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How to read in class
Methods of reading in class
Methods of reading in class. In life, many people like to read. Reading can bring you things that you cannot learn in life. Reading can Increase your knowledge, but how to read is very important. So what are the methods of reading in class? The following is the relevant content I have compiled. Method of reading in class 1
1. Change the concept and pay attention to "reading"
We organize teachers to study the curriculum standards. Through study, the teachers understand that primary school English teaching only depends on the days of the week. One English class and more than twenty texts per semester are obviously not enough. It should be based on "the comprehensive development and lifelong development of students" and "improve students' English literacy as a whole, and strive to build connections inside and outside the classroom, communication inside and outside the school, and disciplines." "We hold parent-teacher meetings and inform parents about the importance of reading extracurricular books. As time goes by, parents and teachers clarify the teaching goals in the context of the new curriculum, improve ideological understanding, and establish correct concepts of reading education. Students continue to "accumulate" and "acquire" through a large amount of reading.
2. Create conditions to promote "reading"
Extracurricular reading is an important form of English practice activities. Schools and families should actively create conditions for students to widely "Read" frequently, "read" a lot, and "read" regularly.
(1) Guaranteed reading. "It is difficult for a clever woman to make a meal without rice." If we want to improve students' reading level, we must first provide students with reading materials. We ask parents to regularly purchase some useful extracurricular reading materials for their students; we ask school librarians to go out of their way to open the library to students, and we also ask students in each class to donate their own books to decorate the class library corner. Select responsible students in the class to manage and register borrowings. At the same time, borrowings can be exchanged between classes, so that the library corner can be flexibly expanded and have a continuous flow of water.
(2) Guaranteed time. "A gentleman cannot live without books for a day." Fixing the time for extracurricular reading is an important condition to ensure the quality of extracurricular reading. To this end, we have taken some measures: First, we incorporate extracurricular reading into the teaching plan, arrange a class every week, and carry out extracurricular reading guidance purposefully and plannedly. Secondly, teachers are required to reduce students' academic burden, cancel mechanically repetitive homework, treat extracurricular reading as homework, and stipulate the amount and requirements of reading according to students' differences in abilities. Even if the teaching tasks are very tight, it is necessary to ensure that students have time for extracurricular reading, and extracurricular reading exchange activities cannot be squeezed out due to the tight teaching tasks. We require students to have an extracurricular book with them every day and read independently in the morning and noon. We also specially stipulate that once the class homework is done, students can take out their favorite books and read them.
(3) Recommended reading. Because primary school students are young, have little experience, and have poor self-control ability, and the parents of rural students have weak educational concepts and narrow knowledge, they are often at a loss as to what to choose from extracurricular readings. As teachers, it is necessary for us to recommend reading materials based on the age characteristics and cognitive levels of students. I usually recommend books related to teaching content as an extension and supplement to English teaching. In addition, most of the famous works selected in primary school textbooks are excerpts, which can only be glimpsed but not the whole picture, so we can guide students to read the entire work.
(4) Improve the reading environment. Enhancing the effectiveness of students' extracurricular reading is not only a matter for English teachers, but should be paid attention to by the entire school, family, and society, and jointly create a good extracurricular reading atmosphere and environment. As teachers, we always inspire and encourage students to read outside of class, and use the classroom layout to post slogans and mottos for class reading to open up a "reading and writing garden"; as a school, we work hard to open libraries and reading rooms so that students can have a quiet time to read. A good place to go. In the family, we require students to have a dedicated small table for reading. We educate parents to understand that when their children are reading, they should speak quietly and not disturb them, allowing students to read quietly and happily; they should not play mahjong or cards in the next room. It is best to take time to read and read newspapers with their children. It is also one of the conditions for us to select outstanding parents.
3. Introduce methods and guide "reading"
We found that students are not very clear on how to "read".
Some are just based on interest; some have read good articles but do not know how to accumulate knowledge, absorb skills, and use them in writing. Therefore, we further guide them not only to love "reading", but also to "read", so that they can read better and gain more. My approach is mainly to use weekly reading teaching classes to introduce them to some effective reading methods. The first is the selective reading method, which means to selectively read relevant chapters or parts of relevant books and newspapers according to your own needs for in-class learning or writing in order to apply what you have learned. The second is the browsing method, that is, not reading the books and newspapers you read word for word, but quickly observing their overview. The third is the intensive reading method, which means to concentrate on reading certain key articles in books and newspapers carefully.
