The whole book reading shows the trend of curriculum, which is not only an effective measure to respond to the total amount of extracurricular reading in compulsory education curriculum standard (the total amount of extracurricular reading in nine years should be 4 million words), but also a concrete way to satisfy students' reading interest and improve their reading literacy. However, due to the limitation of teachers' own reading, attention and teaching level, the reading teaching of the whole book has not been carried out smoothly in county and township schools. Combining with my own teaching practice, I'll talk about some strategies.
First, before reading, stimulate interest.
Reading expectation is a positive psychological state. Before reading, teachers take a series of measures to stimulate students' strong thirst for knowledge, which is a good foundation for students to devote themselves to reading.
(a) read the cover, table of contents, leads to the forecast. The first volume of the second-grade textbook compiled by the Ministry began to guide students to read the whole book, asking them to "read fairy tales", and listed the books —— Carp Leaping over the Dragon Gate, Stump on a Stump, Lonely Little Crab, Dog's Home and Cat Wanting to Fly, prompting students to "read these titles, and want to know what adventures the protagonists in the story have? Guess first, then open the fairy tale book and we will read it together. " Then remind students through bubble language that "every time I get a book, I have to look at the cover to find the title and author." "Every time I finish reading a book, I carefully put it away to avoid getting dirty." This requirement conforms to the psychological characteristics and learning rules of beginners. Therefore, it is the first step to guide students to read the cover and table of contents and trigger predictions.
Take a cat that just wants to fly as an example. In the introduction class, I projected the cover onto the big screen through projection, so that students could find out: "What information can we get from the cover?" Bright pictures are most likely to arouse students' interest, and they immediately began their journey of discovery. Some found out the title of the book, some found out the author and publishing house, some found out that it was a "beautiful sound edition" book, and some found out that the pictures on the cover were related to the story content. While students find out the key information, I introduce the author Chen Bochui to arouse students' admiration for the author, and use pictures to trigger prediction: "Guess, in the book, the title and pictures stimulate students' enthusiasm for prediction, and at the same time reduce the difficulty of prediction. The content of the forecast is varied, but it is those strange guesses that arouse their interest in reading and inspire their expectation of entering the story quickly.
Everyone's reading expectation for a book has different trigger points, some out of love for the author, some out of curiosity about the title, and some from interesting story lines. In addition, different age groups also have different interest trigger points. Teachers should grasp students' psychological characteristics, be targeted, and stimulate students' interest in reading to the maximum extent before reading, which is the basis for successfully opening a book.
(2) Read the wonderful articles first to stimulate expectations. Reading the whole book is a matter of time after class and in class. The effective guidance of teachers in the classroom can bring students a steady stream of reading motivation. Take the story of Lena Fox as an example. This book tells a series of stories about a fox named Lena. The story is wonderfully conceived and boldly imagined, which reflects Lena's cleverness. The beauty of this book lies not in the cover and title, but in the story. Two stories are arranged in Unit 8 of Book 1 of the second grade textbook. The fox is divided into cheese and blacksmith. After learning, I asked the students, "What impression did the fox leave on you?" Some people say smart, others say cunning. On the basis of students' understanding, I asked, "Do you want to read more stories about foxes?" Students are naturally interested in thinking about the image of the fox, so I took out the story of Lena's fox and read them the story of Lena stealing fish. The students were suddenly faked to death by the fox, loaded into the car, and after a good meal, they were deeply attracted by the story of running away with a fish around their necks, and were deeply touched: the fox is so smart! I continue to arouse my interest: foxes have many interesting stories. do you want to see it ? At this time, recommend the whole book to students, and let students browse the catalogue to further stimulate students' reading interest through distinctive story topics.
Facts have proved that reading wonderful stories first is a common and useful strategy for reading the whole book.
Second, in reading, synchronous guidance.
The teaching materials in the Ministry pay special attention to the cultivation of reading strategies, such as the strategy of understanding words in connection with real life and context, the strategy of grasping the meaning of paragraphs quickly by grasping key sentences, the strategy of integrating content by scaffolding, the strategy of improving reading speed and so on. Learning in class and benefiting after class, these reading strategies learned in class can only be truly internalized if they are constantly used. Therefore, in the process of reading, teachers should be good at finding the puzzles and difficulties in students' reading, and give timely guidance to make reading smoother and more efficient.
