Three: Six principles of children's literature reading teaching.

1. How to ensure the fun of children's literature reading teaching?

First of all, we must choose a good work. I think the works used in children's literature reading teaching should meet the following conditions:

First, a natural article is not an unrecognizable rewriting of the original by the textbook writer, nor is it a textbook-style article written by the textbook writer; Second, classic works, at least excellent works; Third, as a sample of Chinese studies, it should have some typical characteristics.

For many years, I have been criticizing and opposing textbook articles written by textbook authors. This textbook-style article is what Zhou Zuoren called "Fu" writing, not "improvisation" literature. The difference between these two articles is that "Fu De" is insincere and "Improvisation" is an expression of true feelings. For primary school students, "nature" and "sincerity" are the primary standards of reading and writing, so "Fu" articles are extremely harmful. I also use "short and pithy" to describe these textbook articles. The so-called "short" means that you can't write it, and the so-called "light" means that the meaning is dull.

3. Select classic texts, guide students to find the "eyes" of poetry, pay attention to reading teaching methods, and use appropriate and effective reading strategies.

The essential difference between man and animals is that man is a comprehensive existence of sensibility and rationality. The development relationship between sensibility and rationality is

Mental problems that people have to face all their lives.

1, the development of human rational ability is later than that of perceptual ability. Rousseau once pointed out: "Educating children with reason is an important principle of Locke. This principle is the most fashionable today. However, in my opinion, although it is fashionable, it is far from reliable. As far as I am concerned, I find that no one is more stupid than those children who have received a lot of rational education. Among all human senses, the senses are composed of other senses, so it is the most difficult to develop and it develops later. But some people still use it to develop other senses! The outstanding achievement of a good education is to cultivate a rational person. It is for this reason that people try to educate their children with reason? This is simply putting the cart before the horse, with the purpose as the means.

2? Rousseau not only thinks that rationality is the most difficult to develop, but also points out that instilling rationality at an inappropriate time will hinder children's development: "Naturally, children want to look like children before they reach adulthood. If we disturb this order, we will bear some precocious fruits, which are neither full nor sweet, and will soon rot: we will produce some young doctors and aging children. Children have their own unique views, ideas and feelings; If we want to replace their views, thoughts and feelings with ours, it is simply the stupidest thing; I would rather let a child be five feet tall at the age of ten than let him have any judgment. In fact, at this age, what's the use of reason for him? It hinders the development of physical strength, and children don't need this kind of obstacle.

4. Primary school's logical thinking level is in the concrete operation stage. Chinese teaching in primary schools should not focus on ideas, but should adopt more perceptual methods to organize and promote the development of teaching. Teachers should use less descriptive language and more descriptive language when explaining things.

1. The so-called "wholeness" of language and literature means that language and literature are regarded as a "structure". Structuralist linguistics and structuralist literary theory are the academic basis for explaining the problem of "wholeness".

2. Vygotsky said: "A word in context has more meaning and less meaning than an isolated word: the so-called more meaning is because it has gained new content; The so-called less meaning is because its meaning is limited by context. Bai Yang said that the meaning of words is a complex, dynamic and changing phenomenon: it changes in different psychological activities and different situations, and it is almost infinite. A word gets its meaning from a sentence, a sentence gets its meaning from a paragraph, a paragraph gets its meaning from a book, and a book gets its meaning from the works of all authors.

Therefore, in order to make language learning easier, learners must be helped to start from the whole and then pay attention to the details of the language.

3. Goodman's above criticism is a mainstream concept that we attach importance to good sentences and learn words in isolation in primary school Chinese education and teaching-primary school Chinese class is a language class, which is mainly based on language and writing, and also has realistic pertinence. In many speeches, I criticized the "self-following article view" in the research of Chinese reading teaching in primary schools in China. There is a set of words, phrases, sentences, paragraphs and articles in Chinese teaching, and their structural order is arranged from bottom to top.

4. The bottom-up view of articles has a profound negative impact on the compilation of teaching materials. If you think that an article is first composed of words, with words, you can produce sentences, accumulate sentences to form paragraphs ("chapters"), and finally form articles ("articles"), and you will piece together articles according to the selected new words and words. This does not conform to the writing rules of good articles. In fact, under this article view, the so-called textbook "article" appeared. Textbook writers write articles according to the new words and words written into textbooks as needed, so there are endless articles pieced together without soul, and dismembered, mechanical, out-of-context reading teaching and word teaching also emerge as the times require.

For example, the title of an article is "Fish Swim to Paper". The teacher asked, "Which word catches your eye the most?" This way of asking questions is influenced by traditional teaching methods.

1, when the power of life meets the rationality of the school, the continuity is interrupted. Children are full of yearning for the Muse, which has been deeply cultivated in the germ of their lives before they came to this world, and strengthened in their relationship with their parents, brothers and sisters and in their games with other children; But now, this desire has suddenly met a powerful restraining force, which seems to be against it everywhere. Many children can fly freely in the sky like birds when they are young. They imagine themselves as many different characters, from a dirty little troublemaker to an eagle flying high. However, after several years of school life, most of them can no longer fly freely like eagles, and they have become disabled in the sense of Muse nature.

