they have in speaking." ..... We will find that in the face of our study life, the students are quite good at arranging and thinking, and the preparation work plan is reasonable and effective, and they are completely experts in learning. The action has a direction, the plan is effective, and the preparation is sufficient. Why not return home with a full load?
Fourthly, the methods of reading guidance are listed.
(A) stimulate interest, the introduction of explicit art.
Introducing a set of reading texts seems to lead students to know a stranger, and the first impression is particularly important. Or make students feel good about it, or have a sense of familiarity and intimacy, and stimulate students' interest in studying the text in depth by guiding the effect of "love at first sight".
1. Talking about arousing life experience-keeping the emotional line. Pulling home is the best way to close the distance between people, and "pulling home" in class can also produce such an effect. "Are there any exciting moments in your childhood? Are there any childish scenes or the most embarrassing scenes? Recall your past days happily and share the fun of your childhood with us. " "During the holiday, have you been to any scenic places? What impression did it leave on you? " "Have you ever raised a small animal? Introduce it. If you haven't raised it, you can also talk about the small animals you once wanted to raise. " ..... This is the way to talk about topics close to students' lives. This kind of dialogue and communication unconsciously aroused students' life experience, aroused students' closeness to this group of texts, and laid a warm emotional background for the study of a group of texts.
2. Appreciate and ignite reading expectations-build a bridge between pictures and texts. Look at his appearance before you meet him. Image is greater than thinking. Before entering a group of texts, enjoy the relevant pictures and materials, and enjoy the relevant audio-visual works. Through the display of sound, shape and color, let students know a little, expect more than half, clear a large area, blur a large area, ignite reading expectations, and do a good job in the article for further study. If you enter the study of the motherland scenery unit, you can first put some photos or short films about the wonderful scenery of the motherland. Exotic and exotic cultural units can display pictures or words of exotic scenery or audio-visual materials about foreign customs and culture; The theme units such as magical nature, going into the west, and the power of science and technology can try to let students get close to relevant materials in advance in this way, and stimulate a strong interest in reading and exploring.
3. Questioning arouses the desire to explore: experience the interest of "doubt". I once heard that an art teacher mysteriously asked the students after class: Why did Venus's skirt stay on her shoulders? After asking, I simply announced the class was over. However, his students are caught in a fanatical chase, chasing the teacher for answers. Unsuccessful search, of course, is waiting for the next class with a strong desire for knowledge. See, this is the charm of doubt. The reading guidance of a group of texts can also be so cleverly questioned and stimulated. "What is the most concerned about when a person dies? Wealth? Relatives Maybe it is. However, there is such a person, who never forgets before he dies, but it is the rush that is not worth a penny in the oil lamp. Who is this man? What kind of person is he? " "Someone wanted to call someone to tell him something, but he spent hours on the phone, and he could explain it clearly in one sentence. How did this man make a phone call? Is his phone number reasonable? " "Do you believe that wooden head can talk? Have you ever seen a child's hand touch a dead branch and make it blossom brightly? " ..... Strange characters, wonderful things, mysterious questions, how can we not make people excited and shocked? Let's seize this precious excitement and vibration, arouse students' desire to explore and draw a wonderful stroke for learning a group of texts well.
(B) Grasp the main position of the text
Although the function of the article is only an example, we should still believe in the power of the text in Chinese teaching. Based on articles, literary sources and standardized deduction, Chinese teaching is carried out in a down-to-earth manner, and the whole unit teaching is no exception. Therefore, reading guidance needs to grasp the main position of the text, interest-oriented theme text, and query from the theme text, especially with caution.
1. A sneak peek has a heart-let the touch have a temperature. After the introduction of excitement, students often can't wait to see the beauty of words. At this time, we should meet students' reading needs in time and let them have a sneak peek. It should be noted that watching is not aimless, but meaningful. When reading for the first time, students should be reminded to pay attention to the language and feel the temperature of the language at a shallow level. In what way do you remind students and let them really feel it? Language instruction is the best way. "Let's take a sneak peek and see which animals writers have a soft spot for." "When reading the text, think about it. Which story appeals to you the most? " "Which description impressed you?" ..... Such a brief reminder will not weaken or dilute students' interest in reading, but will only make the touch of words have a sensible temperature.
