Paper Keywords: extracurricular reading class reading language ability, methods and habits
Abstract: The improvement of students' Chinese quality largely benefits from extracurricular reading, thinking and writing. However, at present, most middle school students don't know how to use the correct reading method for extracurricular reading, and just regard extracurricular reading as a simple pastime. On the other hand, teachers blindly pay attention to the completion of teaching tasks in classroom teaching, but they also ignore the guidance of students' thoughts and the cultivation of their abilities, which makes Chinese teaching fall into a dilemma. In order to really improve students' Chinese quality, we must give full play to the great role of extracurricular reading, so the key is to guide students and cultivate their ability. This paper focuses on this issue.
For a long time, as a basic course, Chinese teaching in technical secondary schools has been trudging on the rugged road. On the one hand, the quality of secondary school students is declining, on the other hand, social competition puts forward requirements for the cultural quality of secondary school students. Under this contradiction, how can Chinese teaching really serve quality education and meet the requirements of society? Most Chinese teachers are trying to explore new ways of Chinese teaching. In my opinion, Chinese teaching should be based on classroom reading teaching and radiate to the vast and infinite extracurricular reading learning. Here, let me briefly talk about my thoughts on this idea.
Chinese teaching is faced with such an unavoidable substantive problem: where does the students' Chinese level come from? I met these two kinds of students in Chinese teaching for several years, which triggered my reflection on Chinese classroom teaching. One kind is the so-called "students with learning difficulties" that teachers generally hate, but there are also "other kinds" among these "students with learning difficulties". They don't like classes and homework, but they are frequent visitors to the library. After a semester, they haven't listened to a few classes, but surprisingly, their Chinese exam results are not excellent, but they can "unexpectedly" squeeze into the ranks of passing. I can learn Chinese without class, which makes me wonder: "What is the value of Chinese classroom teaching?" The other is a "good student" in the eyes of teachers. They concentrate on class, take neat notes, finish their homework on time, and have an impeccable learning attitude.
But many of them asked me the same question at the same time: "Teacher, we have earnestly implemented everything according to your classroom teaching requirements, but why are our grades always mediocre?" Yes, why can't every Chinese class be serious and directly proportional to the results achieved? Isn't this against the law of teaching? It was not until I compared the two different learning situations of these two types of students that I found the answer.
Practically speaking, students' Chinese level mainly comes from extracurricular reading, thinking and writing, but few students benefit from Chinese classroom teaching. Although this answer is too cruel for Mr. China, it is an undeniable fact. All the students who have made remarkable achievements in Chinese learning are well-read and never stop writing. On the contrary, they must have a close relationship with books and pens. For a long time, Chinese classroom teaching only pays attention to grammar analysis, figure of speech discrimination and structure analysis. These are just means to help learn Chinese. How can they become the main body of Chinese learning openly? Therefore, we have to re-examine our Chinese teaching. On the one hand, we are doing a lot of useless labor. We are so tireless in pursuing the so-called rational analysis, arbitrarily dividing the living language phenomena, and making students feel bored or even bored with learning Chinese. On the other hand, we lack effective measures to regulate and guide students' extracurricular reading and writing, and even restrict them with the stick of exam-oriented education. How can we improve students' Chinese quality? In this case, it is absolutely necessary for us to cultivate students' reading interest, reading habits and reading methods, guide them to read, think and write after class, and let them really know how to use Chinese as a subject tool to acquire knowledge from after-class reading.
First, cultivate students' interest in reading
In daily teaching, many teachers divide the explanation of textbooks into goals, and constantly instill the central idea, the general idea of paragraphs, and the structure of articles ... These are like sand on a slate, which can't take root in students' minds and become their own precipitation. What is even more frightening is that this teaching method not only does not stimulate students' rich interest, but kills their curiosity and thirst for knowledge. Textbooks should be a bridge, a bridge to guide students to do extensive extracurricular reading and learn unlimited knowledge from it.
