The 13th Five-Year Development Plan for National Reading has a basic principle of "children first, ensuring key points", which emphasizes that ensuring and promoting children's reading must be the key point of national reading, and reading interest, reading habits and reading ability should be cultivated from an early age. The Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition) also clearly requires that students should be trained to read independently and learn to use a variety of reading methods. The first and second grades emphasize making children fall in love with reading, solving basic literacy problems and mastering basic reading skills. The focus of the third and fourth grades is to let students learn to read. In this process, we will propose how to make students learn to predict and ask questions effectively. The fifth and sixth grades clearly put forward that silent reading should have speed and learn to browse and collect information on demand. According to this goal, we designed two special reading strategy units, one is how to improve reading speed, and the other is how to choose reading methods according to different reading purposes. Predicting and asking questions are narrow reading strategies, while improving reading speed and choosing reading methods according to different purposes are broad reading strategies.
In terms of children's reading development, at present, the international reading circle usually divides reading development into three stages: the first stage is learning how to read (learning? Where to? Reading) to solve the problems of word recognition and interest cultivation;
The second stage is learning through reading (reading? Where to? Learn) solves the problem of how to read the text to get the information in it;
The third stage is to practice through reading (reading? Where to? Do), begin to transcend the text itself, beyond reading, and let children develop cooperative consciousness, creativity, criticism and other qualities. At this time, the text is just a carrier, no longer limited to the scope of Chinese.
? In the first stage, learning how to read is mainly carried out in two aspects. The first aspect is to make children love reading. Falling in love with reading is a lifelong thing. How to make children fall in love with reading at the early stage of contact with language and writing? Do students fall in love with reading from the first grade of primary school? Today, special emphasis is placed on early reading, emphasizing that reading should start from home and kindergarten in the form of books, and emphasizing the cultivation of reading interest. The second aspect is the problem of word recognition. The basic building materials for effective reading, such as literacy and basic understanding of word meaning, are the most critical parts in early learning. In the text materials of the first and second grades of primary school, there is no particularly profound truth for children to learn, mainly simple words, and children are also willing to be close to books. The second stage is to learn through reading. Although it is different for children to master the basic association of sound, form and meaning in different language systems, the stage of "learning through reading" is basically in the primary and secondary schools, which is also the key period for reading strategy learning. This period is mainly to solve the problems of depth and breadth, quality and quantity of reading. In our traditional Chinese teaching, every article is profound and thorough, but the teachers are talking about it, and students have not really formed a deep understanding of the article; On the other hand, in our original Chinese teaching, there was less reading. If you don't practice using it in a lot of reading, you can't really master reading strategies simply by learning without practicing. The third stage is beyond reading, that is, how to make our students read deeply and creatively in the process of reading, and don't blindly believe it. We especially emphasize critical reading, and emphasize that everything must have evidence.
Simply put, reading is a process of combining the information provided in written materials with the existing knowledge and experience in readers' minds, so as to construct meaning, that is, to establish the connection between old and new experiences. No one's mind is blank until he gets readers. If teachers want to promote effective reading teaching-
First of all, we must understand the readers and have reader awareness. For example, it is necessary to know who can read and what characteristics readers have; Understand the general laws of readers' reading, such as the possible differences in interest, cognitive development level and ability foundation of children in primary schools. We should choose appropriate teaching methods according to the students' corresponding stages.
Secondly, we should have a deep understanding of the text and a sense of reading. Teachers should have an independent interpretation of the textbooks they teach. Only by clarifying the above two aspects can we talk about how to teach this material and how to teach students.
Reading teaching is a dialogue process among students, teachers, textbooks and text editors. As a teacher, we should think about how to guide students to go deep into the text and deepen their understanding and experience in positive thinking and emotional activities, so that students can feel, think and be influenced by emotions in this process, gain ideological enlightenment and enjoy aesthetic pleasure. These practices are actually strategies for primary school students in China to develop core literacy. In the teaching process, teachers should have reader awareness, reader awareness and reading awareness. What I want to discuss with you today is the topic of reading strategy, that is, reading consciousness.
The first aspect is the reader. To know readers' reading interests and what children of different ages like to read. The faster the times develop, the faster the children's reading interest, reading skills, previous knowledge, experience and background change. Therefore, not only the editors of textbooks should generally understand children of different ages, but also teachers should teach according to the characteristics of children.
The second aspect is the text. The style, readability, clarity and interest of the article are all important factors affecting reading comprehension.