4. Carry out activities to strengthen "reading"
Carry out reading clubs. Use the class class to hold a "story meeting", allowing students to tell stories they have read from extracurricular readings in their own language, or tell stories in the form of role-playing costume performances, making the activity interesting. The "Masterpiece Appreciation Party" can be held in a variety of ways, with teachers providing audio-visual videos for appreciation, or teachers and students reading to music. This method of combining audio and video allows students to enjoy the beauty of masterpieces, thereby further stimulating their desire to read and write. We also carry out "reading experience meetings" combined with homework review and reading teaching, so that students can "get the skills in class and benefit from outside class" and internalize it as their own. With more "experience" and deeper "experience", the ability to read will naturally be enhanced, and the interest in reading will also be further strengthened.
5. Implement inspections and deepen "reading"
Only by continuously improving the problems in extracurricular reading through inspections can students gain something from reading.
(1) Establish a reading report system. Use weekly reading exchange activities to ask students to talk about their gains in reading, and other students will comment. This can not only correct the deficiencies in students' extracurricular reading, but also broaden the horizons of other students through the words of their classmates.
(2) Check your reading notes regularly. By checking reading notes, teachers can understand the content, type, and quantity of books students read, point out the advantages and disadvantages of notes, and clarify the direction of efforts. Method 2 of reading in class
1. Stimulate the interest of primary school students in reading in class
First, teachers should pay attention to creating teaching situations so that primary school students can fully experience the fun of reading, stimulate and improve Elementary school students’ interest in reading in class. For example, when teaching the ancient poem "Wanglu Mountain Waterfall" in primary school Chinese teaching, if the primary school students have not really seen a waterfall in real life due to their limited life experience, it will seriously affect their understanding of this poem.
Therefore, teachers should pay attention to creating appropriate teaching situations for students, such as playing videos with waterfalls, or leading students to watch relevant pictures of Hukou Falls, Three Gorges Falls or Huangguoshu Waterfall, and guide students to follow what they see. Use the pictures or videos to associate and imagine, and create an immersive feeling, so as to strengthen primary school students' understanding of the poem "Flying down three thousand feet, it is suspected that the Milky Way falls from the sky."
Second, a good classroom atmosphere is an important way to stimulate primary school students' thinking vitality, improve primary school students' interest in reading in class, and promote primary school students' personality development. Therefore, primary school Chinese teachers should pay attention to providing a good classroom atmosphere for primary school students and fully stimulating their interest in reading.
Third, primary school Chinese teachers should pay attention to constantly improving their reading level and guidance level, conduct reading demonstrations, use certain skills in in-class reading, communicate and communicate with primary school students in a timely manner, and encourage and Praise students and stimulate primary school students' interest in in-class reading through reading and guidance.
2. Adopt personalized teaching methods and guidance methods
First, primary school Chinese teachers can use the text reading theme activity method to teach in-class reading, that is, select students based on the text content Exploration, learning and communication activities are carried out on topics of interest, allowing students to collect information on their own, and providing students with more time and space for in-class reading.
Second, questioning is the beginning of progress. Only by constantly discovering problems and raising questions during the learning process can students think proactively and fully stimulate their potential. Therefore, primary school Chinese teachers should pay attention to guiding primary school students to question, encourage primary school students to be brave in questioning, stimulate primary school students' thinking, and promote primary school students' personality development in the process of Chinese teaching.
Third, primary school Chinese teachers should pay attention to strengthening students’ thinking training in the process of in-class reading teaching and developing primary school students’ individual thinking. For example, when studying the content of "Borrowing Arrows from a Straw Boat", primary school Chinese teachers should pay attention to guiding students to reasonably imagine what happened after Zhuge Liang succeeded in borrowing from it, and conduct live simulation performances to help students learn about the language and language of Zhou Yu, Zhuge Liang and others. The imitation of movements recognizes the charm of reading in class and improves the effect of reading teaching.
3. Help primary school students master reading skills and reading methods
First, help primary school students master different reading methods. Reading in Chinese classes can be divided into several methods: intensive reading, skimming, extensive reading and speed reading. Intensive reading requires students to read carefully and carefully understand the ideas of the article. Extensive reading and speed reading focus on improving students' reading speed. Reading Readers only need to grasp the main idea of ??the article.
Appropriate reading methods can not only save time, but also improve classroom efficiency. Therefore, primary school Chinese teachers should help students master different reading methods during the teaching process. For example, when teaching the content of "Peanuts", the Chinese teacher simply asked what spirit the text introduced about peanuts, and which manifestations of these spirits we can see from, and then guided students to do extensive reading or skimming, focusing on finding relevant information about peanuts. Just words and phrases that describe the spirit.
Second, help primary school students develop a good habit of taking reading notes. Reading notes are an important means to help students deepen their understanding of texts and enhance reading effects. Therefore, primary school Chinese teachers should guide students to learn to write reading notes, and guide primary school students to excerpt good words or sentences when they encounter them in reading. Strengthen primary school students' language accumulation, enrich primary school students' writing materials, and improve primary school students' ability to summarize.
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