Then, as a teacher, we must first increase students' interest in teaching materials, otherwise students will not pass this pass. I think we should start with reducing students' psychological pressure when reading. We find that many students are not interested in Chinese classes and Chinese learning, but show great enthusiasm for extracurricular reading (the "alternative" among students with learning difficulties mentioned above). There is a "Jack phenomenon" in reading research abroad, and that's it. A student named Jack was considered by the teacher as lacking in reading interest at school. He often thinks the text is too boring and not wonderful. However, at home, his parents complained that he was so obsessed with reading that he never got tired of reading a magazine, an old newspaper or even a page advertisement. It seems that this phenomenon is indeed universal. Even if the same work by the same author is put out of the textbook, students will relish it and put it down. Once selected for the text, it will be wonderful in class. There is a simple reason. Students are interested in extracurricular reading because they read for needs, for information, for practicality, for interest, for themselves, without psychological pressure. Reading in class makes them feel boring, because reading at this time is to answer questions, do "block" analysis and show them to the teacher. This kind of reading has become a psychological burden for them. It can be seen that in order to make students interested in reading textbooks, we should give them the freedom to read, improve their feelings and make them feel that reading textbooks is a kind of enjoyment, not a burden. As a teacher, we should fully explore the artistic beauty and ideological beauty that students can't find or feel in textbooks, let students feel that textbooks are not only the carrier of knowledge, but also the crystallization of artistic thoughts, and let them sprout the desire to feel these things from textbooks.
Second, teach students how to read.
The knowledge of teaching materials is limited, so is classroom teaching, but the knowledge is infinite. There are not enough optical textbooks for students, which requires us not only to pay attention to the study of Chinese knowledge, but also to greatly increase the proportion of reading exercises in teaching. Reduce the "block" analysis of the text, enhance perceptual knowledge, let students improve their Chinese ability in a large number of reading activities, let students learn to use correct reading methods, broaden extracurricular reading and broaden their horizons.
To cultivate students' reading ability and correct reading methods, we should start with cultivating students' four abilities of reading, questioning, thinking and discussing. Under the guidance of teachers, students can independently understand and feel the writer's works through their own reading, questioning, thinking and discussion.
1, read independently. Its core is to teach students to read, that is, to teach students the general methods and strategies of learning book knowledge and help students understand the connotation of the selected reading materials. In the usual classroom teaching, students are guided to read, understand and feel the teaching materials with questions. For example, in the lesson of "Remind Happiness", many students have doubts when they see the topic: "Does happiness need to be reminded?" So I asked them to read the text with this question. After the first perceptual reading, I immediately lost no time in throwing out two questions: "What is happiness?" "Why does happiness need to be reminded?" Guide students to reread the main part of the text according to their own perceptual knowledge, so as to further understand the author's writing intention, feel the flashing philosophical brilliance in the text and feel the author's clever choice of words and sentences. Gradually, it will form a * * * understanding with the content of the work, produce a * * * sound with the author's emotion, and then gain aesthetic enjoyment, emotional edification and ideological purification. Students change from passive reading to active reading in this pressure-free and loud reading, which not only greatly improves their reading interest, but also improves their reading quality.
2. Dare to question. Paying attention to students' unique emotional experience and encouraging them to question boldly can cultivate their innovative spirit and ability.
Teachers are the organizers and managers of the classroom. It is necessary to correctly guide students to combine the contents of textbooks and let them read and think creatively from different angles. "From one side of the mountain, the distance is different." Only when the teacher gives appropriate guidance and inspiration on the basis of asking questions can students taste the content of the text from many sides and angles. Students are emotional people, have independent thinking ability and judgment ability, and have their own ideas and opinions. We should be gratified. Because of doubt, we will think further, find something and create something. As a teacher, let students doubt, encourage them to doubt, make them doubt valuable, think and experience.
Textbooks are flexible, so we should give students a certain gap in teaching, give them a space to exchange ideas, and let them fill the gaps in knowledge in constant "doubts" and improve their Chinese literacy. Use reading to learn more information and turn it into a personalized and unique knowledge reserve. "Doubt" is students' personalized thinking, which can promote students' sustainable development and cultivate students' ability to solve and set problems independently.
3. Be good at thinking. "Learning begins with thinking, and thinking begins with doubt". Thinking is expansion, and the process of students' learning itself is a process of continuous exploration from the known to the unknown. "Thinking" means that teachers give students time and space to think after asking questions, and actively encourage students to associate freely, divergent thinking and explore problems. For example, when teaching the drama Thunderstorm, many students "hated" what Zhou Puyuan and Zhou Ping did, and they all "condemned" these two heartbreaking people. At this time, I asked a question-"There is no doubt that his drought-striken fields are hateful. Is he pitiful? " Suddenly, the lively classroom was quiet. After a period of silence, some students stood up and said to me, "In fact, Zhou Ping is hateful, but even more pitiful." "Why?" "Because his tragedy was caused by his father", "He couldn't choose, couldn't get rid of it, and struggled hard. He only wants to get rid of everything by death ","He is an out-and-out feudal family and a victim of feudal paternalism ". After thinking about it, everyone talked about their own views. Students' thinking has been expanded in "thinking".