(A) identify confusion, communication to solve doubts. Students will have some confusion during reading. Teachers can understand students' confusion in time through investigation and conversation, and then answer questions in a targeted manner to help students read more smoothly. Take Lena Fox's Story as an example. It is a fable written by French writer M.H. Giraud and rewritten by a China writer. Through talking with students of different levels, I learned that the biggest obstacle for junior students to read foreign stories is the name of the mouth. Some students don't understand "monastery" and "monk", so I took the time to select representative names in the book and show them collectively to tell students to know foreigners. With the help of pinyin, read the pronunciation several times, then lead the students to read the names, introduce the meanings of "monastery" and "monk", and answer other puzzles randomly during reading.
This kind of puzzle helps to enhance students' confidence in reading and help them to understand the story more deeply.
(2) Use charts to present reading trends. Synchronous feedback in the reading process can help teachers master the real-time dynamics of reading, and charts are an effective means of reading feedback.
1. Use charts to grasp the reading progress. The style of the chart and the cycle of filling in the chart are not fixed. You can fill it out once a day or twice a week, mainly to master the first-hand information that students read. As shown in the figure below:
2. Use charts to understand the reading depth. Different students have different understandings of the same book. Therefore, understanding students' understanding of the contents of books with the help of charts is also a way to monitor and feedback synchronously in reading. Table below:
(3) Leave traces to lay the foundation for later feedback. Marking in the reading process is also one of the reading strategies that need to be cultivated. Teachers can let students independently design symbols for drawing circles, what symbols to use for good words and sentences, what symbols to use for asking questions, how to mark their feelings and experiences and so on. Through excellent annotation display, let students influence each other and gradually cultivate students' annotation consciousness. Reading marks can lay a solid foundation for later reading feedback.
Third, after reading, exchange feedback.
There are many forms of communication and feedback after reading, the main purpose of which is to deepen the understanding of the contents of books and help students connect what they read with life through various forms of display. At the same time, it stimulates students' sense of accomplishment in reading and gives them the motivation to continue reading.
(A) reading feedback cards to make reading colorful. Making reading cards has changed the traditional abstract form. In the process of cutting and drawing a picture, students not only cultivate their hands-on ability, but also mobilize their enthusiasm for sorting out and exchanging information. So I often ask students to make a reading card after reading a book. The content on the card can be the outline of the book or your own reading comprehension. The form of the card gives students greater creative freedom. Here are the reading cards made by the first-year students. The font is still immature, and the card is full of childlike interest, but after all, it records a child's happy reading journey.
(2) Reading sharing meeting, so that the sound of reading and reading feelings coexist. After reading a book, students can read the most interesting, moving and favorite paragraphs beautifully to everyone. Reading is the process of students colliding with the text again, reading is the carrier of ideological exchange between students, and reading is a key for teachers to enter the reading world of students. Holding a good reading sharing meeting can inject a clean spirit into students, arouse great pleasure in students' hearts and help stimulate students' motivation to continue reading.
(3) Build a reading bracket to concentrate the essence of reading. The application of outline method in reading and writing activities is one of the precious traditional experiences of Chinese education in China. Because the "outline" is abstract, people now call it scaffolding. Scaffolding is an important ability to process a large amount of information, which conforms to people's thinking characteristics and social development forms. Therefore, starting from the lower grades, I consciously cultivate students' ability to extract information and present it intuitively.
Take the book The Puppy's Little House, which students are required to read recently, as an example. I gradually guide students to use mind map (one form of scaffolding) to sort out the story content from help to release. The picture below is my demonstration to the students.
Students' imitation ability is strong, and it is not easy to accept empty theories, but imitation is in line with students' psychological characteristics.
Of course, there are various forms of scaffolding, and students' understanding of the text is also personalized. Teachers should respect students' individualized thinking, gradually cultivate students' ability to feedback and sort out information in various forms, and cultivate people who are truly suitable for social development.
The whole book reading teaching still has a long way to go. These are just some of my recent thoughts and attempts. Perhaps with the deepening of teaching practice, we will open up a broader world. But in any case, as a Chinese teacher under the background of new textbooks, we should first do it, even if it is simple, even if it is few, but in any case, we should give full play to our wisdom and bring students into a colorful reading world.