2. At present, mainstream textbooks lack the educational concept of children's standard in human nature and pay little attention to the humanity of children's culture, so there is often a gap with children's hearts.

For example, the first-grade poem "Dandelion Seeds" in the primary school Chinese textbook deviates from the humanity of children's culture.

The whole poem of Seeds of Dandelion is as follows-

I am the seed of dandelion,

There is a furry little flower.

A breeze blew,

I left my dear mother.

Fly, fly,

Where to fly,

Where is my home?

This is a poem about personification of objects. It is no problem to observe the artistic conception of poetry, but the children in grade one are at the age of six or seven, and they are very dependent on their mothers. The growth of children of this age is accompanied by psychological anxiety. If it is a healthy family, the mother should be an important existence to eliminate their psychological anxiety. No matter whether the husband and wife divorce or because of illness or disaster, it will leave trauma to the child's mind. Therefore, the emotional life expressed in this poem is far from the life experience of first-grade children and runs counter to children's emotions.

The author quoted another poem "Shoes", which is very in line with children's emotional wishes.

The whole poem of "Shoes" is

I went home and took off my shoes.

Sister goes home and takes off her shoes.

Brother and father went home.

Take off your shoes, too.

Big shoes and small shoes

This is a family.

Snuggle together

Talk about the day's experience

Big shoes and small shoes

Like big and small boats.

Back to the quiet harbor

Enjoy the warmth of home.

The traditional translation of 1 is: reading is the process of extracting meaning from a text, and Goodman has repeatedly stressed that "the meaning you read from an article depends on the meaning you bring into it." That is to say, when the reader constructs the meaning of an article or a book, the meaning brought by the reader is more decisive in the generation of meaning than the meaning of the text written by the author. Goodman said, "the reader is trading with the article created by the author", and in this "transaction", the reader should have the right to decide. Readers try to understand what the author wants to express, but what they construct is their own. Goodman: "We use language when reading, and we can construct meaning by trading with language. But the meaning is never in the language. Readers and writers must bring meaning to language before they can create in language.

Construct meaning. Language has only the potential of expression. Authors create articles with ideographic potential to reflect what they want to express in their minds. Readers must read these articles with sufficient meaning to understand them. "

So reading without meaning generation is not real reading.

In his reading theory, Goodman constantly criticizes the view of coherence that ignores the construction of meaning. "The starting point of this book and other basic reading materials is that language is just a bunch of words, and learning to read is equivalent to learning words. The criterion for their choice of words is the usage rate of words in a language, not the frequency of use in a specific real article. " "The assumption of this kind of readers is that students can learn by repeating words all the time, and the grammatical function and meaning are not important at all." But,

Goodman pointed out: "Reading is not to recognize words, but to understand articles.

Children's literature in the classroom should not be read as a pastime and pleasant reading, but as a kind of learning.

Li Lian? H Smith said: "The reason why a good book is excellent is that it has excellent literary value. In other words, not only its content is important, but also how to express its content. " Smith's "how to express its content" refers to the form of literary works.

Formal analysis of literary works will go deep into its unique language world and the relationship between the unique language form and the ideological or emotional content of the works.

The more excellent children's literature is, the more it needs art form analysis. Chinese teaching that is divorced from formal analysis, paragraph gist and central idea falls by the wayside. Only by emphasizing both content (what to write) and form (how to write) can Chinese education be truly implemented. Some Chinese teaching practices in humanities education and literature education have been questioned and even criticized. One of the important reasons is that it pays too much attention to ideology and ignores the unity of literary content and form, and does not regard literature as a "meaningful form".

Jim Trellis, the author of Reading Manual, put it this way: "Do four-year-old and nine-year-old children wear the same size clothes, ride the same size bicycles, or have the same friends? The advice to parents is: If you can't make children of different ages wear the same size clothes, then don't try to make them read the same book! If you do this, you will choose simpler books to take care of the youngest child, which will make the older children feel boring. Therefore, the solution is to read to children separately, especially when the age gap between children is over three years old. "

2. The research on the law of graded reading should be based on the ability that primary school students should develop in Chinese learning. From the perspective of the development of literary reading ability, I think primary school students need to develop five abilities: 1. Perception; 2. imagination; 3. understanding; 4. Analytical ability; 5. critical ability. With regard to the cultivation of these five abilities, different school years can have the focus of cultivation: the lower semester focuses on cultivating sensibility and imagination, which involves understanding; Middle school focuses on cultivating sensibility and imagination.

And understanding, involving analytical ability; What is cultivated in high school is sensibility, imagination, understanding, analytical ability and critical ability. If these abilities are cultivated in Chinese education, they will be condensed into an innovative ability.

2. Five Laws of Graded Reading

1, from spoken to written language

2. From Poetry to Prose

3. From "story" to "plot";

4. From "image" to "image"

5. Narration comes first, scenery writing, lyricism and discussion come last.