Interpretation of "Let's hear it"

Tell me about it is the work of Aidan Chambers, a famous contemporary British young literature master. Taking "Creating Children's Reading Environment" as a companion piece. A short book is not too thick, 654.38+ million words, suitable for reading in one breath. The douban score of this book is generally ~7.7. However, some specific reading instructions given in the book can be practiced in the classroom, especially some specific problem design, which is very operational.

Next, I use the 15 rule in How to Read a Book to interpret this book. Familiarize yourself with the three stages of analytical reading, 15 rule:

The first stage of analytical reading: find a book, what to say and master the outline structure.

1. Classify a book. 2. Describe the whole book with the shortest sentence. 3. List the important parts of the book in order and relationship. 4. Find out what the author is asking or what the author wants to solve?

The second stage of analytical reading: interpreting the content law of a book. 5. Find out the important words and understand them with the author. 6. Circle the most important sentences and find out the main idea. 7. Try to construct a basic exposition of a book from the relevance of related sentences. 8. Find out the author's answer to his question.

The third stage is analytical reading: evaluate the rules of a book like exchanging knowledge, and gain knowledge through criticism. 9. Before commenting, you must ensure that you fully understand 10. When you disagree with the author, express your opinion rationally. Respect the difference between knowledge and personal views, find out the reasons and make any judgment. B. Special criteria for criticizing this view.

1. 1 classify a book.

? A book can be divided into novel and non-fiction texts according to its content. From the copyright page of "Let's Listen", we know that this book belongs to the practical book of knowledge transfer and is a reading method book used to guide the teaching of the whole book in class.

1.2 Describe the whole book in the shortest sentence.

This book aims to discuss some practical classroom reading skills. For example, the three kinds of sharing and four kinds of expressions in the second and third chapters, such as the design of many problems listed in the three levels of "basic problems, general problems and specific problems" listed in chapter 13, are indeed of great guiding significance for front-line teachers to read the whole teaching book in class.

1.3 List the important parts of the book in order and relationship.

Some books can be easily summarized by chapters and subheadings in the table of contents page, while others obviously don't need to be sorted out. The catalogue of this book is a little unclear, so I tried to adjust it. Would this arrangement be better? The map is as follows:

1.4? Find out what the author is asking or what the author wants to solve. ?

? Why did you tell me?

Are children critics?

Should children be trusted?

How to be a coordinated adult and help students choose books? Grasp the discussion direction of a class.

2.5? Find out the important words and learn about the author through them.

I think the important word in this book is "Shuo", and all chapters are centered around this word. Why do you say that? What did you say?/Sorry? What do you say? What should I pay attention to when I say it? However, the meaning of "Shuo" in each chapter is different: the "Shuo" in the second chapter refers to the way of expression, and the "Shuo" in the seventh chapter refers to the guidance of teachers, and in some cases refers to a discussion and an exchange. Therefore, word and meaning are two completely different concepts. Besides, "reading" and "question" are also important words in this book, and these important words have different interpretations in different chapters.

2.6? Circle the most important sentences and find out the main idea.

2.7. Starting from the relevance of related sentences, try to construct a basic exposition of a book (taking the understanding of the third and fourth chapters as an example to prove it). )

Chapter two? Three kinds of sharing 1, sharing enthusiasm If the other person hasn't read it yet, you can share your reading enthusiasm with her with such an opening remark. "I read this book recently, and it's really great. Have you read it? " If your partner is reading this book, the discussion can enter an experience sharing, such as "Do you like this passage?" "Don't you think it's particularly interesting here?" There are two kinds of sharing fanaticism: simple hobbies and fascination with the plot; Strong disapproval, dissatisfaction with the plot arrangement. 2. Sharing confusion is actually asking questions that you don't understand, such as "What do you mean when and how?" "Can you understand this paragraph?" Different groups have different understandings of the same book, even if the same group of people discuss the same book at different times and places, the conclusions will not be the same. 3. Sharing relevance (looking for patterns to follow) Personal understanding: This relevance is actually a linking strategy in reading strategies. Connect the book you are reading now with the book you read in the past, and compare it with the book you are reading now with your previous knowledge. In Nordemann's system, the premise of this association is that individuals should have a strong schema. Elements that can be related include: the use of language, the arrangement of plots, the combination of events, the design of characters, symbolic meaning and so on. Only the composition pattern on the confirmation letter can we understand it. Learning to read is not simply to understand the literal meaning, but also to master the narrative mode. You must appeal to this sentence! The examples given are also vivid. In fact, in short, any language is a variant composed of simple elements: words composed of 26 letters in English make up various sentences and meanings; Different strokes of Chinese constitute different Chinese characters, and different Chinese characters are arbitrarily combined to form different paragraphs to express different themes. Chapter three? Four expressions 1. Tell yourself. My initial understanding is: in the process of reading, let yourself have a dialogue with the text by asking yourself and answering yourself. However, the meaning in the article seems to be different, and the understanding of this concept is a bit vague. Maybe what he means is that the premise of discussion is to take out the questions first and talk about them by yourself, so as to lay a good foundation for the next discussion with others. In fact, telling yourself is to listen to your heart first and put the problems together. 2. Tell others that this is the stage of communication. During the discussion, there is no guarantee that the ideas of the audience and the speaker will be unified. But anyway. Through full expression, everyone's thinking ability can be improved. Let's say it together. This is the discussion stage, but I don't know how to distinguish it from the second stage. At present, the second stage is the way you say and I listen, and the third stage is the process of brainstorming after everyone says it. 4. Talking about new ideas and joining the reading discussion is a shock to conquer the unknown and an experience of truth. Children can also enjoy similar intellectual pleasure in repeated reading activities. This intellectual joy is to constantly give it a new interpretation, so that students can enjoy the sense of accomplishment in discovering the secrets of the text.

