First, cleverly set up a democratic situation to mobilize the enthusiasm of reading
The process of students learning Chinese is an autonomous learning process. Teachers are "guides and organizers of students' learning activities". The teacher only guides the students in class. Reading should be students' independent reading, reading is students' reading, and the reading content should be what students like and serve them. Teachers should create conditions for students' reading, and at the same time fully respect students' reading methods. In teaching, students are free to choose what to read first, then what to read and what to read last. Teachers should encourage students to read from the content of the text they are interested in and talk about their feelings after reading. For example, when teaching Grassland, I let students read freely. This text is an extremely beautiful article, describing the beautiful scenery of the grassland. At the beginning of class, I used colorful grassland courseware and infectious language to bring students into a beautiful artistic conception and make them involuntarily enter the text; Then I let students choose their favorite learning style, or reading, or talking, or reciting, or drawing, so as to build an open learning space and make every child feel "useful". As soon as my arrangement is completed, the children can't wait to learn. Some of them read paragraphs describing the static scenery of grassland, while others read and write paragraphs describing the dynamic activities of grassland. They all read enthusiastically, and the sound of reading resounded through the classroom. Not only did they read the text emotionally, but some students also vividly described the beautiful scenery of the grassland. Some students painted the grassland sky and sheep with his colorful magic strokes, and some students closed their eyes and reveled in the beautiful scenery of the grassland. It's really crazy It can be seen that this kind of classroom not only develops students' personality, but also mobilizes students' learning initiative, activates students' potential learning desire to the maximum extent, and makes them actively participate in learning and truly become the masters of learning. In order to give full play to students' subjectivity, it is necessary to create an unrestrained and free classroom atmosphere, so that their thinking can move and their language can live. On the premise of independence, study, discuss and speak freely in groups.
Second, stimulate interest in learning and mobilize reading motivation
Interest is the intrinsic motivation of students' learning, and it is the most realistic and active component of students' learning enthusiasm. As long as students are interested in learning, it will make all kinds of senses attach great importance to learning, thus providing the best psychological preparation for participating in learning activities. In teaching, teachers should set out from reality, establish teaching methods and means, and strive to create a harmonious and relaxed learning atmosphere. Many students think that Chinese reading learning is a boring job. The reason is that teachers do not think positively and innovate boldly in teaching methods, thus causing aesthetic fatigue to students. Therefore, in reading teaching, teachers should carefully create interesting teaching situations, or change the text form, or realize the interaction between teachers and students, so that students can learn reading in a happy and free classroom atmosphere, which will certainly achieve good teaching results.
1, create vivid situations and stimulate interest:
In Chinese classroom teaching, I strive to make students become lively, interested and willing to learn in Chinese learning, thus improving students' Chinese literacy. For example, in the teaching of "ornithology art", I carefully made pictures of various birds before class. When introducing the new lesson, I told the students by story introduction that the teacher invited a group of lovely bird friends to their side today, and then showed them pictures and posted them on the blackboard. The students were immediately attracted and their interest in learning was stimulated. On this basis, the theme is revealed. This kind of teaching will make it easier for students to enter China and expand their imagination. Compared with simple narration, it can stimulate students' spirituality and open the door for students to learn.
2, with the help of rich forms, stimulate interest:
Textbooks are diverse in genre, with vivid stories, poems with strong sense of rhythm, and essays with beautiful language ... To express the content of the text through painting, singing, performance and other forms can turn abstraction into images, bring students into the context of the text, stimulate their inner feelings and deepen their understanding and experience of the content of the text. For example, in the lesson of "Willow Awakens", when I was guiding the reading in the second section, I asked the students to perform a spring rain and bathe the willow tree in the song of "Rain rustling". The children sang and performed while enjoying the poem. Then let the students read the poem, "Little willow branches are soft." The gentle and soothing tone will express poetry incisively and vividly.
Chinese classroom teaching is a process of emotional communication between teachers and students. Only when there is true love can there be spiritual intersection; With emotional experience, you can talk to the text and the author. Therefore, teachers should guide students to experience empathy with their true feelings and past experiences, to communicate, blend, collide and respond to the author's intention and the connotation of the text, so as to gain a sense of language in real language practice and form a rich and profound emotional experience. In Chinese teaching, we should also pay more attention to creating appropriate situations, and stimulate students' emotional activities, learning interest and learning depth through the experience of situations. For example, when teaching the text "Father and Son in the Earthquake", a teacher created a teaching situation like this: On the basis of students' initial perception of the content of the text, the courseware appeared precious pictures left by the Los Angeles earthquake with sad music, and the teacher's "emotional" language description pulled the students' emotions to the tragic scene of the earthquake, and further spread these heartfelt emotional activities in the classroom until a situational atmosphere permeated the whole classroom was formed. Everyone's mood is immersed in the pieces of rubble left after the earthquake, piles of ruins. In a tangible and intangible teaching situation, students "touch the scene and feel emotion", and the emotional activities stimulated guide students to conduct deeper learning.
