There has always been an idea that the word "extracurricular" in "extracurricular reading" has a great negative impact, which is not necessarily correct. For a long time, the customary expression of "extracurricular reading" has given people a deep-rooted impression that reading is an extracurricular thing and "extracurricular reading" is something outside the main body of Chinese teaching. It's good to have it, but it won't hurt the overall situation. This understanding is reflected in teaching practice, and there will be two kinds of teaching behaviors: one is to despise the value of extracurricular reading and think that it is good to do it well in class for 40 minutes; The other is to take extracurricular reading as a supplement to Chinese teaching and add the task of extracurricular reading to the existing learning tasks. In my opinion, reading is the basic task of Chinese education, and the whole Chinese education should be centered on reading. What teachers should do in class is to teach students to read, do everything possible to cultivate students' reading interest and habits, and let students read independently after class. Therefore, the author thinks that the word "extracurricular" should be removed, so that in-class and extracurricular activities can be connected, and reading can become the main axis of Chinese education. This may help Chinese teaching to get rid of the predicament.
"Not reading" is the fatal wound of Chinese teaching.
Some people may find it strange that Chinese should be the most "read" course, how can it be "not read"? Let's take a look at what Mr. Lin Yutang said. Mr. Lin Yutang criticized several strange phenomena in China's education in those years: first, "I didn't read books", second, "I didn't read books", third, "I didn't read books well". The four sentences boil down to one point, that is, not reading. Compared with today's education, does this problem still exist? The answer is yes. "What you read is not a book"-quite a few children read only textbooks today, and textbooks are not real books.
Many parents have bought a lot of Selected Works for their children to read. The Selected Works is actually not a book. "No books to read"-it goes without saying that children in schools with weak economic conditions have no books to read. Even in many conditional areas, children may not have books to read. Some schools have beautiful libraries, but books are not for children, but for decoration and inspection. "No reading"-extracurricular time is occupied by a large number of exercises and a large number of written homework, and there is no time for reading at all. "Poor reading"-just trying to figure out the teacher's intentions and standards, students have no freedom to read.
At the beginning of this century, Li Jilin, a famous child educator, wrote an article calling for "removing the two mountains in Chinese teaching". One is called "Q&A Mountain", which means that in our Chinese class, the teacher can only ask questions, and a class can ask dozens of questions, with an average of one question for one minute or even half a minute. The communication between teachers and students has completely become a question and answer. Many questions are only superficial, lacking the minimum depth of thinking, and it is difficult to go deep into the Chinese classroom without asking. The other mountain is called "Exercise Mountain". There is no time to do homework in class. After class, a large number of written homework problems are arranged for children to do at home, one exercise book and one test paper, and they engage in sea tactics. Some time before the exam, they were even asked to go back and do a test paper every day. I think the biggest harm of these two mountains is that they occupy all the living space of children, leaving them with no room for development, no freedom to grow, and of course no time and space for study. A person's growth is inseparable from freedom and space, "space is possible". From this point of view, "not reading" is not only an obvious drawback of today's Chinese education, but even a fatal wound of contemporary Chinese education. I don't know what I can do without reading in Chinese teaching! I don't know what is more important in Chinese teaching than guiding children to read!
Reading is the basic goal of Chinese teaching.
Some people may say that reading is necessary, but it seems that Chinese teaching in primary schools has many important tasks besides reading, such as basic Chinese training such as literacy, writing and exercises, as well as teaching and educating people. It seems that these aspects cannot be ignored. How to handle and balance these relationships? The function of Chinese subject is indeed multifaceted, and the goal of Chinese teaching is comprehensive and multidimensional, so many teachers have taken a detour in this respect in the past. To achieve the goal, we need to grasp the main contradiction. Someone warned: "Chinese teaching should not plant other people's fields and spoil your own garden." We can't do that kind of thankless thing any more. What is the Chinese course for? What is the fundamental goal of Chinese teaching? In this regard, the curriculum standard makes it very clear that it is to "enable students to acquire basic Chinese literacy." "Chinese literacy" is an important theoretical contribution of the new round of curriculum reform to Chinese curriculum. The proposal of "Chinese literacy" clarifies the interference of Chinese education in teleology and points out the direction for teachers' Chinese education. However, "Chinese literacy" is a new entry after all, and its connotation, especially the operation strategy, remains to be studied and explored. Therefore, in practice, many teachers inevitably fall into blindness.
