Based on the age characteristics of junior high school students, this paper further discusses how to stimulate their interest in reading and improve their ability to read and appreciate texts. My research is carried out from the following three aspects:
First, combine students' cognitive characteristics to mobilize students' life accumulation.
In order to let students "read the text with emotion", students must be fully aware of the feelings in the text, which requires teachers to comprehensively use various means before and during teaching to fully mobilize students' life accumulation. However, junior students have their own unique cognitive rules. Their psychological development is based on preschool children, and their perception is still at the initial level of development. Its characteristics are as follows: 1. In terms of visualization, junior students only pay attention to concrete and vivid language descriptions, without making accurate analysis and grasping details. For example, junior students often use simple illustrations to help them understand and remember. It will be much more difficult for students to understand the same text if the illustrations are removed. 2. From the purpose, their randomness and anti-interference ability are poor, and they cannot guarantee long-term continuous observation and overall thinking. Junior students can often spread on a topic without paying attention to the purpose of the topic, and the discussion often ends in rambling. 3. At the level, their perception is often simple, direct and low-level, without any thinking. J.Dewey, an American educator, vividly said in his book Democracy and Education: "Children's thinking is the closest to primitive humans, simple and pure, which is why they have amazing creativity."
Combined with the cognitive characteristics of the above-mentioned junior students, teachers can mobilize students' existing knowledge accumulation from the following aspects in the teaching process: 1. Use vivid auxiliary materials to help students understand the content of the text. Today, with the development of electronic information technology, classroom education is far from being limited to traditional forms such as blackboard writing and wall charts. With the introduction of multimedia by teachers, students have more ways to learn. Under this educational background, teachers should be good at using various classroom expressions, select the essence of them, and deepen students' understanding of the text by mobilizing students' sensory stimulation in all directions. 2. Because students' perception of purpose is poor, teachers can train students purposefully, classify students' existing knowledge, and make students' thinking only focus on a specific purpose. For example, the theme of "borrowing longevity" is to honor parents, so that students can tell their experiences of honoring their parents, so as to deepen their understanding of the text and mobilize knowledge accumulation. 3. Combining the theory of "zone of proximal development", guide students to transition from low-level perception to high-level perception. Vygotsky's "theory of the zone of proximal development" holds that the development of students has two levels: one is the current level of students, which refers to the level of problem-solving that can be achieved when they are independent; The other is the possible development level of students, that is, the potential gained through teaching. The difference between them is the nearest development zone. Teaching should focus on students' recent development zone, provide students with difficult contents, arouse students' enthusiasm, give full play to their potential, surpass their recent development zone and reach the level of the next development stage, and then carry out the development of the next development zone on this basis. For example, when reading the ancient poem Night Thinking, students couldn't understand the homesickness, so I asked some students to talk about their experiences of being separated from their parents, and their feelings changed from "missing their parents" to "missing their home" and "missing their hometown". Some students even couldn't help saying, "When the moon is full, I wonder why my parents and I can't be together." ? ! "In order to make students understand the" feelings "of the text, we should first try our best to make students have such feelings.
Second, set an example, make clear requirements and grasp the language characteristics of the text.
On the basis of fully understanding the content, thoughts and feelings of the text, students can be trained to "read the text with emotion". I tried to explain to the students what it means to "read the text with emotion", but in the end I only left the students with such a concept. The emotional world of students is still too simple, even vivid words can hardly arouse their voices. I know I have to do something at this time. Like many teachers, I first find the audio material of the text and play it to the students. For students who rarely touch electronic audio and video, this experience is vivid and interesting. Students naturally imitate the tone of audio materials, although I know they are just for fun. The role of audio materials is not as great as I thought, but it makes students realize that words can still be read like this! With this awareness, a lot of my work will be carried out well.
