Prospect of the new trend of reading teaching: reading teaching

The new curriculum standard of primary school Chinese puts forward that students are the main body of learning and development. According to the characteristics of students' physical and mental development and Chinese learning, Chinese curriculum must pay attention to students' personality differences and different learning needs, care for students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. Classroom teaching is an important channel for the implementation of the new curriculum, an important place for teachers to implement the new curriculum reform and an important way to improve the quality of education and teaching. How to infiltrate the spirit of the new curriculum standard in reading teaching has become a problem that Chinese teachers should think about. We are delighted to see that teachers' ideas are gradually updated, teachers' roles are quietly changing, and students' dominant position is gradually highlighted. Generally speaking, I think the influence of the new Chinese curriculum standards for primary schools on reading teaching is shown in the following aspects.

First of all, the relationship between the text, teachers and students has been brought closer, and the reading effect has been enhanced.

1. Dialogue between the text and the teacher

In the dialogue between texts and teachers, teachers are a subjective and positive factor. When teachers use texts, there is a distance relationship between texts and teachers. How to close the dialogue between the text and the teacher? First, we should conscientiously grasp the "two qualities", "one feature", "four concepts", four overall goals, four stage goals and five specific goals of each learning section of the Chinese curriculum standard, and conscientiously implement the "teaching suggestions" and "evaluation suggestions". The second is to dig deep into the connotation of unified textbooks. When preparing lessons, teachers should start from the age characteristics of children and think about how to better reflect the process of students' knowledge acquisition and generation. Third, actively participate in the construction of local Chinese courses. Only in this way can the dialogue between the text and teachers be closer and the fruitful results of Chinese teaching be achieved.

2. Dialogue between the text and the students

In reading teaching, the dialogue between text and students can be near or far. How to coordinate the dialogue between the text and students? Mainly to give students the initiative to learn. (1) Reading autonomy. That is, as pointed out in the Standard, students should be more exposed to Chinese materials and master the rules of using Chinese in a large number of Chinese exercises. The traditional reading teaching is "teaching by speaking", and the pronunciation, form and meaning of new words are told by teachers; The explanation and application of words are told by the teacher; The meaning of the sentence is also said by the teacher, and even the general idea of the paragraph is also said by the teacher. This kind of teaching makes the relationship between text and students passive, thus killing students' interest and fun in reading. Therefore, the new curriculum standard puts forward the idea of letting students talk directly with the text. (2) the right to choose. Students decide which words, sentences, paragraphs and chapters they like, so as to avoid passive learning. (3) the right to activity. The new curriculum standard points out that students should deepen their understanding and experience, feel and think in positive thinking and emotional activities, be influenced by emotions, gain ideological enlightenment and cultivate aesthetic taste.

Second, make the Chinese classroom more exciting.

1. Let the students' personality differences attract much attention.

"Reading expectation" is a small wave aroused by the reform wave of Chinese teaching from exam-oriented education to quality education, which reflects the light of quality education in Chinese teaching. It is not difficult to find that for a long time, Chinese teaching only attaches importance to the knowledge standard of "teacher-centered, textbook-centered", without taking real students as the main body of learning, ignoring people's personality development and individual differences. With the arrival of the 2 1 century and the reform of education, people's accustomed educational model is facing severe challenges. It has become the most important value orientation of quality education to highlight personality, cultivate innovation and let students develop lively and actively. Chinese teaching must pay attention to students, the main body of learning and development. Reading teaching should pay more attention to students' individual differences and different learning needs, pay attention to students' life experience, emotional experience, aesthetic experience, personality characteristics and cognitive level, that is, pay attention to students' "reading expectation". Because reading is not the reader's mechanical acceptance of the text, but the reader always understands, explores and thinks about the meaning of the text with an expectation, including filling the blank of the text with imagination and creativity.

2. Let students learn Chinese more actively.

Traditional Chinese teaching emphasizes analysis, generalization and recitation, and excessively pursues the certainty and unity of Chinese, ignoring that the acquisition of literary language personality experience and sentiment depends on students' reading expectation, which is the ability of students to learn independently. The meaning of the work is not solidified when the writer writes the text, but gradually excavated by the readers, so there are sayings that "one cannot have one's own opinions before reading, and one cannot have one's own opinions after reading" and "one thousand readers have one thousand Hamlets in their hearts", so the curriculum standard emphasizes that "reading is the individualized behavior of students".

In teaching, we find that students with rich life experience can grasp the image of the text more accurately and describe it more clearly than other students when reading relevant texts. Such students are more emotional and have a stronger desire to experience than other students. For example, when teaching the article "Summer Palace", several students who often stay in Beijing because of their parents were particularly excited, and they were even more eager to try ... Their feelings about the beautiful scenery such as the promenade, the 17-hole bridge, Wanshou Mountain and Paiyuntang far exceeded the description in the text. Because they have experienced it personally, paying attention to students' life experience and emotional experience in Chinese teaching can not only arouse students' desire for knowledge and deepen their understanding of the text, but also infect other students with monotonous life experience and drive them to learn independently, thus achieving the goal of "improving reading quality".

Third, the misunderstanding of reading teaching caused by the new curriculum standard

The teaching method of "autonomy, cooperation and inquiry" has been recognized by the majority of teachers, but the problems of "autonomy and self-flow", "cooperative learning" and "matching with others", "respecting texts" and "cherishing students' unique experience" in teaching reform can not be ignored and should be paid enough attention to and corrected.

1. "Autonomy" and "self-mobility"

"Which paragraph do you like to read?" "What do you want to learn first?" "How do you want to learn?" It has become a "popular song" in today's reading class to let students read the text, decide the learning content and choose the learning method independently. Indeed, it highlights the students' subjective spirit, which is the transformation from textbooks to people and the promotion from cognitive activities to life activities. However, there is a limit to everything. When the new text has not yet become the internal driving force of the text, it will only be counterproductive for students to decide and choose their own learning content. In the report (classroom communication), teachers teach whatever students report, they have no opinions, teaching has no priority, and they are completely in a passive position. Autonomous learning really needs a relaxed teaching atmosphere, but in order to let students learn independently, teachers give up the "chief among equals", and even don't organize students to learn, quit the teaching stage and become bystanders, which essentially alienates autonomous learning into laissez-faire.

2. Cooperation and Lang Lang matching

"Cooperative learning" is regarded by teachers as the most effective way to cultivate students' cooperative communication, team spirit, competitive consciousness and leadership quality, and it is very popular in China classrooms. However, we find that when organizing cooperative learning, teachers' design of content, requirements, presentation methods, activities and the combination of cooperative groups are subjective and arbitrary. As long as the teacher thinks it is time for cooperative learning, even if the students are not in the state and have no desire to explore, they should join the study group quickly; The teachers think it's time to report the results. Even if students are engaged in fierce ideological confrontation and are in a state of eager inquiry, cooperative learning must come to an abrupt end ... Cooperative learning has become a disguised "catering" and decoration for many teachers to implement the new curriculum standards.