"Chinese literacy" needs practice fulcrum! This fulcrum should be "reading". The reason is very simple. The formation of Chinese literacy must rely on reading. A person with high Chinese literacy must be a person who loves reading, knows how to read, has read a certain number of books, and has benefited a lot from them. On the other hand, a person who doesn't like reading, can't read and hasn't read a few books can only talk about improving Chinese literacy. Therefore, the basic task of Chinese teaching should be reading! As a Chinese teacher, teaching children to read and taking reading as our important task should at least grasp four basic goals:
The first is to teach children to love reading; The second is to teach children to read; Third, let our children read more books; Fourth, let them read good books.
The first is to teach children to love reading and cultivate their interest in reading. Jews are a people who love books very much. It is said that they have a very strange custom, that is, after the child is born, they dip honey in the pages of the book and let the baby lick it. In this way, they tried to plant a seed in the child's heart-books are sweet. There have been many masters in the history of the Jewish nation, among which Marx, Einstein and Freud are the most outstanding representatives. They have changed and even continue to change the way of life and thinking in the human world in the fields of philosophy, natural science and psychoanalysis. German Nazis dreamed of exterminating Jews during World War II, but this nation not only did not die out, but became more and more energetic. I'm afraid all this is inseparable from the social atmosphere and culture in which the Jewish people love reading and admire books. Therefore, teaching children to love reading, let them know that books are sweet and beautiful, and gradually regard reading as a part of life, which is the first thing teachers should strive to do.
Secondly, we should teach children to read. Reading can be understood from two levels. First, there are at least four aspects from the level of content understanding. One is to read, the other is to understand, the third is to remember, and the fourth is to be useful. If you want to read, you must read. In the lower grades, you should pay attention to literacy and lay a good foundation for literacy. If you want to understand, you should pay attention to the methods of teaching children to read in Chinese classroom teaching and teach them to understand and understand the connotation of the article; If you want to remember, you must teach students to accumulate and let them recite; If you want to use it, you should combine reading with writing. In my opinion, being able to read, understand, remember and use it covers the main content of our Chinese education. In addition, from the method point of view, if children can read, they should also be taught to learn intensive reading and extensive reading, learn to think in the process of reading, and develop the habit of "not reading without moving pen and ink" and so on. We should try our best to get through the classroom and extracurricular, and organically combine Chinese classroom teaching with children's extracurricular reading to form a whole.
Third, read more books. There must be a certain amount of reading, and quantitative change will reach qualitative change. Without a certain amount, there is no quality. Therefore, the curriculum standard puts forward that children should read no less than 6.5438+0.5 million words in primary school, which I think is only a guaranteed figure. Teachers should not stick to such figures and let children read more books in primary schools.
Finally, read a good book. You should have a choice in reading. As a teacher, it is the responsibility to choose books that are tasteful, worthy of children's reading and beneficial to children's body and mind. It can be seen that "reading" almost covers the main content of Chinese curriculum and is the essential significance of Chinese education. If reading is the goal, the basic goal of Chinese teaching will not deviate, and students' Chinese literacy will be improved. It is worth mentioning that as a teacher, children should read more and read well, and teachers themselves should become scholars and take the lead in reading. Facing books, teachers should be more thirsty than students. The teacher's reading status, working status and scientific research status have a subtle influence on children's education, and sometimes the influence is much greater than that brought by the teacher in the last class.
Reading is also the basic way of Chinese teaching.
Where does language ability come from? "Chinese ability can not be obtained by the teacher's explanation or analysis of the paragraph structure and level of the text, because it is a kind of ability, which can only be obtained through listening, speaking, reading and writing. Putting the emphasis of Chinese teaching on interpretation and analysis is a reversal of priorities. A little explanation, analysis and finishing touch is a kind of guidance and improvement, and it is by no means the main means of Chinese teaching. " Bin Liu: What is the ideal education in China? "Elementary Chinese" (No.9, 2008) Thousands of years of Chinese teaching tradition have inspired us that the best way to learn Chinese is to read and write more. Reading itself is the simplest, most effective, most economical and fundamental way to cultivate students' Chinese ability and improve their Chinese literacy. We should devote ourselves to let students learn to read, learn to think and improve their cognitive ability in reading.
