Recitation course objectives

"One" How should we position the teaching goal of reading aloud

At first glance, this teaching goal seems very reasonable and accurate. Why? Because the stage objectives (the first, second, third and fourth learning stages) in the Chinese Curriculum Standard all include "reading the text correctly, fluently and emotionally in Mandarin". However, the author believes that if we chew this sentence carefully, it is not difficult to find that although this sentence puts forward goals and requirements for our Chinese reading teaching, its content is empty. Why? Because this sentence is actually a cliche of "high, big and complete", which is correct under any circumstances. It can include all the requirements and can also be used as a basis for judging the effect of reading guidance in any classroom, but it makes people feel like "fog is like rain and wind", just like what we see in many newspapers, which is similar to "Let's hold high the great ideas of * * * *". How far can a student read aloud be called "correct, fluent and affectionate"? What kind of teaching methods (means) do we use to make students meet this requirement? The teaching goal of reading aloud written in the lesson preparation book failed to give a clear answer. The author thinks that when preparing lessons and setting teaching goals, we must not just stay in the empty slogan of "reading the text correctly, fluently and emotionally", because this slogan is too big, and besides, it is impossible for us to guide students to read the whole text in a Chinese class, which is not allowed in time. Therefore, we should make the teaching goal of reading aloud concrete and operable. Then, how should we make the teaching goal of reading aloud concrete and operable? First of all, we can focus on a certain word (s) when setting the teaching goal of reading aloud. For example, in the modern poem "We Love You, China", the key to reading this poem lies in the word "ah", and the position of the word "ah" sometimes changes in the sentence "We love you, China" (that is, "ah, we love you, China" and "we love you, China"), so we can say, "ah! Therefore, when preparing lessons, we should aim at reading aloud as "being able to understand the feelings expressed by the word' ah' in different positions and express them through our own reading". Secondly, we can focus on a certain word (s) when setting the teaching goal of reading aloud. First, let's watch a segment of the classroom teaching of Little Rice Seedlings by Mr. Yu Yongzheng, a famous special-grade teacher. Teacher: Who can read the words of Weed and make people feel that it is already "weak"? Health: "it's over, we can't breathe." (Loudly) Teacher: You're not finished. (Student laughs) You won't finish spraying twice. Health: "It's over, … we … can't breathe." Teacher: I heard you panting, but your voice was still very loud. Can you finish talking so loudly? Either your drug resistance is strong, or this chemical herbicide is a fake and shoddy product. I'll spray you some more. Student: (quietly) "It's over, we can't breathe." Teacher: OK, let's hear it. (Applause) This is "Faint". Reading-(Students read "Faint") It is not difficult to see that in the above cases, Teacher Yu guided the students to realize the meaning of the word "Faint" with the help of the language environment and instructed them to read their own understanding. The students read the word "faint", which proves that the goal of the teacher's reading guidance has been realized. Therefore, for fairy tale texts such as Little Rice Seedlings, when preparing lessons, we should set the reading goal as "being able to understand the role of Little Rice Seedlings (a certain character) and read the taste of words such as' faint' (some key words that can express the character)". Also, for some texts with more dialogue descriptions, such as "Apologize with a humble apology", we should pay special attention to the guidance of tone prompts when guiding students to read aloud, so that students can read out the roles. Therefore, when preparing lessons, we should set the reading goal as "reading in different roles, trying to figure out and reading tone prompts (of course, we can also pick out some key tone prompts and write them in the goal)". Thirdly, we can focus on a certain sentence (s) when setting the teaching goal of reading aloud. For example, the article "Monument" ends with "If victory does not belong to such a team, who will it belong to?" This rhetorical question. It can be said that this sentence is the author's emotion and expression after describing the reasons for the sacrifice of the quartermaster. Therefore, when preparing lessons, we should set the reading goal as "to understand the function of rhetorical questions in the text and express them through reading". For another example, if the parallelism sentence in a text is more important, we can position the reading teaching goal as "mastering the reading essentials of parallelism sentence, understanding its function of expressing emotion in the text and expressing it through reading"; If an exclamatory sentence in a text is particularly important, we can position the reading teaching goal as "mastering the reading essentials of exclamatory sentences, understanding their expressive function in the text and expressing them through reading"; Of course, the same is true of punctuation marks. For example, some key sentences in the text contain semicolons, dashes and ellipsis, etc. We can also directly position the reading teaching goal as "understanding the usage of semicolons (dashes, ellipsis, etc.) and reading related sentences well" ... Fourth, we can focus on a certain paragraph (s) when setting the reading teaching goal. Almost all texts will have key paragraphs. Therefore, in the process of classroom teaching, we can naturally achieve our classroom teaching goals by guiding students to read the relevant key paragraphs well without even exertion. For example, the seventh paragraph in "Master Maupassant": "No, no, no! How can you say that there is nothing to write about? Is that magnificent carriage going the same way as a poorly decorated carriage? How does the carriage go under the scorching sun? How did the carriage go in the storm? How does the horse push when the carriage goes uphill? When the car goes downhill, how does the driver shout? What's his expression like? Can you write all this clearly? You see, how can there be nothing to write about? " Flaubert talked endlessly, and one question after another left a deep imprint on Mo Bosang's mind. This passage has nine question marks in form, including rhetorical questions and interrogative sentences, and on the whole, it has become a parallelism sentence; In content, it is Flaubert's method of teaching Mo Bosang to observe, which can also benefit students a lot. It can be said that it is particularly important to read this passage well and understand the whole text. Therefore, when preparing lessons, we should set the reading goal as "reading the nine questions in the seventh paragraph of the text well". "A master must teach by rules, and so must a scholar." (Mencius' Gao Zi Shang) Meng Ziqiang's requirements for students should be standard and specific. The goal of our reading teaching should be the same! The author thinks that only when the reading goal in each class (each text) is clear and concrete, and it is actually implemented, can students really achieve the reading goal of "reading the text correctly, fluently and emotionally" after a long period of study (one period or several periods).

