From October 20th to 22nd, the special training activity of "Key Problem Solving" of the new English curriculum of Zhejiang High School in 2021 with the theme of "Students' Independent Reading Ability" was held in Kaihua Middle School. The event was hosted by the Department of Education of Zhejiang Province, and hosted by the Teaching and Research Office of Quzhou Municipal Education Bureau, the Teaching and Research Office of Kaihua County Education Bureau and Kaihua Middle School, and more than 300 teachers from all over the province participated.
lecture
Professor Guo Baoxian of the School of Teacher Education of East China Normal University gave a lecture entitled "Cultivation of Independent Reading Ability in English Classes". Guo Baoxian led all the participating teachers to think deeply from three aspects: why to cultivate independent reading ability in English in class, how to understand and how to cultivate independent reading ability in English class. Guo Baoxian pointed out that the purpose of independent reading is to cultivate readers who want to read, can read, and are good at reading. Independent reading in the English classroom is a continuous independent reading under the guidance of teachers by exploring the cultivation strategies of students' independent reading ability, partially reducing the control and guidance of students' reading.
Guo Baoxian combined specific cases to elaborate on the process of cultivating independent reading ability in the classroom, teachers should change their concepts and enhance their awareness; promote independent reading as the goal of teaching and learning, and carry out basic research. Re-examine the allocation and use of various types of teaching resources, carry out explicit teaching of strategies, and guide students to record and evaluate independent reading. At the same time, based on the text and the characteristics of students, various forms of independent reading are carried out. In this process, teachers should reflect on their own independent reading teaching design from the perspective of teaching-learning-evaluation consistency, and examine their own teaching language and behavior from the perspective of ability training.
After the lecture, Professor Guo answered the questions encountered by teachers in the process of teaching independent reading.
Seminars
On the afternoon of October 21st, Wu Chenhua of Jiaxing Nanhu Senior High School affiliated to Beijing Normal University, Liu Shaomin of Yiwu Middle School, Xu Fangfang of Kaihua Middle School and Zhou Sizhen of Ningbo Zhenhai Middle School gave lectures and classroom teaching demonstrations around the theme.
On the morning of October 22, the event opened four parallel sub-forums around the theme of "Cultivating Independent Learning Ability in High School English".
Develop the ability to learn English independently from the perspective of the unit as a whole
From the perspective of the unit as a whole, Chen Yan of Sanmen Middle School in Zhejiang Province sorted out the unit discourse and theme, divided the unit content into three sub-themes, and constructed the association between the sub-themes; Qi Yanfei of Haining Senior High School cited the erudite, interrogation, prudent thinking, discernment and dedication in the Book of Rites to explain that the english independent reading teaching should be rooted in the unit theme to guide students to active learning, verification learning, structural learning, research learning and transfer learning; Zheng Chanjuan of Quzhou No. 2 Middle School was inspired by the ability of students to benefit from students for a lifetime. I thought about why we read, why we teach to read, how we teach to read, and whether teaching and learning are sustainable.
Cultivate the ability to learn English independently from a comprehensive perspective
Zhang Jinyu of Zhoushan Greentown Yuhua International School shared the "Cultivation of English Independent Learning Ability under the Comprehensive Vision", she advocated that students ask questions independently, read independently, and interpret texts independently to enhance students' interest in reading; Qiu Saixian of Quzhou No. 3 Middle School shared "Exploration, Challenge, Change - Cultivation of Independent Learning Ability under Comprehensive Vision", she proposed that students should have three kinds of consciousness in the reading process: synthesis, process and literacy, and analyzed in combination with specific cases; Jinhua Education and Teaching Research Center Xu Yu showed everyone the design of reading teaching from different angles, especially emphasizing independent questions based on information extraction and language appreciation.
The role of a teacher in the development of English self-learning ability
Hu Kunlin of Qiantang School of Hangzhou Senior High School shared "Teaching people to fish, it is better to teach people to fish - for example, the role of teachers in the cultivation of English independent learning ability", he refines the role of teachers into nine parts, step by step, and each stage has a specific and meticulous guidance task for students. Lishui Longquan No. 1 Middle School Lan Jianzhen shared his views on what is English independent reading ability under the comprehensive vision, why to cultivate English independent reading ability and how to cultivate; Sheng Xiao of Yongjia Middle School in Zhejiang Province shared some experiences and practices in the teaching process, put forward specific methods on how to design a mind map with "content", and emphasized that teachers should guide students to pay attention to language and form effective learning strategies.
In-class support for extracurricular reading
Xu Binting of Songyang No. 1 Middle School believes that the in-class support of extracurricular reading should be student-oriented, based on students' learning conditions, and integrate extracurricular reading and in-class teaching, and the two promote each other in order to achieve the cultivation of students' core literacy; Wang Tingting of Huzhou No. 2 Middle School took the reading novel "Twenty Thousand Leagues Under the Sea" as an example and shared with everyone from the three aspects of pre-reading guidance, post-reading sharing and post-reading evaluation; Shen Jianlei of Shaoxing No. 1 Middle School shared the "Integrated Design of In-class Reading and Extracurricular Reading" and shared from the pre-class, in-class, The three stages after the course are elaborated in detail.
At the end of the activity, Ge Bingfang, a high school English teacher and researcher in the Teaching and Research Office of the Provincial Department of Education, a provincial English special teacher, and a senior teacher, made a summary entitled "Empowering Students to Improve Their Independent Reading Ability". Ge Bingfang said that the focus of reading classroom teaching research should shift from learning content to learners and learning processes, and text interpretation should not only focus on what, but also on why and how. Taking the text of A Pioneer for All People as an example, Mr. Ge led teachers to think about how teachers should build scaffolding in classroom teaching, and build bridges between book knowledge and real life. Finally, Teacher Ge Bingfang put forward three points of consensus: the cultivation of students' independent reading ability is not achieved overnight; each reading class is based on meaning and language-oriented; the role of teachers and the responsibilities of students are what teachers should pay attention to and think about.
Editor: Jin Qianyu
First Instance: Yu Zhizhong
Second instance: Jiang Weiyun
Third trial: Zhu Yunfu