He Jie: Don't think too much about the whole book reading class.

He Jie of Fuzhou Education Research Institute

Many young teachers hope to teach "the whole book reading class". That's great. But it's also a bit difficult. The difficulty is that this is a new thing. Although it has been practiced by many people, and there are many famous demonstration classes. But, after all, compared with the traditional classroom teaching, this is a brand-new challenge.

first of all, the new sense of achievement. First of all, the whole book reading breaks through the original single-length text teaching and changes the time-consuming and inefficient state of repeated torture and tossing for half a day in the past. Reading a book in one class is a great sense of accomplishment. Secondly, innovation is effective. In the past, we called going to school "reading". Now we guide children to read the whole book, that is, let Chinese go home, that is, advocate returning to real reading. If you can read more books, everything will be fine. Third, what is new is the appearance of teaching materials. The fundamental reason why so many young people urgently need to teach such courses is that there are similar sections in the teaching materials. Such as "read with adults" and "read happily" Another example is the bibliography recommendation in the text and the Curriculum Standard, which has caused the popularity of the whole book reading class.

However, why are such classes seldom well attended? Why does it feel difficult to get up?

observing the existing lesson examples, we can generally find that there are three reasons that cause teaching difficulties, which boil down to one word "more". Teachers think too much, want too much, do too much, and naturally get themselves into trouble.

the first question about "duo" appeared in the preparation period, and there was a lot of noise, which led to the opposite end. Many teachers ask children to make all preparations before class, and around the book, they do excerpts, make annotations, make maps, draw maps ... more than reading, and entertain themselves to death in all kinds of "entertainment" activities born of reading.

the second question about "duo" appears in the classroom, and the information capacity is too large, which causes the embarrassment of swallowing. If you think about it, you will understand that there is so much information in a book that everything is presented in the classroom, which naturally cannot be eaten and digested by children. Forty minutes, even if you don't think about anything and just accept information, is limited. And many teachers want to let the children feel the total benefits of zero zero in a book, which is really a "bad appetite" approach. Think about it again, every time I read the guide, I always repeat a few things, and the children naturally don't like it and have no appetite. Too many classes, let the children read the cover, the catalogue, the author and the celebrity recommendation as soon as they start ... Every time they attend this class, the children will be annoyed if they attend it twice.

The third question about "Duo" appears after class, and the assigned tasks are very complicated, but most of them are just a feint. Regardless of whether the reading methods taught in class are useful or not, reading tasks are often assigned and reading requirements are put forward before class. But as the bell rang, the children went their separate ways, and no one made sure whether the method could be used or not. No one cared whether the book was read or not. Anyway, the class is over, just at the moment, just finish the show, the whole book reading instruction class, regardless of the consequences, the child will know how fake you are once, and naturally there will be no real investment next time. After class, reading is also forgotten.

In fact, to teach "whole book reading" well is to deal with a pair of contradictions: the contradiction between teaching and reading.

Teaching should be completed within 4 minutes, and the time is fixed; Reading needs to point to the whole book, and the content is huge. How to coordinate this pair of contradictions? I advocate classification and different treatment according to the type of courses. As a teaching mode, "whole book reading" must first distinguish the class types. Different classes have different teaching methods. Roughly speaking, there can be three types of courses. The first category: reading guidance course. Before the book is read, you can take the "whole book reading" guidance class. The class is to activate the desire to read the whole book. When the child falls in love with reading before reading, he wants to read it. The second category: reading class. Teach "whole book reading" when children are reading and reading almost the same. You can extract fragments, enjoy and interpret them together, and feel the pleasure of reading together. The third category is the discussion class. I have finished reading the book. Therefore, teachers and students can discuss, talk, debate and share together.

If the three types of courses are treated differently, the teaching of "whole book reading" has obvious paths and characteristics, and teachers can teach it easily.

for the "reading guide class", it is to let children know that this book is "good, we are going to read it". Therefore, the teaching method is the main method in the reading guidance class, and some guidance is given in detail. Teachers can let children know the general content, basic framework, past evaluation, historical value and classic status of the book ... In short, as long as it can make children have the desire to "read".

For the "reading appreciation class", it is to let children know "what is good about this book and how to appreciate it". Since it is a classic, there is something to appreciate. Therefore, teachers can demonstrate appreciation, organize sample research, and comment and share. For example, teachers can take out a passage and watch it with children. Teachers can also show their appreciation results and summarize the appreciation methods appropriately during the exhibition. These demonstrations are all for children to enjoy independently afterwards.

for the "discussion class", it is to let children know what is good about this book. Let's all talk about it. Obviously, the teaching mode of this kind of class is an open teahouse, salon and forum. Allow everyone to speak their own words, complement each other, correct each other, or refute and criticize. Everyone has read books and has the right to speak. The teacher is the host of the debate and the participant of the topic discussion. Conversation is the most mainstream teaching method.

"Reading the whole book" is not a "class" originally, so you don't need to "teach". Just read it quietly by yourself, just after reading it. Now it is a "class". To "teach", we must give full play to the role of "teaching" and give it a taste of "class". The significance of "reading the whole book" lies in inspiration and activation. Don't be greedy for perfection in teaching. You can aim at three key words and take children on the road of reading. The first one is "joy". Let children feel the fun of reading, have joy, and naturally read after class. The second is "surprise", which makes children feel surprised and want to know more. After class, they naturally have the motivation to explore. The third is "doubt", which makes children feel confused and have no solution for the time being. Driven by curiosity, reading is a journey of discovery, an adventure of exploring and finding answers.

Don't think too much, it's too complicated to do, and there's too much shelf for "teaching". This kind of class is still good. After all, reading is beautiful.