This article is reproduced from Yu Rong
The "Standards for Chinese Curriculum in Compulsory Education (2022 Edition)" (hereinafter referred to as the "New Curriculum Standard") sets up an extended task group of "reading the whole book", advocating that students should read more books, read the whole book, and continue to read in the course of language learning. Since then, "taking a whole book reading class" has become a "compulsory course" for every teacher.
The new curriculum standard directly states in the task group "Teaching Suggestions" for each language teacher to "ensure that students have time to read the whole book in class". At this point, the whole book reading guidance course has become the "minimum requirement" for the teaching of Chinese subjects in the new course.
At the same time, we also found that for the whole book reading, the role of classroom teaching is slight, many times students carry out classroom reading practice, complete the whole book reading, but after reading can not remember anything, there is no sense of gain.
Reading more of the whole book should be done with the help of extracurricular practice, to stimulate students' interest in independent reading and cultivate reading habits, after all, reading is a student's personal matter. In this regard, the new curriculum standard also gives scientific suggestions, proposing that "reading activities inside and outside the classroom, individual and collective" and "the teaching of reading of the whole book should be based on students' independent reading activities"; "Design and organize a variety of language practice activities, such as teacher-student reading, peer reading, recitation meetings, story meetings, drama festivals, establish a reading community, exchange reading experience, and share reading experience."
After reading a book and closing the last page, what other designs do teachers have, and what else can be done to ensure that reading is effective and adds value to the effect of reading? Based on the experiments that have been conducted, the following practice plans in 4 directions and 16 methods are shared with front-line teachers.
Direction 1: Dialogue around the work
Students can be organized to focus on the topics of reading, carry out dialogues, reflections, exchanges, and comments, and "do not talk about others" within a unit time, focus on discussion, and produce more far-reaching communication results.
Organize students to expand their communication around reading works as much as possible. For example, after reading "100,000 Whys", you can link topics and books related to the work to start a dialogue; Other related popular science books can be extended and recommended; A broader discussion can be carried out on the writing style, theme, style, author, and background of the times in this book.
There is no theme, no theme, as long as it is a person, event, scene, or object shaped in the work, you can discuss and express your opinions. Discussion and dialogue can be discussed and debated in the classroom, or can be communicated in QQ groups and class WeChat groups. You can also take screenshots of your own eyebrows for micro-publication, and you can directly send voice to share, and the voice works are even clips that you read aloud, sharing "my favorite part".
Question the work and engage in a more in-depth discussion. Questioning can be global and macroscopic; It can also be local, microscopic, excavated, perceived, and thought from between the lines. Discussions around reading works from the perspective of questioning can continuously produce a new reading experience. For example, after reading "Journey to the West", many students asked, "Why didn't Wukong use Douyun to directly learn the scriptures"? Questioning involves a discussion of the spirit of the book and deepens reading comprehension.
Special exchanges focus on creative discoveries of works and share unique reading results. For example, discussing the plot of a work; analyze the dialogue of the characters in the work; Replace identities, re-describe and retell stories, comment on characters, interpret plots, etc. as characters in the text, or "witnesses". It can also expand the reading horizon, correlate similar works, and compare reading and discussion. For example, "Gulliver's Travels" and "Journey to the West", the similarities and differences in the travelogues are compared.
Direction 2: Interpretive activities around the work
Select a scene, a character, or a plot in the work for role-playing; Select the dialogue in the work, design the lines, combine it into a script, and rehearse the performance. For example, "Grass Boat Borrows Arrows" in "Romance of the Three Kingdoms", Zhou Yu and Zhuge Liang's dialogue on discussing military affairs can be adapted to produce a wonderful interpretation.
Emphasize companion cooperation in deduction and transformation, and use team strength instead of individual combat. Sharing resources in cooperation allows you to rewrite articles into scripts, write and continue stories, simulate starting an interpretation company, carefully review parts of the description in the article, and think about how to design the background for the upcoming rehearsal play.
Creative transformation of the style and expression of the work. For example, the dialogue in the work is hidden, and the thinking is interpreted into a pantomime, or the use of props is designed as a puppet show, etc. You can also design narration for your work, add it and record it into an audio work, and listen to it anytime, anywhere. For example, reading works such as "Dream of Red Mansions" and "Water Margin", you can create a short voiceover, narration, etc. before each chapter, and then record this chapter into audio.
Direction 3: Writing activities around works
After reading the work, directly imitate the writing and imitate the work of your own. For example, after reading "Ancient Chinese Fables", you can also try to arrange a short, vivid and funny fable.
After reading the work, I write without sticking to the work itself, and strive to find creative writing solutions. For example, add a character to the original story to imitate the characters who appear in the story; Or write yourself into the story as a character in the story; Or change the ending of the story to start a new plot. For example, after reading "The Secret of the Treasure Gourd (Excerpt)", you can try other events encountered by the protagonist and create the role that the Treasure Gourd plays in the event. After writing, it can also be compared with the original story.
Combine the works, conduct relevant investigations and investigations, discover information related to the works, and carry out extended writing. For example, write a letter to the author or the characters in the work. Another example is to write an extended reading material to introduce the story of the birth of the work, etc. In writing needs, it can be read more widely in parallel. such as reading other works by the same author; Reading other works that are similar to the work or on the same subject; Find information through the website.
Sometimes the focus is on the illustrator's information, and there are surprises. For example, "Magic Flying Book" is an animated short film, and after winning the Academy Award for Best Animated Short Film, an electronic version and picture book version of the story were born. The author Joyce makes animation, e-books, and paper books show their unique charm, and paper books are by no means copies of cartoons. This information is enough to allow readers to carry out a rich and diverse and extended writing of the book "Magic Flying Book".
In contrast to extended writing, extractive writing is focused on simplicity and condensation, and the simplest way to make the work permanently remembered. For example, after reading "The Education of Love", you can combine the content of the book to compile a storyplot diagram, a structure diagram of the whole book, etc.
This is inspired by the most conventional post-reading writing, allowing students to write down what they see, think and feel after reading in the form of diaries, daily 100-word essays, etc.
Direction 4: Creative action around the work
Combine the reading experience to re-draw illustrations, posters, covers, posters, etc. for your works. With the help of thinking and refinement in drawing, re-summarize the gains of reading. For example, if you read "The Cowherd and the Weaver Girl" in "Chinese Folk Tales", you can combine the storyline and draw comic strips.
Assuming that you want to recommend the number of times to more readers and show the book on a larger occasion, you can combine the reading experience to design a "counter" that displays the work in three dimensions. For example, design three-dimensional covers, character shapes, short plots, promotional posters, etc. for works.
Design and book related gatherings. For example, according to the current publishing situation, combined with social resources, try to invite authors or illustrators and other creative personnel to give lectures at the school, or you can make an appointment for an interview; Invite writers to conduct book salons on book topics in bookstores; Organize classmates, parents, teachers, etc., to carry out tea parties and exchange meetings after reading around reading experience; Collect the works created by students and prepare for publication.
Reading the whole book is a systems project. Not only should there be a well-structured organizational form, but also should activate each reader's own sense of active participation, and teach certain methods to promote their habits in order to make reading truly effective. The new curriculum standard also gives the most direct hints in this regard, such as "guiding students to understand the various strategies of reading, using different reading methods such as browsing, skimming, and intensive reading" to strive to read the entire book.
At the same time, the whole book reading is proposed as a task group, which is to remind the majority of teachers from the curriculum level not to do "one-hammer" trading, but to open a "century-old store", and pay long-term, continuous, multi-angle and all-round attention to students' reading behavior, which is a feasible solution to ensure the effectiveness of reading.