In 1941, Ye Shengtao clearly proposed in "On the Revision of the Chinese Language Curriculum Standards for Middle Schools" that "the whole book should be the main body, and the single short chapter should be used as the auxiliary". However, due to the limitations of historical conditions, "reading the whole book" did not attract enough attention in the field of language education at that time. The 2011 edition of the Chinese Curriculum Standards for Compulsory Education proposes to "cultivate students' extensive interest in reading, expand the scope of reading, increase the amount of reading, advocate less questions, read more, read well, read good books, and read the whole book", hoping that students can restore real reading through reading the whole book, obtain a personalized reading experience, accumulate more reading experience, and form a good reading Xi habit. Reading the whole book has gradually become a basic strategy to improve students' language literacy in an all-round way.
The upper primary school is the critical period for students to complete the learning Xi of literacy and writing and enter independent reading, so this paper selects the upper primary school as the analysis object, and the current research status of the teaching strategy of whole book reading.
Based on the differences in students' learning conditions, the selection of "whole book reading" books in the upper primary school should consider two principles: first, suitable for the characteristics of students' school periods;Second, it is related to curriculum standards and teaching materials.
1. Teaching strategies for reading whole books in upper primary school
As for the "whole book reading strategy", Sui Hongjun defined it as: the whole book reading strategy is not only a reading strategy, but also a reading teaching strategy, and its starting point and end point are to guide students to read the whole book completelyIt's not a strategy at the level of reading skills, but a strategy at the level of reading orientation. What is discussed here is only the whole book reading teaching strategy.
As far as reading instruction is concerned, "guidance before reading", "promotion during reading" and "improvement after reading" are the three joints of reading the whole book in the upper primary school. The following is a review of the research on the reading strategies of the whole book in the upper primary school in recent years.
1.Pre-reading guidance – "Fun".
Pre-reading guidance means that before reading the whole book, the teacher will adopt some strategies and methods to stimulate students' interest in reading, so that students are willing to open the book and read the whole book.
Teacher Read Aloud Import:It means that the teacher can read the content of the book aloud directly, either by the teacher himself, or by the teacher selecting the highlights to read aloud in advance, and allowing the students to read by themselves after stimulating the students' desire to read the work. Zhang Han and Yang Zhimin summarized this method as "sneak peek method" or "highlight sharing method". Its theory is based on the 1979 American reading expert Jim Trillis's "Reading Handbook", which proposes that when reading becomes a spiritual need of children, its effect is prominent. Although Jim Trillis mentioned in the book is aimed at children, this method is also applied to the whole book reading class in the upper grades of primary school in China, and it has played a good role.
(2) Suspense import:It refers to the teacher taking the initiative to tell the students the most engaging plot in the whole book, and stopping in the suspense to stimulate the students' curiosity to read the whole book.
(3) Reading promotion meeting import:Reading promotion is probably the most commonly used method of introducing whole book reading. After the teacher assigns or the teacher and students jointly determine a book, the teacher introduces some basic information of the book to the students through the promotion meeting or reading club, so that the students can better start reading the whole book. The key points of the teacher's introduction include: character image, language characteristics of the work, specific writer's background, ** evaluation and some audio-visual materials. Through the interesting characters in the book, the moving language of the work, the relevant background of the writer, the honor, status, and conflicting social evaluation of the book, it arouses students' interest in reading, and also provides guidance for students' reading.
(4) Cover import:It refers to the use of the cover and cover of a book.
2. The information and clues related to the book, such as the third cover and the back cover, can effectively mobilize students' interest in reading. Cover, cover.
Second, the back cover and other contents often involve the content and clues of the wonderful part of the book, so that students can pay attention to this information, and guide students to guess or question this information, so as to arouse students' appetite for reading.
2.Advancement in Reading – "Deep".
Reading the whole book inevitably requires a certain process, and the teacher's attention is equally important during the reading process. Li Liming's research found that in the current teaching status of whole-book reading in primary school, the mid-term promotion course accounts for the lowest proportion of whole-book reading instruction courses. However, it is very important to solve the difficulties encountered by students in the reading process and pay attention to their gains and feelings in the reading process. Therefore, in the process of reading, teachers should instruct students how to read and how to read deeply.