Reading can harvest everything that can be harvested.
Mr. Yu Yongzheng, a famous special-grade teacher, wrote that "teaching Chinese is actually very simple" (Primary School Chinese Teachers, No.5, 2006). Yu Xiansheng used a large number of vivid examples to illustrate that "reading more books" is not only the basic method to learn Chinese well, but also the basic method to teach Chinese well. There is an interesting case in the article. The Chinese college entrance examination in Shandong Gaomi No.1 Middle School is always unsatisfactory. After Mr. Li Xigui became the headmaster, he carried out a "China Laboratory Project". According to the "Program", there are Chinese classes every Saturday in Senior One, two classes are taught by teachers, and four classes are free for students to read (including reading extracurricular books). The teacher only talks about the highlights, expressions and Chinese knowledge of the textbook. At first, the "plan" didn't go smoothly, and many teachers disagreed. Every time I have a reading class, a teacher quietly closes the classroom door and says to the students, "Don't listen to the headmaster, how can you learn Chinese without talking?" Then explain the way. After President Li knew about this, he asked the senior one teacher to give a Chinese test paper and take a unified exam in the first grade of the whole school. He asked his son in the sixth grade of primary school and his niece in the first grade of junior high school to take the exam. As a result, my son got 83 points, my niece got 84 points, with an average score of 82 points. President Li smiled and asked the teachers, "Is it useful for us to talk so much?" The teachers were silent. After the implementation of this plan, the Chinese literacy of students in Gaomi No.1 Middle School has been greatly improved, which has changed the situation of low Chinese scores in the college entrance examination. Teacher Yu wrote sincerely at the end of the article: "Really, as long as we let students' do less questions, read more books, read good books and read the whole book. "As long as we adhere to the two lines of' reading and writing' and follow the law of Chinese teaching, anyone can teach Chinese well and any student will have good Chinese literacy.
"It is true that as a subject with a humanistic background, the connotation of Chinese is rich and complicated, but at the operational level of Chinese teaching, we can't make it artificially complicated. Chinese teaching and research cannot build castles in the air, otherwise our front-line teachers will be at a loss. Some traditional Chinese teaching rules, such as reading more, writing more, remembering more and accumulating more, should still be the magic weapon for us to teach Chinese today and improve the quality of Chinese teaching. The practice of Changzhou Beihuan Primary School can also explain the problem. This ordinary primary school also has a unique understanding and practice in extracurricular reading. The school has implemented a system: from grade one to grade six, the school uniformly cancels written homework. What to do after class? Let the children read.
According to the age characteristics and reading level of children of different grades, the school issued a detailed reading list, and through a set of strict control measures, ensured that children had free reading time and space after class. After a period of experiments, the effect is particularly obvious. Not only did the students' Chinese test scores, which many teachers were worried about at first, not drop, but the children's comprehensive Chinese ability improved obviously.
The construction of campus culture should pay attention to creating reading atmosphere.
Suhomlinski said, "Infinitely believe in the power of books". He also wrote that for a school, everything else seems to be negligible. As long as there are books for children to read, then this school can be called a school. On the other hand, no matter how good a school is, if there are no books for children to read, then such a school cannot be called a school. Schools should strive to create a good reading atmosphere for children.
The first is to create a reading environment. One of the most important aspects in the construction of campus culture is to create a reading environment. In some schools, I have seen such slogans on the walls, such as "Make reading a habit" and "Children who study are the most beautiful". If they can all be implemented, then exposure to such a cultural atmosphere must have a positive impact on children.
Second, we should attach importance to the construction of books in schools. The influence of school libraries, libraries, book corners, bookcases and even students' own bookcases on children should not be underestimated. If a Chinese teacher (often a class teacher) can notice the construction of the class book corner and arouse children's interest in reading through the book corner, students in this class will not make mistakes in Chinese learning.
Third, pay attention to reading activities. I think reading activities are not necessarily extravagant, but they must be enjoyed by children. For example, for a period of time, gather children together, let them talk about their reading experience, exchange books they have read, talk about their gains from reading during this period, and look at their reading notes. These activities don't need to spend a lot of money, even money, and don't need to spend a lot of time and energy, but they are much more enjoyable for students than burying themselves in teaching, and they are also of great help to children's Chinese learning.
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