In order to make students feel the charm of the text more concretely and deeply, I purposefully revised my guide. When guiding students to read aloud, my inspiring language is not only monotonous "everyone should read the author's feelings", but also becomes richer and more specific. For example, I instruct students to read the lesson "Four Seasons". The first sentence is "the grass shoots, and it says to the bird, I am spring." I asked the students first: "What are the grass buds like in spring?" The students said that the grass buds should be tender. So, I asked my classmates how to read the tender feeling of grass buds. When I asked the students, I gave them a demonstration with exaggerated tone and expression. The students suddenly became interested in the text and raised their hands to show their reading ability. From this text, students understand that having feelings means grasping the characteristics of things.
For another example, when I was teaching which house was the most beautiful, there was a saying called "blue tiles with white walls, wide doors and big windows". When I was reading it, I deliberately sighed: "This author is really wordy! How simple it is to say' blue tiles, white walls, wide doors and big windows'! " The students immediately retorted that the teacher couldn't read well like that, but when I asked the students to state their reasons, they were in trouble. Some students think that green tiles are greener than green tiles, and white walls are whiter than white walls; Some students just said, "Teacher, it's not beautiful for you to read like this" ... I know they can't fully express their ideas, so I began to inspire them to compare the following two sentences:
1. My sister's face is like a red apple.
My sister's face is like a red apple.
"Red" is more beautiful than "red" because "red" contains love for my sister. This is the beauty of Chinese double rhyme! Although it is difficult for students to rhyme with disyllabic words, they begin to pay attention to disyllabic words in their later language expressions and use them consciously.
Thirdly, "dancing" adds color to reading aloud
This inspiration comes from my students, which once again confirms Dewey's sentence: "Children's thinking is closest to primitive humans ... because of this, they have amazing creativity." When my students consciously "read the text more beautifully", I find that they can't help but add some little tricks to express the scenes in their minds. This surprised me very much. When describing the most primitive poems of human beings in the Preface to Poetry, I wrote: "Emotion moves in China, and form is in words. Words are not enough, I sigh. Lament for lack, so sing forever. Without eternal singing, I don't know how to dance with my hands. I can dance with my feet. " So I asked the students to add their own movements and expressions in the process of reading aloud to see who can perform the text more brilliantly. Unintentional words, but not thinking, aroused the students' great enthusiasm for performance. The students thought positively and compiled the text into a simple "small dance". Many students' reading and performance won full applause.
There is a chubby little boy in the class. He doesn't like attending classes at ordinary times, but he is happy to take part in literary performances. On one occasion, he performed the action of "big-bellied snowman". With the help of his "body advantage", a belly-in action provoked applause in the class. Later, he became more and more fond of the activity of word performance. Whenever they learn a new text, the students are looking forward to the reading class as soon as possible. After reading several texts aloud, several students' reading and performance formed their own unique style, which was deeply loved by the whole class. When teaching Boat, Li and Ma Shibo in our class told me, "Teacher, we designed a group of performances together. Can we go up together later? " I was a little surprised, and the creativity of my classmates inspired me again. So I reminded the students again: "Group students can design a set of actions together." On the one hand, it gives more students opportunities to express themselves, on the other hand, it exercises students' ability of unity and cooperation. Although their behavior was affirmed at that time, they did not expect much from their performance. However, the fact once again made me sit up and take notice of them. I saw them arm in arm, up and down, left and right, sometimes spreading their backs, sometimes hugging each other, and sometimes holding hands in circles. They work closely together! And the whole rehearsal session is less than a minute!
Reading training and guidance can't be achieved overnight. It needs to be constantly improved in practice to meet the needs of students' development. However, no matter how to improve, we should fully respect students' dominant position, as mentioned in the curriculum standards: "Reading is students' personalized behavior, and students should be guided to study the text, deepen their understanding and experience, feel and think, be influenced by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in positive thinking and emotional activities. We should cherish students' unique feelings, experiences and understanding. Teachers' analysis should not completely replace students' reading practice, but also prevent collective discussion from replacing individual reading or over-rendering the text. "