2. Take the topic out of your chest-make communication valuable. Although only touch reading, students still have a lot to say. What should they say? Say what comes to mind. Obviously not. Because students' reading ability is different, if they talk casually, the communication of excellent students will often deprive most students of the right to think, inadvertently encroach on the thinking space of their peers, and they will vomit freely. If we provide a topic for communication, I believe it will have a different effect. Topics can be thrown before or after touching the text. The group of "Approaching the Great Man Mao Zedong" can refer to such an exchange topic: "Look at the identity of the great man Mao Zedong in different texts. Where did you come to this conclusion? " The "Great Rivers and Mountains of the Motherland" group can communicate on the topic "What kind of sightseeing methods did the author use to visit this scenic spot and what kind of sightseeing methods do you like?" A group of "homesick wanderers" let students find homesick things to express or entrust their homesickness and communicate with them. Students' feelings after reading for the first time are the most real and simple, which can best reflect their reading ability. Generate showed the happiness he gained from reading. The author has also tried such an exchange: where are you going to see? What have you learned? ..... The real feeling attracted the reading desire of other students who didn't come here to have a quick look, and produced a vibrating reading magnetic field, which was full of fun.
In short, after reading each group of texts, it is appropriate to communicate by providing a topic that students can easily contact from the texts, so that the dialogue will be more valuable and meaningful.
(c) read the device prompt.
The unit tips before the start of a unit always attract our attention, and the language is always so kind and concise, short and pithy. It is like a bright lamp, guiding teachers and students to accurately grasp the direction of learning a group of texts; It is not only a bright lamp, but also a lamp full of wisdom, which illuminates our heart of learning Chinese. Reading the unit tips well is of great value to learning a group of texts. Tips are generally divided into two parts. The first part usually prompts the theme of this unit by friendly conversation or explanation, and the second part usually prompts the learning goal and learning method by concise language. We have tried how to read these two parts well to give full play to the value of tips. The first part of the prompt is usually read in the process of introduction, and different readings play different roles.
Get information and clarify the theme: although the number of words in the unit tip is small, it is very informative. It often allows readers to get some information and tell us the theme of the unit through short expressions. "In life, we often read explanatory articles." This indirectly implies that our group's texts are explanatory articles. "A good book contains rich knowledge and beautiful emotions. Reading a good book is to cross time and space and talk with wise and noble people. What a wonderful thing! " This is telling us the benefits of reading, and it also implies that the theme of this group of texts is related to reading. "You must have heard or read the Monkey King's story, Nezha's story, Song Wu's story, Zhuge Liang's story ..." This is to lead us into the world of China's classical works and familiarize us with more typical figures. Through independent reading, students believe that they can get some information and make clear the learning theme.
It is suggested that the operation of the second part is generally placed after touch reading communication, and the goal of a group of texts can be clarified through independent reading. First, clear learning objectives; The second is to acquire learning methods; The third is to find the direction of action; The fourth is to adjust the perspective of life.
Unit theme reading teaching is an old topic and a new method. Today, with the deepening of basic education curriculum reform and the implementation of education and teaching reform based on core literacy, unit theme teaching has shown its potential charm and value. Based on this consideration, with the overall promotion of Pingliang reading and Pingliang curriculum reform today, we set up Pingliang unit reading teaching course with the introduction teaching of junior middle school Chinese unit reading as the starting point. Chinese unit theme teaching, mathematics unit theme teaching, physics unit theme teaching. The subject teaching of various subject units that have sprung up like mushrooms after rain will surely thrive in the classroom of Pingliang primary and secondary schools. Perhaps this is the value of reading instruction in junior middle school Chinese unit.