The third aspect is the environment. First of all, we should create a good reading atmosphere, and whether there are books for children at home and school; More importantly, these books are not convenient for students to obtain, that is, the reading environment is child-friendly; Another very important factor is the teacher's teaching methods, and what kind of teaching methods can children really learn to read. Of course, the specific reading situation and reading purpose are also important factors.
Reading strategy is a part of generalized learning strategy. Learning strategy is a complex activity related to the learning process, and it is a purposeful and conscious activity carried out by individuals in order to improve the efficiency and effect of learning.
In the process of basic education curriculum reform initiated in 200 1, we often talk about autonomous learning, inquiry learning and cooperative learning, which we call the change of learning style, which is a holistic and systematic reform;
Reading methods are specific and subtle, easy to teach and operate, and can be learned and used, and each specific method often has the specificity of the situation.
Since the implementation of the new curriculum reform for ten years, the change of learning style has been concerned by everyone. Great things may become a mere formality, while concrete things may become machinery. Today, in the actual education and teaching, we all emphasize the need to master reading strategies and form a way of mutual communication. Therefore, reading strategies such as retelling, prediction, reasoning, questioning, fast reading and self-monitoring are specially designed in the unified textbook.
When it comes to the teaching unit of reading strategy, teachers should be clear about the development law of students' reading strategy acquisition. Teaching should promote the development of children, but the first thing is to adapt to the development of children. Zhou Longxing and others conducted an investigation and teaching intervention on the use of reading strategies by students in grade 1-6 in 1999, and found some rules.
The results also show that the teaching of reading strategies plays a significant role in improving students' reading ability. 20 16 Zhou buxin and others conducted an investigation on the use of reading strategies by students in grades 3-6. Based on the survey results, the researchers put forward some suggestions. In the lower grades, let children read freely, stimulate reading interest and create an atmosphere of "reading pleasure". The middle grade focuses on guiding students to acquire and construct reading strategies independently, and more on letting students feel and experience in the process of reading; But simple and basic reading strategies such as asking questions and predicting can be taught through teaching. In senior three, lead students to make their own reading plans, use reading strategies, and gradually learn reading monitoring. In other words, some basic reading strategies can be taught in middle schools, and these reading strategies can be further used in high schools.
Second, the new reading strategy unit in primary school Chinese textbooks.
What are the four reading strategies introduced in the unified Chinese textbook? How to understand these four reading strategies? Why are these four reading strategies arranged? One of the important tasks of Chinese teaching is to cultivate students' reading ability and let students learn to read in reading. Therefore, in the lower grades, special emphasis is placed on the cultivation of reading interest and reading habits, so that students can learn to use preliminary reading methods, which is a process of reading comprehension. In the reading teaching of middle and senior grades, it is necessary to further strengthen the cultivation and guidance of habits and methods, add independent reading strategy units from the third grade, emphasize the reading practice of primary school students in the whole textbook, guide students to feel, understand, appreciate and evaluate, and obtain some basic and useful reading strategies in reading activities. Specifically, the first volume of the third grade is about prediction, the fourth grade is about asking questions, the fifth grade is about improving reading speed, and the sixth grade is about purposeful reading, that is, how to read with questions and different purposes. In fact, most units of Chinese textbooks will infiltrate the awareness of reading strategies, but these four units all take reading strategies as the core goal and explicit goal, rather than an infiltration goal. Here is a brief introduction to these four types of strategies.
(A) Forecast strategy
Prediction is sometimes called guessing, guessing or reasoning, and we don't make a strict distinction. Predictive strategy means that readers make independent assumptions about plot development, story ending, characters' fate, author's point of view and so on according to relevant information in reading, and look for text information to verify their existing assumptions in the process of reading, so as to make repeated assumptions and verifications and continuously promote reading. In this way, the actual reading process has become a problem-solving process, which is no longer just as simple as reading words by looking at the glyphs. In contrast, in the traditional sense, "seeing the pronunciation of words" may be like "the young monk recites the scriptures, and his mouth is unintentional." Only through this process of constantly putting forward and testing hypotheses can we really promote the development of students' thinking in Chinese teaching.