Reading Communication:Communication and discussion are important links in the whole book reading process, which can not only deepen students' understanding of books, but also cultivate students' continuous interest in reading. Teachers should organize students to communicate and discuss the whole book from time to time during the reading process. At present, there are two main ways to communicate in the middle of reading the whole book, one is teacher-led, selecting topics and communicating: it is necessary to select topics related to the content, and improve the effectiveness of the discussion by refining the topic from the overall plot or triggering the topic from local detailsThe second is to play by the students themselves, the content of the communication is not limited, and the students need to set the goal of the communication in advance, which can be the topics that the students are interested in, the sentences they like, etc., the key is to let the students better feel the work in the communication link. The way of communication is also determined by the students themselves. The focus of both approaches is different, but the purpose of the two approaches is to help students maintain their interest in reading and to read more deeply with the help of teachers and peers. At the same time, teachers can also guide students' reading status in a timely manner through students' performance.
Reading Guide:The experience of reading whole books in primary school can help students accumulate reading experience and develop a reading Xi habit. Therefore, in the process of reading, teachers need to teach students some ways to read the whole book, help students develop good reading Xi, and complete the reading of the whole book. With regard to the reading guidance of the whole book, the current research is divided into four main categories. First, focus on information related to the book. Some researchers have summarized it as "four readings", that is, reading the cover: a preliminary understanding of the characteristics of this book;Read the preface: Help students get into the book fasterRead the table of contents, quickly understand the content of the book, and learn to index;Read illustrations and transition from short to long reading balances. Second, make a reading plan. Reading the entire book is a long-term process, and students may give up halfway for some reason. Teachers should guide students to make a simple reading plan before starting reading, regulate and arrange the reading time and progress, stick to it for a long time, and develop good reading Xi. Third, learn to write reading notes or summaries. Learning to write reading notes is a requirement for students in the third grade. In the process of reading the whole book, the teacher requires students to write their own feelings and thoughts in the reading process, the beautiful words and highlights of the book, and write reading notes, so that students can develop the habit Xi of reading while thinking, picking while thinking, and understanding while picking. These precious reading notes can be used as materials for students to regurgitate and accumulate later. Fourth, the mind map clarifies the mind [5]. Teaching students to use the way of making a mind map to read the whole book, which can visualize the structure of the book, on the one hand, can help students read the whole book, on the other hand, it is also conducive to students' generalization and understanding of the whole book.
Project-based Study:In the process of reading the whole book, students will generate many valuable questions around the whole book;Teachers also want to discuss certain issues with students through the whole book, and these questions can be studied in the form of topics to achieve the purpose of reading the whole book in depth. Zhai Weihua believes that in the process of reading the whole book in the upper grades of primary school, students should be encouraged to form valuable questions in their reading process into "small topics" and conduct in-depth study independently. However, in addition to the small topics that students can form independently, teachers can also choose topics that are interesting and valuable to students, and lead the class to study and think about them together.
Reading Sheet Guidance:Reading sheet refers to the reading guide sheet in which the teacher organizes the questions that students should think about and the parts that should accumulate in the process of reading. Zhai Weihua introduced the reading list into the whole book reading in the upper grades of primary school, and used the reading list to guide students to read and accumulate, and used it as a way to evaluate students. The reading list of the whole book in the upper grades must meet the principles of guidance, interest, accumulation and transferability, avoid the simple pursuit of fun and fancy, guide children to learn to grow in reading, and gradually form their own reading ability and style.
3.After reading, the improvement ———summary and expansion".
After students have finished reading the book, the teacher should set up a summary session to help students talk to themselves, others, and the work. Currently, there are three forms of improvement after reading the whole book.
Read Share:Everyone's reading harvest is different, and post-reading communication and sharing can adjust and promote students' reading ability and stimulate students' pride in reading, so post-reading sharing activities are necessary. There are many forms of reading sharing, not only limited to reading clubs, but also including organizing reading forums, reading exchange meetings, reading hand-copied newspapers, literary performances, setting up class magazines, themed hand-copied newspapers, etc.