< 2 > Our college is going to organize a poetry reading contest, how to write the activity plan

1. Guiding ideology:

Books are friends of human beings, and books are the ladder of human progress. The Chinese Curriculum Standard points out: cultivate students' extensive reading interest, expand reading scope, increase reading volume, and advocate reading more, reading well, and reading the whole book. In order to better implement the requirements of this new curriculum standard and focus on students' lifelong development, the school will actively carry out large-scale reading education, and strive to create a scholarly campus for students, making reading a habit of students, making the campus more humanistic, full of wisdom and vitality.

2. Purpose of the activity:

1. Stimulate students' interest in reading and form a good habit of reading extensively.

2. Make students broaden their horizons, increase their knowledge, develop their intelligence, cultivate their sentiments, enrich their cultural heritage and improve their comprehensive quality.

3. Promote the reform of Chinese classroom teaching, promote writing by reading, take the road of combining reading and writing, and improve teaching quality.

4 create a scholarly class and shape a campus culture with rich connotations and distinctive features.

third, the target audience:

the whole class

fourth, the activity slogan:

swim in the sea of books and build a better life.

5. Activity method requirements:

(1) Build a reading system

1. Make a reading plan:

(1) Each student makes a reading growth plan and a reading goal every semester, and the specific format allows students to design decorations according to their own preferences, making them lively and distinctive, including reading contents, goals, measures and measures.

(2). Each student, in combination with the actual situation, formulates the corresponding class reading objectives and reading growth plan, which should be measured, guaranteed, effective, evaluated, concise and easy to operate.

(3) Organize a "Reading Plan" exhibition.

2. Make a reading sequence.

Step by step is a basic principle of teaching, and this principle must also be followed in extracurricular reading. According to the differences of students' age characteristics and cognitive ability, the reading amount of students is reasonably stipulated: 7 excellent poems are recited, and the total amount of extracurricular reading is not less than 1 million words.

3. Make a reading list and choose reading materials reasonably.

Different children should have different reading contents, emphases and forms. Senior students have mature thoughts, fast reading speed and more literacy, so they can choose medium and long articles.