Is there a prompt function for the text title? Yes When I first heard the text "Burning Cloud", I thought, "How can a fire burn into a cloud?" When I make this prediction, I will think about the focus of this article or what the teacher often says, and think that this article may be written around the verb "burn". However, when I read the text aloud, I knew I was wrong. What I want to emphasize here is that the correctness of the guess is not the most important thing. It is better to guess wrong than not to guess right. Forecasting is not a one-off process, but a continuous cycle. Not only can you predict the topic, but you can also guess the paragraph. The key is not to guess right or wrong, but to further process and understand the text through continuous hypothesis testing. The application of prediction strategy can fully mobilize the individual's previous experience and give play to the reader's imagination and expectation of the text. Reading with expectation can stimulate children's interest in reading and narrow the distance between the text and the reader. Interest is the best teacher. The higher the reading interest, the better the teaching effect will be. At the same time, the use of reading strategies will enhance students' participation in the text. Testing hypotheses is to test students' own hypotheses, not to complete the tasks assigned by teachers, so that classroom participation and involvement will be high and reading scores will naturally be good.
It is found that the use of questioning strategy is conducive to improving students' reading performance and greatly promoting the reading of narrative and explanatory texts. The improvement of reading strategies is mainly reflected in the understanding of those difficult texts (such as narratives and expositions). It doesn't seem so important to teach reading strategies in less difficult texts.
(B) Questioning strategies
Asking questions is being able to ask questions that you don't understand in the process of reading. The problem can be macro or micro; It can be words you don't understand, paragraphs you don't understand, or questions about the whole article. Is this sentence used well? Is it used correctly? Is it possible to put it another way? Asking questions is not only asking questions you don't understand, but also putting forward your own different views, so asking questions is closely related to critical thinking. In the unified textbook, the subject still introduces the first aspect. Sometimes the questions asked by the teacher may not be suitable for the students, but they are actually just demonstrations. Through the demonstration, I hope students can ask questions that they are interested in and put forward their own criticisms and doubts. The ultimate goal is to construct students' own understanding of the meaning of the text, effectively solve problems, collect information, discover new information and stimulate new interest in learning. A large number of studies also show that asking questions can significantly improve students' reading ability.
(C) improve reading speed
What is the relationship between reading speed and reading comprehension? In recent years, I have been deeply discussing the relationship between reading speed and reading comprehension of students from primary school to junior high school. Of course, this is also an international research hotspot. Reading speed emphasizes that readers can quickly understand the main information in the article materials in a short time or within the time specified by us. Emphasis is placed on grasping the big and letting go of the small, not digging into the details, and improving the speed on the basis of general readability, so improving the speed is not at the expense of accuracy. In other words: reading speed (words/time) × reading comprehension rate. What needs to be explained here is that improving reading speed is not the same as fast reading, although fast reading can also improve reading speed. In today's era of information networking and knowledge explosion, we emphasize the need to screen and select information, and make clear what to read and what not to read. If we watch mobile phones and chicken soup for the soul every day, the more we read, the faster we read, and even if we can see it at a glance, our taste will not improve. In the era of knowledge explosion, there are still many useful things and many useless things, so we can't just talk about speed. Improving the speed must be closely related to reading monitoring, that is, purposeful reading.
Purposeful reading
Purposeful reading refers to choosing appropriate reading methods according to different reading purposes, which is actually what we call reading monitoring. This unit is a comprehensive application of the relevant reading strategies we talked about earlier. There are three main purposes of reading: one's own purpose, the purpose of the text and the purpose of the environment. The first is our own purpose, for example, we may read classic literary works in order to accumulate knowledge; You can also read some novels to relax. Secondly, each text itself has different goals, such as reading the instructions of electrical appliances and understanding their uses. Finally, different environmental requirements will have different reading purposes. Reading is sometimes useful, for example, for preparing for exams; But some reading is not utilitarian, it is a kind of cumulative reading. Therefore, based on different reading purposes, we need to adopt different methods and means. We are talking about self-monitoring, so what should we do before, during and after reading? Reading monitoring runs through the whole reading process: before reading, choose the appropriate reading method by analyzing the characteristics and reading purpose of the article; In reading, through self-questioning, strengthen self-monitoring, adjust reading speed, and constantly adjust reading strategies according to the level of understanding; After reading, reflect on the level of reading comprehension and evaluate whether you have fully met the requirements of reading. It is found that readers with high ability can flexibly use various reading strategies to achieve their reading goals. Of course, different texts and different requirements require us to choose different reading methods. A great deal of research in 1990s shows that purposeful reading may lead to different reading strategies, which will eventually promote students' reading comprehension.
(This paper is adapted from the academic report given by Professor Wu Xinchun at the meeting of "20 18 Special Training of Unified Textbooks for Grade Two and Grade Three of Primary Chinese", and the content has been deleted. )