Further reading:The important thing in reading is perseverance, "after reading a book, we should not stand still, we should also take several books with us". Therefore, after reading a whole book, carry out extended reading, take several books one by one, and recommend students to carry out reading in comparison to help students develop a consistent reading Xi.
(3) Creative Reading and Writing:As early as the beginning of the 20th century, Zhang Hongling put forward the principle of "listening, speaking, reading and writing cooperating with each other and promoting each other". However, some studies have shown that: "On the one hand, the new curriculum standard language attaches importance to the overall development of listening, speaking, reading and writing skills. On the other hand, in the reading module, there is very little practice Xi to read-to-write. Based on this, Gao Ziyang and others introduced creative reading and writing into the reading of the whole book, helping students write down their thoughts and feelings after reading. Students can imagine themselves as the author and write a letter about the bookYou can also use the voice of the protagonist in the book to write a few journals, and reflect the main content of the book through the diary;The content of the book can also be imitated and continued to promote the improvement of students' literacy skills.
A whole-book reading strategy should focus on three aspects: First, focus on the whole. Whether it is the introduction before reading, the guidance during the reading process, and the deepening after reading, these strategies all have the characteristics of focusing on the "whole book". Second, focus on the topic. The topic always runs through the teaching of reading throughout the book, whether it is the communication in reading, the topic style, or the sharing after reading, the topic needs to be used as a guide. The choice of topic is important every time. Again, focus on the method. Reading the whole book is not the goal, but the key is to improve students' reading ability by reading the whole book, mastering reading methods, developing good reading Xi habits, and improving students' reading ability. Therefore, it is necessary to guide students to master the reading rules and basic methods of reading the whole book. In addition, at present, the reading strategy of the whole book is only at the stage of summarizing teachers' experience, and no systematic strategy system has been formed, which leads to most studies based on one place and generalization. At the same time, there is a lack of theoretical guidance on the reading of the whole book, which leads to the shortcomings of superficial and random research on the reading strategy of the whole book.
2. Reflection and discussion
Reflecting on the above research on the teaching strategies of whole-book reading in the upper primary grades, they show the characteristics of "disciplinary", "empirical" and "systematic".
1.In the upper grades of primary school, the teaching strategies of whole book reading are "disciplinary" in terms of cognition
The requirements of the curriculum standards allow front-line Chinese teachers and researchers to take care of "whole book reading" from the perspective of Chinese teachers, and actively look for the integration point of "whole book reading" and Chinese curriculum. In terms of the cognition of whole-book reading teaching strategies, with the attempts of various teaching strategies, the teaching strategies of whole-book reading in the upper primary school have been revealed. Specifically, the teaching strategy of reading the whole book presents a different focus from the previous single teaching, forming its own unique curriculum focus: focusing on the whole book rather than the part;Focus on how you read, not what you read;Focus on the core topic rather than scattered knowledge.
2."Emperientialization" of whole-book reading teaching strategies in upper primary school
Through the teaching experiment of "reading the whole book", teachers have accumulated a lot of teaching experience. However, the teaching strategies and methods are "empirical" and lack solid and advanced theoretical guidance. The teaching experience of front-line teachers on the reading of whole books in the upper grades of primary school is relatively similar. How can I make the teaching of whole-book reading more targeted?Should different "whole books" be adapted to different teaching methods?How can these fragmented teaching experiences be systematized?Is it possible to find cutting-edge theories to guide and promote the teaching of whole-book reading in the upper grades of primary school, so that it can be used in practice?These issues need to be clarified.
3.The teaching strategy of whole-book reading in the upper primary school is "not systematized enough".
Lack of systematization is a major deficiency in the current teaching strategy of whole-book reading in the upper primary grades. At present, the teaching strategies of whole-book reading are still in the stage of collecting and supplementing, and there are too few theoretical studies and evaluation studies on the teaching strategies of whole-book reading. What are the different types of teaching strategies for reading the whole book, and what targeted evaluation methods should be used to test these teaching strategies, we need to continue to think about it.
In short, the research on whole-book reading teaching strategies in the upper primary school is in the ascendant, and in this period, any absolute judgment of the merits may be premature, and it is still necessary to continue to explore in the future.
References omitted.