2.8? Find out the author's answer to his question.

2.8. 1? Why did you tell me?

Exploring the root of the problem is a bit of western dialectics and a bit of philosophical traceability. Try not to use "why?" In teaching. Reason: There is provocation and torture in the A key, which is unacceptable. No one can explain clearly in a few words why he likes or dislikes a book. C this kind of question is not helpful to promote discussion. Conclusion: In order to properly express the reading experience of a book, it is best to start with a wonderful segment that you can master. The best question is "Tell me ..."

2.8.2? Are children critics?

1. Maybe the teacher thinks it is not feasible to talk about literary criticism with children, but it turns out that children have a natural ability to comment and are unique. Whether it is questioning the comparison and judgment of reports, it is an intuitive behavior for children. Therefore, the child's potential must not be underestimated, and any teaching link must reach the child's level. 2. The art of literary criticism lies in comparative analysis and deductive interpretation, thus making the influence of literature deeper and wider. In fact, comments are nothing more than outward expansion based on the author's personal experience of the text. Without this foundation, everything is empty talk. Therefore, the premise of comments is that they must have relevant knowledge as the background, be related to their own reading experience and be moved by their own lives. On this basis, they can talk about their reading experience. 3. Comments can start from the following aspects: the author's works, the value of works, the background of the times, enlightening thoughts, thinking about life and so on.

2.8.3 Should children be trusted?

1. The previous chapter asked, "Are children critics?" This question really makes adults question, because in the eyes of adults, I really can't believe the potential of children. In order to fully demonstrate this view, this chapter starts with real teaching cases and carefully interprets them. Case one? "What is this writer's work? You must read it to appreciate its beauty. " If interpreted from a professional point of view, this sentence contains multiple meanings, or maybe the child is just a joke, but reading the words in the discussion is precious. These jokes sometimes take us to the heart of the problem unexpectedly. Don't underestimate the role of jokes. Even children's jokes should not be labeled as "nonsense and ridiculous" Case 2? "I think the first page and the second half are quite boring, but then I know why she is like this?" This way of questioning the text from its own confusion has greatly strengthened the understanding of this work. "There is a pattern that the owl who is afraid of the dark will fall down every time it wants to fly over the Woods, and then meet someone." To understand the specific mode of the text, we can discuss it from the aspects of language narrative mode, plot symbol, role, etc., and understand its meaning by clarifying the mode of the story, and enjoy the fun of solving puzzles in the process of understanding. The discussion of the mode is not the final answer, but the conclusion of the process: everyone has the innate ability to comment, and the teacher's duty is to help children make good use of this ability. Teachers should help children learn books well, and teachers should help children learn the objects, topics, directions and guidance of discussion well. ...

2.8.4? How to be a coordinated adult and help students choose books? Grasp the discussion direction of a class.

1, a book can provide topics for discussion, including topics, ideas, language, images, stimulation to memory and so on. The process of reading is bound to have an impact on people, so choosing books is driven by a right. So what to read and who wants you to read are very important! Rethinking that reading in class is mainly about choosing books, which is the first kind, that is, the teacher has the final say. I always tell my children what to read and let them buy what they want. Although this also meets the needs of teaching and students' reading, now I feel a "forced" momentum. 2. It is necessary to combine the three considerations of "listening time, walking way and respecting children's tastes" and recommend books suitable for students. This is a challenge to teachers' reading experience. It would be a terrible thing if the teacher doesn't have strong reading experience and just gives orders at will. 3. which books to read first can make other books easier to read, so every time you read, you should look at your previous reading experience. Teachers must have the concept of reading process. From the perspective of reading strategies, it is particularly important for teachers to choose books in order to establish a good reading system for students and form a reading strategy with links.

The third stage of analytical reading: evaluate the rules of a book like exchanging knowledge and gaining knowledge through criticism.

The four principles of analytical reading are: What is this book about in general? What are the details of this book? How did the author write it? Is it true?/You don't say. /You don't say. Does it make sense?

So far, it is obvious that the first three questions have been answered. The last stage of analytical reading is the last direction of reading principles: evaluation. The thinking mode of westerners attaches importance to critical absorption, so the theoretical orientation of many book departments is also based on this principle. But this kind of evaluation should be objective and fair, and you should have the right to speak after you understand all the essence of this book, instead of jumping to conclusions.

Generally speaking, I think part of this book can really solve practical problems in class, but some links need to be mastered flexibly according to the learning situation, and this view is also expressed in the book. Whether it is the way of reading or the education and promotion that inspires students' minds, an exquisite and cooperative teacher is needed to control it flexibly. This puts forward requirements for teachers' ability from another aspect.

Therefore, being a good teacher who reads more, studies more, thinks more and practices more should be the direction of his next efforts and the direction he will always pursue!