Trilogy of reading training

Trilogy A philosopher once said: "Interest is the best teacher." In teaching, I strive to create the introduction before each new lesson as a stimulant to stimulate students' desire to read. These introductions can be divided into three forms:

(1) Initial entry form. That is to say, the content reflected in the text should first give students a preliminary but attractive impression, and let the students read the text and appreciate the subtleties. For example, the introduction to the lesson "Guilin Landscapes": "People say that 'Guilin's landscapes are the best in the world.' So, what is it about Guilin's mountains and rivers that are so beautiful, diverse, and picturesque that they win such high praise from people?"

(2) Gradual boundary style. That is, the introduction moves the "lens" from far to near (or from large to small) to the realm where the text is to be displayed. For example, the introduction to "Moonlight": "Students, more than a hundred years ago, there was a great musician in Germany named Beethoven. He once said, 'My music should only benefit the poor. If I do it This. How happy." He composed many famous songs that have been passed down to later generations, one of which is "Moonlight Song". There is a beautiful legend about the composition process of this piece! This legend is the text we are going to study today - "Moonlight Song".

(3) Transition to border style. That is, from here to there, students' interest is aroused, and then transferred to another realm where the text content is to be displayed. For example, the introduction to "Boats in Venice": "Venice is an ancient city in Italy and a world-famous tourist destination. There are magnificent palaces, unparalleled churches, and gorgeous and solemn squares. But this article The text does not write about these, but only the most common and common boats in Venice. Why is this? "To achieve the goal of "teaching for the sake of not teaching", we must teach them the method and let the students understand the text on their own. . Mr. Ye Shengtao also pointed out long ago: "One of the purposes of Chinese teaching is to guide students to develop the ability to read. This ability cannot be practiced in a vacuum, so it must be practiced by reading." Therefore, teaching students to read enables them to consciously read texts and Carefully pondering the feelings expressed in the article and carefully appreciating the truth contained in the article will undoubtedly give students a golden key to open the treasure house of knowledge.

When I teach the lesson "Farewell, My Love, China", this is how I teach students how to read.

When I was reading the first paragraph of the text, I read the first verse "Farewell, the China I love, the China I love with all my heart!" in a slow and deep tone. I said: "Then ask the students if they understand why the teacher reads so lightly, so slowly, and so deeply? At this time, I am not eager to let the students answer, but then let the students read the following words, so that they can understand through reading aloud that it is because the author is It’s time to say goodbye to the motherland and relatives. Then guide the students to think about what the author saw while reading. Ask the students to read and answer: The author saw “the ship gradually left the shore” and “relatives and friends waved their hats.” , waving hands"; hearing people say "Goodbye! goodbye! " and the sound of "firecrackers crackling and crackling". As a result, he was moved, his eyes were moist, and tears dripped on the mirror, so his voice was soft, slow and low. Therefore, the author's feelings should be expressed when reading aloud. .

From the scene when the author shed tears and said to his relatives: "Farewell, the China I love, the China I love with all my heart" when the central sentence appeared for the first time, it is not difficult for students to understand the author's love for the world. The feelings of farewell to relatives in the motherland. Then, use the method of changing the order to guide the reading of the first verse, so as to read out this feeling of farewell, and then guide the students to read and experience it, so as to taste the "farewell". The China I love, the China I love with all my heart! "The second and third occurrence of this central sentence expresses deep patriotism and a strong ambition to serve the country.