Reading on Page 32 of Chinese Curriculum Standard for Compulsory Education (222 Edition)

Reading the whole book

This learning task group aims to guide students to choose suitable books according to their reading purposes and interests, make reading plans, and comprehensively use various methods to read the whole book; Share reading experience in various ways, exchange and discuss reading problems, accumulate reading experience of the whole book, develop good reading habits, improve overall cognitive ability and enrich the spiritual world.

learning content

the first learning period (grade 1-2)

(1) read children's interesting picture books and other easy reading materials to experience the joy of reading.

(2) Read and recite excellent children's songs, and feel the charm and childlike interest of children's songs.

(3) Read your favorite fairy tale book, imagine the picture in the story, and learn to tell the story in the book.

The second period (grades 3-4)

(1) Read books that show heroic deeds, such as Rain of Little Hero and Lei Feng's Story, and tell touching stories of heroic models.

(2) Read children's literary masterpieces, such as The Scarecrow and Education of Love, and feel the truth, goodness and beauty conveyed by the works, and tell the main idea of the story in your favorite way.

(3) Read China's ancient and modern fables, China's myths and legends, learn the Chinese wisdom contained in them, and share the enlightenment gained orally or in writing.

The third period (grades 5-6)

(1) Read works that reflect the revolutionary tradition, such as Lovely China, Private Zhang Ga, Sparkling Red Star, etc., and tell your feelings about home and country and patriotism.

(2) Read excellent works in literature, popular science and science fiction, such as For Young Readers, 1, Why's, Two Wan Li under the Sea, etc., learn to sort out the basic contents of the works, and communicate on topics of interest in the works.

(3) sort out and reflect on the reading life in primary school, and share your whole book reading experience, experience and reading methods with your classmates orally or in writing.

sentiment

1. This page mainly talks about the learning content of reading the first to third sections of the whole book. Each learning period not only indicates the category of reading the whole book, but also indicates the bibliography of reading the whole book, so that the combination of teaching materials and teachers' books gives front-line teachers a specific direction, which is convenient for teachers, parents and students to operate concretely. However, compared with junior high school, this point has not been fully implemented in the examination. In the junior high school, 12 famous books were specified for reading, and these famous books all have specific score requirements in the examination paper, so as to promote learning by examination, promote teaching by examination and facilitate implementation. I hope that the reading of famous books in primary school can also be implemented on the examination paper, so as to promote learning, teaching and reading through examination.

2. Usually, some of us often object to exams, thinking that exams will weaken students' interest in reading. I don't know that if there is no exam, students may have no time to read at all, because if there is no exam, teachers and parents will not pay attention to it. In learning, all initiatives can't match the power of the exam. We must respect this fact.

3. sort out and reflect on the reading life in primary school, and share your whole book reading experience, experience and reading methods with your classmates orally or in writing. This formulation is also very meaningful and has a very important methodological role in the reading of the whole book. However, to implement every good method, we must put a hook on the exam, use the exam to promote students' learning and combing, and use the exam to improve students' thinking ability. The so-called quality education that is invisible, intangible and bad in the exam has no substantive effect on improving students' core literacy. Therefore, while removing the disadvantages of the exam, we must make full use of the benefits of the exam to truly implement the spiritual concept of the new curriculum standard and prevent the formalization of the spiritual concept of the new curriculum standard.