Guidance on all aspects of children's reading skills

Compared with middle school students' reading, children's reading certainly needs more detailed guidance. We should pay attention to reading at different levels. According to the mental development of children at different ages, we should start with cultivating interest and have a general arrangement for what grades to read. From the shallow to the deep, we will continue to expand the scope, gradually give up some space for children to read freely, and cultivate children's reading interests and habits.

Some scholars believe that with the change of age, the reading of preschool children and primary school students can be roughly divided into several stages with the growth of age, namely: cradle fairy tale stage, folk story stage, fable stage, fairy tale stage, story stage, biography stage, literature stage, thinking stage and so on. These divisions are trivial and not necessarily accurate, but it shows that reading should really consider the level of mental development suitable for different ages, and the cultivation of reading interest should also fully consider the stages.

Regarding reading teaching, I think the most important thing is to update the concept of reading teaching. In reading teaching, we should emphasize respecting children's nature, stimulating students' curiosity and thirst for knowledge and cultivating their imagination. In addition to obtaining information and understanding the world, reading also has an important function, which is to develop thinking and gain aesthetic experience. Reading should be students' personalized behavior, and students' unique feelings, experiences and understanding should be cherished and encouraged. Teachers' analysis should not completely replace students' reading exercises. Of course, it is also necessary to prevent collective discussion from replacing individual reading or over-exaggerating the text. Examination evaluation should give consideration to extracurricular reading, pay attention to evaluating students' emotional experience and creative understanding, and encourage students to choose excellent reading materials independently. Reading teaching should focus on cultivating students' ability to feel, understand, appreciate and evaluate. The cultivation of this comprehensive ability has its own emphasis in different periods, but it should not be copied mechanically. On the basis of understanding the text, we advocate multi-angle and creative reading, and use reading expectation, reading reflection and reading criticism to expand thinking space and improve reading quality.

After the curriculum reform, many teachers relaxed reading teaching training in different periods in order to highlight the humanistic goal of teaching. In fact, reading ability still needs training. The basic requirements of curriculum standards should not be abandoned. Reading teaching in primary schools should attach importance to reading aloud and reading silently. It is necessary to strengthen the guidance of reading methods so that students can gradually learn to read intensively, skim and browse. It is very important to read and recite excellent poems. Specifically, the first and second grades of primary school are mainly to arouse and gradually cultivate children to like reading and feel the fun of reading. Learn to read the text with emotion. And since then, I have learned to read silently and recite excellent poems. The third and fourth grades should have a certain speed of silent reading, and begin to learn to browse and expand their knowledge. Pay attention to let students experience the content and emotion of the work through intonation, rhythm and rhythm. The fifth and sixth grades should form the habit of silent reading, and be able to skillfully use skimming and browsing methods to expand the reading range; Libraries and the Internet can be used to collect the information and materials they need to help them read.

The above are the basic requirements of the Chinese curriculum standard for compulsory education, which is not easy to achieve, and there is no need to add more layers. How to achieve these basic standards, every teacher can take the initiative to decide the teaching methods according to the actual situation of your students.

In addition, we should pay attention to guiding those students who are not interested in reading to overcome the problem of dyslexia. Why can't I cultivate my interest and habit in reading? In addition to the heavy burden, there may be psychological factors. For example, when I was studying, I was very nervous and didn't feel relaxed; Reading speed is too slow, I always hope that I can gain something every time I read, but haste makes waste; Some children feel inferior and dare not read aloud in class. Some children are particularly concerned about other people's opinions and are afraid of reading the wrong words and causing classmates' jokes, and so on. The current classroom reading teaching is too strict and trivial because of exams. It may also be one of the reasons for dyslexia. For example, teach students to read a short passage, that is, the background of the times, the theme, the general idea of the paragraph, the form of the text and so on. This is not to say that this set is unnecessary, especially in the exam-oriented education environment, and sometimes it has to be. Moreover, after the curriculum reform, many teachers pay more attention to mobilizing students' initiative and creativity and emphasize multi-understanding And this kind of study, which is too mechanical, trivial and purposeful, is obviously not conducive to the cultivation of reading interest, and may also cause psychological obstacles in reading. Therefore, in addition to improving classroom reading teaching methods and giving full play to students' initiative, we should also pay special attention to giving students more freedom after class. If extracurricular reading also adopts the rules and methods of in-class teaching, and the goal is so fixed, it may be particularly unfavorable to those students who already have some psychological obstacles in reading.