3, rely on a variety of reading evaluation, stimulate interest:
The new curriculum standard points out that reading teaching should respect students' unique experience. Students are spiritual individuals, and they will have "their own feelings and ideas" about people, things and things in the text. Teachers should respect students' feelings, instead of saying what teachers want to say through students' mouths, and provide students with opportunities to "communicate with others". In reading teaching, reading is an important means of Chinese teaching. Therefore, reading evaluation is particularly important. Teachers' correct evaluation and praise of students' words and deeds can ignite the sparks of students' wisdom. Everyone likes praise under the sun. When children finally read a long sentence accurately and fluently through hard work, how much they hope to be affirmed and praised by the teacher! If children can read the text correctly, we can say, "It's not easy! You can read such a long sentence correctly. " Children must be very happy to hear this, and their learning motivation will be even greater. If the child has read the text well, we can say, "It is a beautiful enjoyment to read so well." "I don't believe that only XX reads well, and other children must read better." If the students really don't praise, we can also "package" the criticism, express it in euphemistic language: "If …" or let the children understand it in humorous language. For example, when Yu Yongzheng, a special teacher, teaches "Little Rice Seedlings Escape from Danger", students should read this sentence carefully: Weeds say weakly, "It's over, we are all ... out of breath." A student reads aloud, which of course goes against the meaning of the sentence. Teacher Yu commented humorously: "You are not finished yet. Either you have strong anti-poison ability or my chemical herbicide is a fake and shoddy product. I will spray a little more. " Later, Mr. Yu "mocked" the student. That classmate smiled, and all the classmates laughed. In a relaxed and pleasant classroom atmosphere, the students all understood the original intention of this sentence. Evaluation reading can be not only an evaluation between teachers and students, but also an evaluation between students. Students love to find fault with others, and teachers should guide this phenomenon. When reading others aloud, we should first put forward the advantages and places worth learning, and then point out the places that need to be improved. Students can also comment on how the teacher reads and which words are well read, paving the way for life evaluation. Through evaluation, it is helpful to guide students to learn to read and be good at reading, so as to read well and achieve the purpose of promoting enlightenment through reading. At this time, combined with competitive reading and challenging reading, students are more energetic, their competitive psychology is fully mobilized, they want to challenge the best students in the class, and they also find reading interesting. There are many forms of reading, such as turn reading and role reading. Let students give full play to their artistic spirituality and creativity, read diligently, read more and live, let students feel happy in reading, and then find something in reading, feel something in reading, learn to think in reading, learn to create in reading, and really improve Chinese literacy.
Third, create a relaxed atmosphere, personality flying in reading.
In reading teaching, teachers should create a good atmosphere of freedom of speech for students and let them dare to express their independent opinions. Teachers and students should exchange their own understanding and even discuss on the basis of equality, so that students can keep their own ideas and let their personality fully fly in reading. Students often have different feelings and reactions to the same text or the same character. As long as there are no directional errors, teachers should respect students' unique feelings. Don't limit students with a single evaluation scale. In teaching, teachers should encourage students to express their views and opinions boldly, and reflect the individualization and diversification of aesthetic values, which is conducive to mobilizing students' learning enthusiasm and activating students' thinking. For example, when instructing students to learn the article My Comrade Qiu, I asked students how to learn this part of the text, and found that students are "eight immortals crossing the sea, each showing his magical powers". Some said, "Read the text while watching illustrations, and use illustrations to help you understand." Some said: "Grasp the key words in the text to experience." Some said, "Comment while watching and write down your own experiences." ..... I will let students choose their own learning methods to study. Students are busy at once, and some of them are watching with relish; Some bury their heads in circles, point and write; Some have small communication with the students in the group. Students learn independently according to their hobbies and specialties. When the whole class communicates, students express their unique opinions according to their own feelings and experiences. Through the expansion of space in the process of reading, students' autonomy is really strengthened. Students' minds are no longer containers for storing knowledge, but torches, shining with wisdom and personality.
In addition, teachers should lead students out of the classroom and experience colorful teaching content, so that reading teaching can be extended to extracurricular and after class. Chinese is everywhere, all the time. For the sake of students' emotion, increasing the experience and accumulation of life and improving the effect of Chinese teaching, teachers should take students out of the classroom or recommend extracurricular reading materials to students, so that students can learn Chinese in life, feel the beauty of Chinese characters in literary works and feel the glory of Chinese culture for thousands of years.
Reading is a window through which you can see the whole world; Reading is a lamp that can illuminate the soul; Reading is still a baton, which makes people live forever. As long as we realize that reading is actually a spiritual experience, then reading teaching will open up a new world in this magical Chinese teaching garden and bear rich fruits.
As the saying goes, "there is no fixed method for teaching." In the process of teaching, as long as we diligently explore new teaching methods, we will constantly emancipate our minds, keep pace with the times, constantly improve teaching and improve the effectiveness of teaching in the future. Only in this way can we better promote the development of Chinese reading teaching in primary schools and better cultivate and improve the Chinese quality and ability of primary school students.