Can you use the method of examination to test the reading effect of the whole book?Wang Ying.
Reading the whole book is a basic requirement for Chinese teaching put forward by the compulsory education Chinese curriculum standards, and its purpose is to cultivate students' reading habits and improve students' reading ability. However, when the author visited the school, I found that in order to promote the reading of the whole book, many schools generally use the method of "testing" to test the reading effect, and the test mostly focuses on the memory of the characters, content and plot of the book.
Evaluating students' reading effect of the whole book with "exam" thinking seems to play a certain role for some obedient students, but for some students with speculative psychology, it is of little significance. Because some questions can be answered without reading the entire book, reading a synopsis of a story, or skimming through them. In this way, not only does it lose the meaning of promoting the reading of the whole book, but it also greatly reduces students' interest in reading.
To test the reading effect of the whole book, it is necessary to start from the four dimensions of conducive to students' reading, conducive to cultivating students' interest in reading, and conducive to improving students' reading ability and writing ability, and design a series of solid and effective reading exchange activities to test the reading effect of the whole book.
It is beneficial for students to read the whole book. The task or question designed by the teacher must be read in order to give a complete answer. The Recommended Reading Series of the Ministry's Chinese Textbooks comes with similar test questions, some of which are designed in a general way, and teachers can use them directly or adapt them slightly. For example, in elementary school, read the additional question of the book "The Education of Love": "Write about the three characters in **, among these characters, who do you admire the most?".Why?"What is the main idea of "Education of Love"?Answering these questions requires students to read the entire book, and reading only the synopsis of the story or a few words in the book will not provide satisfactory answers. Without reading the whole book, students don't know which three characters are written;If you don't read carefully and carefully, you won't be able to answer who you "admire" the most, let alone "why". In other words, when designing such questions, teachers should have a holistic mindset, focus on the entire content of the book, and strive to use a "red line" to connect the themes, characters, and plots in the book.
It is conducive to cultivating students' interest in reading. Students' interest in reading is, first, their thirst for knowledgeThe second is to empathize with the fate of the characters in the book during the reading process to obtain spiritual and emotional pleasure;The third is the experience of sharing with others after reading. Carrying out a series of reading salons and reading exchange activities to provide students with opportunities to share their reading experiences is an effective way to test the reading results of the whole book. It should be noted that the premise of carrying out reading exchange activities is that teachers and students read together, and Chinese teachers should read synchronously with students, take the lead in setting an example, have equal dialogue with students, emotional resonance, mutual analysis of doubts, and appreciation of strange texts. In this way, we can gain insight into the breadth of students' reading and appreciate the depth of students' reading.
It is beneficial to improve students' reading ability. Reading the whole book requires the ability to evaluate and appreciate the characters, plots, language, environmental descriptions, etc., and requires students to slow down in the reading process, so as to combine reading and thinking, and train critical thinking. For example, in order to answer the additional question of "The Education of Love", students should not only read carefully, but also think while reading, and write answers based on their own reading experience through comparative analysis of the three characters and on the basis of grasping the theme of the work. Obviously, there is no standard answer to such a question, and as long as the student's answer is well-founded and self-justifying, the teacher should give full affirmation.
It is good for improving writing skills. It has been proven that reading a lot is beneficial for students' writing skills. Of course, this is a gradual process of accumulation and perception. In order to stimulate students' interest in reading the whole book, teachers should not only ask students to make annotations, write reading notes, and exchange reading insights, but also guide students to imitate, continue to write, and rewrite, which is also an effective way to improve writing ability. For example, choose a wonderful fragment of the book and ask students to imitate itOn the basis of clarifying the characters and plots in the book, let students use their imagination to continue to write the ending of the characters or imagine the next development of the plotChoose beautiful poems and aphorisms from the book and ask students to rewrite them into stories or prose ......This kind of reading and writing training not only requires students to read and understand the whole book carefully, but also requires students to use their imagination, which is conducive to the combination of reading and writing, and gradually transforms reading ability into writing ability.