4. Exchange discussions. Discussion is sublimation. On the basis of students' thinking, students discuss each other's questions in groups, and other students supplement their analysis, which is conducive to improving students' ability to analyze and solve problems themselves. Teachers sometimes act as foil in discussions, pushing students to the front desk and letting them be the protagonists. If students are really given freedom, they can often get an exciting learning experience designed by themselves and gain a lot from it. They may become explorers of knowledge, rather than passive recipients of knowledge. For example, in Thunderstorm, I asked students to discuss how to treat Zhou Puyuan's love for Lu Shiping: Does he love Shi Ping? Then why did you abandon her thirty years ago and deny her thirty years later? Doesn't he love Shi Ping? Then why did you keep the decorations of Shi Ping's time and the old shirts that Shi Ping sewed for him for 30 years? As for the students who are in the whirlpool of contradictions, they are divided into pros and cons and have a heated debate on the sensitive topic of love. Inspire each other in discussion, exchange and debate, and sublimate innovation ability in the process of promoting inquiry.
Third, guide students to read after class.
Cultivate students' good reading habits.
The habit of thinking and writing more. In the process of reading, students should be taught how to find problems and form the habit of thinking deeply, analyzing carefully and solving problems by themselves. It is necessary to cultivate students' habit of taking various kinds of reading notes, such as marking points, extracting key points, making cards and writing reading notes.
② The habit of using reference books. Good readers make good use of reference books. Students should be taught to use reference books to solve difficult problems in the process of preview, self-study and self-study.
(3) the habit of reading hygiene. Students should be educated to correctly handle the relationship between reading and environment, reading and their own health, and pay attention to reading hygiene.
2. Pay attention to the guidance of extracurricular reading. Extracurricular reading is not only a supplement to in-class reading, but also a reinforcement and promotion to in-class reading. At the same time, students can repeatedly use the reading knowledge and methods learned in class in a large number of extracurricular reading practices in various ways, and gradually form a strong reading ability. There is a strong degree of freedom in extracurricular reading, and teachers should give serious guidance according to the students' situation.
(1) Recommend reading materials purposefully and in a planned way. It is necessary to recommend reading materials with healthy ideological content, which can stimulate students' progress and have exemplary language and writing norms. The content and form of reading materials should be related to the text as much as possible, so as to promote each other in and out of class, and at the same time, it should be suitable for students' age characteristics, psychological characteristics and reading level. The types and types of reading materials should be as wide and diverse as possible to broaden students' knowledge.
(2) Check and evaluate the results of extracurricular reading in time. Its forms are: survey and statistics reading articles, words, notes and so on. Holding reading competitions and experience exchange meetings; Show excellent reading notes and experiences, and commend extracurricular reading activists.
③ Directing reading in a targeted way. Teachers should adopt different guidance methods according to different reading contents, purposes and levels. For example, collective guidance, individual guidance, and writing reading notes.
In short, Chinese teachers must firmly establish the reading teaching concept of "focusing on reading and students' independent reading" in the process of Chinese teaching, and resolutely overcome the disadvantages of not reading, especially not allowing students to read. We believe that through systematic and scientific training in Chinese classroom reading teaching, students' reading ability can be gradually improved, so that they can really learn to use "reading" as a language tool to improve their Chinese literacy and meet the needs of social competition.
References:
1, Theory and Practice of Middle School Students' Reading Guidance Education, (Research Paper), Overview of China's Contemporary Education and Teaching Research Achievements.
2. The Chinese Teaching Method in Middle School was compiled by the Chinese Department of Wuhan Normal University, Southwest Normal University and Beijing Normal University, and published by People's Education Press.
3. Wang Li, Notes on Chinese Teaching in Middle Schools, Education Science Press, 1998 1 1 version.
4. Review of Chinese Education in Middle Schools, edited by Kong, Moro and Yu Jie, Shantou University Press, April 1999, 1 edition.
5. Problems and Countermeasures —— On Chinese Education in China edited by Ming Jiang, Education Science Press (1, February 2000).
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