(2) Expand the sources of books and develop the reading environment

1. Establish a three-level stack so that students can read books

(1) Educate students to save pocket money for purchasing extracurricular reading materials and establish a small personal stack.

(2) Investigate the amount and types of books in the family, especially books suitable for primary school students, make statistics, draw a table, and ask everyone to choose one or two books to bring to school, and establish a small class library. The best small stacks will be evaluated according to the number of books, lending records, management system and so on.

(3) The book corner regularly lends books to students (3 times a month).

(Promote the establishment of "good book exchange stations" between classmates and between classes, and hold "good books for reading" activities regularly. )

(4). Class small stacks are open all day, making full use of every minute to ensure that students spend no less than one hour in a day.

2. Reform Chinese classroom teaching to ensure normal and effective extracurricular reading.

(1) Every Tuesday, Thursday and Saturday, self-study in the morning is organized by the reading administrators of each class, who can read the texts taught, read extracurricular books, or recommend them with "famous sayings", "a sea of books", "my favorite" and "good books".

(2) Recite an ancient poem in two minutes before class every day in Chinese class, and squeeze out a class from Chinese class every week as a reading instruction class, which can be used for reading exchange, introduction of new books and reading instruction.

(3) Organize teachers' reading guidance experience exchange meetings regularly every semester.

(3) Actively organize reading activities and check the reading effect.

1. Establish a reading growth book:

(1). Every student should establish a "reading growth book" to record the wonderful fragments, good words and sentences, famous sayings, experiences and reading plans made each semester, works participating in reading practice activities, and awards.

(2) The school will regularly organize all teachers and students to visit and evaluate the "Reading Growth Book".

2. Publish a reading tabloid:

(1). With the help of teachers or parents, students in each class collect small information about newspapers, aphorisms, and experiences of reading, and publish a reading tabloid twice a semester.

(2). The school organizes a reading newspaper appraisal activity every semester.

3. Carry out "Reading Festival":

A month-long "Reading Festival" will be held.

4. Evaluation of "Scholarly Small Study Room"

According to the class arrangement and reading effect of reading activities, the best "Scholarly Small Study Room" was selected.

5. Appraisal of "Reading Activists"

Students who can read more than five books per semester and can read five of them intensively can be rated as school reading activists if they declare in the assessment of the reading activity management team of this class.

Each class should also actively organize students to carry out relevant reading practice activities, such as story meeting, reading meeting, speech contest, reading experience exchange, investigation report, bookmark making, reading essay contest, newspaper editing and other reading knowledge contests and composition contests, so as to motivate students, enhance their interest in reading and experience the happiness of success.

Reading activity arrangement:

November:

1. Make a school reading activity plan.

2. Publicity. Every student collects 1-2 famous sayings about reading after class, reads and recites them, and makes use of morning meetings and other time to communicate in class, and chooses a suitable place in the classroom to post them.

3. Carry out the essay activity of "Reading Notes".

December:

1. Make and display the class and individual reading growth plan.

2. Establish a small family library.

3. Every class begins to hold a weekly "Reading Fair".

4. Publish a learning garden or blackboard newspaper about reading

January:

1. Write a summary of reading activities in the class.

2. Evaluate and commend reading activists.

3. Evaluate and commend the best "scholarly study".

1. Guiding ideology:

Books are the friends of human beings, and books are the ladder of human progress. The Chinese Curriculum Standard points out: cultivate students' extensive reading interests, expand reading areas, increase reading volume, advocate reading more, reading well, reading the whole book, and encourage students to choose their own reading materials. In order to better implement the requirements of this new curriculum standard and focus on students' lifelong development, the school will actively carry out large-scale reading education, and strive to create a scholarly campus for students, making reading a habit of students, making the campus more humanistic, full of wisdom and vitality.

2. Purpose of the activity:

1. Stimulate students' interest in reading and form a good habit of reading extensively.

2. Make students broaden their horizons, increase their knowledge, develop their intelligence, cultivate their sentiments, enrich their cultural heritage and improve their quality.