Speaking of the strategy of skimming text teaching, we can't help but think of two requirements for this kind of text teaching in the third grade (grade one) teacher's teaching manual: First, from the content, the requirement for text understanding is lower than that for intensive reading text teaching, generally "skimming text", as long as we grasp the key and difficult points to help students understand, the understanding of words and expressions is not the focus of training. Second, in terms of methods, teachers should let go more, mainly relying on students to read the text themselves, master reading methods in reading and improve reading ability. But in the teaching operation, we find it very difficult to do these two points well. How low is the requirement for skimming the text? How far should teachers let go? This scale is really difficult to master. If you are not good, you will be pecked carefully like intensive reading, or let yourself go like a self-study class, and the intention of the arrangement will not be reflected. Next, I want to give you some reminders in combination with Mr. Huang's class.
First, let go boldly and leave enough time for self-study.
As we know, the biggest purpose of the editor's arrangement of skimming the text is to cultivate students' independent reading ability, so that students can read the text by themselves and master the reading methods in practice. Therefore, to implement skimming teaching, we teachers should first throw off our arms and boldly let go, so that students can have enough time to read by themselves in since the enlightenment. Skimming the text "Discovery from World Map" involves a lot of profound geographical knowledge, and it is also a topic about scientific research discovery. It is arranged in Unit 2. It is really difficult for students who have just graduated from grade three to read by themselves, but our teacher can't help them chew slowly like intensive reading. What should we do at this time, the best way is to give them enough time to read step by step. Let's review Mr. Huang's class schedule. After the dialogue is introduced, Mr. Huang will give the students five minutes to read aloud for the first time and try to read fluently. In this process, good students can go back and forth several times. Even the weakest students will have enough opportunities to try their best to finish the text. After the first reading, combined with word inventory, the deskmate looked up each other, which not only reflected the intention of designing the self-test column of the textbook "Word Inventory", but also cleared the word obstacles in cooperation. What's more commendable is that in view of the difficulties brought by many technical terms in the second paragraph, Mr. Huang once again arranged for students to read the text in a targeted manner. In addition to reading aloud repeatedly, Mr. Huang also arranged three silent readings. One is to read the text silently according to the "tips", the other is to read 2-4 paragraphs silently according to the difficulties students encounter in self-reading, and the third is to read the last three paragraphs silently to communicate with you what they feel most deeply. Besides communication, reading alone takes up nearly twenty minutes in the class. It is in this kind of reading with ample time that students can read the text by themselves.
Second, "tips" lead the way, and the classroom structure is "simple"
Compared with intensive reading, we advocate abandoning excessive design and filling our classroom with magnanimity and wisdom in skimming the text. Therefore, our skimming classroom teaching structure is relatively simple and heavy, which opens up chunks of time and space for students to read independently. There is a smooth passage between intensive reading and skimming in the textbook of People's Education Press, which not only naturally transits students' learning from intensive reading to skimming, but also suggests the learning requirements and methods of skimming, so that intensive reading and skimming can form a whole and better play the functions of training reading, transferring ability and cultivating interest. For example, there is a passage in front of the text Discovery from the Map of the World: "-",which connects the preceding with the following, and provides us with the general process of skimming the text: silent reading-thinking-communication. According to the prompt, we can divide this class into several stages: first, the initial reading stage. Teachers do their best to mobilize students' enthusiasm for participation, so that they have a strong interest in the text, clear the obstacles of repeated reading, and have the confidence to read the text independently; The second is the stage since the Enlightenment. After the teacher introduces the students into the book, they fade out in time and abdicate to an inconspicuous corner, so that students can read silently, think while reading, and solve problems while reading; The third is the reporting and communication stage. At this stage, students report their reading income, and in the discussion and exchange, students can exchange what they are most interested in and feel most deeply. It can be content, emotion, or the expression of the article ... The teacher just outlines and guides the students to grasp the key points and raise the existing problems; Fourth, in the guidance and guidance stage, teachers should make "thin allocation" based on their own "thick accumulation" according to the students' self-reading situation and the characteristics of teaching materials, so as to guide students to read further, read doubts and points of interest, and make one more round trip at key points to help students really understand the text. If a simple skimming class needs some design work, it is only reflected in the guiding stage at most.
Third, identify the key points and guide the pursuit of "precision"
Although skimming teaching pays attention to "simplicity" and "conciseness", it also needs a "refined" part, otherwise skimming will become "extensive reading" with low efficiency. Due to the limitation of teaching time, the points that need "intensive reading" in skimming the text should be more prominent and concentrated. Therefore, you need to think repeatedly and find the right focus, so that your strength can really be spent on the cutting edge. In the lesson "Discovery of World Map", Mr. Huang spent a lot of time in paragraphs 2 ~ 5 of the text, designing a comparison of three discoveries and an imaginary reasoning speech. Why do you want to design like this? first
Based on the learning focus of this unit, this set of teaching materials is centered on the theme of "observation and discovery". The selected texts are diverse in form and rich in content, and they are all about observing natural scenery and discovering natural mysteries. Two Ancient Poems not only describes what the poet saw and heard about the scenery, but also describes the enlightenment he got from observing things. The creeper's feet and the cricket's home have written very distinctive plants and animals respectively, while the discovery by skimming words from the map of the world vividly tells the story of scientists from unintentional discovery in life to continuous search for evidence until the theory is established. In the introduction of unit learning, the editor clearly pointed out that "reading this unit text should carefully understand how the authors observe and learn their observation methods on the basis of understanding the main content." Secondly, based on the key and difficult points of the text, Mr. Huang focused on paragraphs 2-5 of the text. These paragraphs are about the whimsy caused by an accidental discovery in Wei Gena's boring observation, and an important discovery produced by his later careful study and comparative analysis. In this process of whim, scientists' best observation and thinking are condensed, and the quality of observation and thinking again is exactly what our students need. Therefore, understanding the process of Wei Gena's discovery of continental drift and learning the observation methods of observation and thinking have become the focus of this course. These paragraphs also involve a lot of geographical knowledge, such as the geographical location of South America, Brazil and the Gulf of Guinea, as well as the coincidence of coastlines and the drift of continental blocks, which students themselves can't figure out. When reading this part carefully, Mr. Huang skillfully used the courseware to solve the difficulties easily and interestingly. The third basis for paying attention to paragraphs 2-5 is the learning situation. In the process of students reading by themselves according to the learning tips, we found that the three problems mentioned in the tips were difficult for students to explain clearly at once. All they know is that he found it when he was looking at the map of the world. As for how to make it from accident to careful study to comparative analysis, it is difficult for students to observe and find and think deeply again and again. In the teaching of this class, Mr. Huang leads the students into the situation of reading discovery, so that students can observe and think while reading, find the differences between the three major discoveries, and experience the successful experience brought by reading discovery. Teacher Huang regards paragraphs 2-5 as the fourth basis for reading guidance, which is the characteristic of language expression in this lesson. This is an article about scientific discovery, so the language expression is very rational, which is very different from the perceptual and vivid characteristics of our past primary school texts, but such an article is of great benefit to the cultivation of students' rigorous language expression. The whole article is narrated according to the sequence of events, and each part is connected with nature, and uses "Sure enough", "So it is", "So ..." and "Wei Gena is not a person who changes his mind easily" to make the article seamless. In this part of the study, Mr. Huang designed the link of imaginative reasoning, on the one hand, let students show their thinking in observation, on the other hand, guide students to learn this rigorous language expression style. In this class, Mr. Huang grasped such a key point and dug again, which made students gain a lot. This is the "fine" treatment in skimming teaching.
Fourth, introducing from inside and connecting from outside, and seeking "tolerance" in extracurricular development.
Ye Shengtao once said: "as far as teaching is concerned, intensive reading is the main body, and skimming is only a supplement;" But as far as the effect is concerned, intensive reading is preview and skimming is application. "Since skimming is to promote the application and skim the teaching of the text, it is necessary to take the textbook as the expansion point, introduce it from the inside out, and expand reading before, during and after class. For example, in this class, before class, Mr. Huang arranged for students to observe the map of the world and learn about seven continents and four oceans. After class, Mr. Huang instructs students to read stories about Wei Gena or other scientists, or to look for information about the theory of continental drift. In the classroom teaching, she also interspersed a lot of extra-curricular materials, for example, she supplemented some materials of Wei Gena's field trip, supplemented the doctor's dissuasion, and supplemented the materials of Wei Gena's sacrifice in the ice and snow and devoted himself to the geological cause, which deeply shocked the students' hearts. Unit 3 Skimming the Text "The Story of Puppet" After students have completed the task of self-study and communication according to the learning tips, we can introduce its companion pieces "The Best is Me" and "I am not a Wood" for students to choose to read.
Fifth, develop your personality and learn to "live"
Skimming the text, with less reading and relaxed atmosphere, provides a broad space for teachers and students to develop their personalities. Therefore, skimming should be the most distinctive Chinese class. In the classroom, we should build a platform for students, so that they have the opportunity to show their talents in skimming classes and let their personalities shine. For example, in the first unit of "Huoshaoyun", after students read and imagine the beauty of the color and shape of Huoshaoyun according to the prompts, the favorite part is the scenery explanation; The story of the puppet can change the text into a textbook drama and perform in groups; The fifth unit "Horse Servant" can lead students to search for effective information independently under the name of "The archives of the World Heritage Museum need to preserve the basic information of each heritage", and infiltrate the method of sorting out information on the basis of full communication. Then, by making file cards, students can read the full text by skimming, scanning and selective reading. Colorful Chinese practice activities will make the teaching of skimming texts have a unique realm.
Teachers, the above are some thoughts on skimming text teaching that we have accumulated in practice. They are not strategies or mature. We will feel very honored if we can give you some lessons or arouse some thoughts.