What to teach and what to test: thoughts on reading teaching and reading evaluation.

First, reading teaching "what to teach"

"What to teach" is the core of reading teaching. If "what to teach" is not solved well, the better the method, the worse. "Doing the opposite" is an example. So what is the teaching of reading?

In short, guide students to correctly understand and use Chinese and improve Chinese literacy. Specifically, teaching students to read by taking the text as an example is to cultivate students' reading ability, make them love reading, be able to read, read for life, inspire practice, accumulate language, be able to read and write, and cultivate sentiment. Cultivating reading ability is fundamental. Enlightening practice, accumulating language, reading and writing vary from text to text, class hours vary from grade to grade, and cultivating freedom and harmony of sentiment. The first four items mainly reflect the instrumentality of Chinese curriculum, while the latter mainly reflects the humanity of Chinese curriculum, which is a unified whole.

1. Develop reading ability.

Undoubtedly, reading teaching bears the brunt of cultivating reading ability. Judging from the expression and research results of curriculum standards at home and abroad, reading ability mainly includes: information extraction ability, explanation ability, overall grasp ability, evaluation ability, questioning and inquiry ability, expanding imagination ability and reading speed. For example, the reading goal of Chinese curriculum standard requires understanding the meaning of related words, or asking questions, grasping the content, grasping the main points, understanding the outline, collecting information and making judgments; The teaching suggestion puts forward that "the focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate"; The evaluation suggestion puts forward that "according to the objectives of each period, students' performance in understanding words and phrases, grasping the meaning of the text, summarizing the main points, exploring the content and feeling the works." "Can they grasp the gist of the reading material" and "Can they capture important information from the reading material".

(1) The ability to extract information (called "information gathering" ability in the curriculum standard) is to find the required content from the reading materials and solve the problem of "what". Extracting information is the most basic reading ability and the most commonly used ability. As long as you are reading, you are extracting information, sometimes consciously and sometimes unconsciously. The ability to extract information is also the basis of other reading abilities, such as making evaluation, always making value judgments on relevant information or supporting your own views with relevant information. The curriculum standard clearly puts forward that reading is an important way to collect and process information, and adds the goals of "skimming" and "browsing", requiring students to "collect information on demand". Information extraction ability arranges corresponding training questions from the first textbook, such as:

Read and read: (Little painter in the snow)

What is the rabbit laughing at? He wants the lion to understand something. (Lion and Rabbit)

These are obvious single messages that students will understand as soon as they read them. With the increase of grade, the requirements for extracting information are gradually improved, and the information is also required to be processed, such as:

Some sentences in the text are meaningful, such as "I can use it well, or I can."

Waste in vain. "Let's get to know, experience, and then write it down. (Life)

Read the text silently. Think about it, according to the old rules, how do Beijingers spend the Spring Festival? What impressed you the most? (Beijing Spring Festival)

This information is scattered all over the article and needs simple analysis and integration after extraction. Some information is not only scattered in the article, but also hidden, such as:

Read the text with emotion. Think about what aspects of the text are reflected in the "beauty" in the title. (Beautiful for over a hundred years)

(2) Interpreting ability (called "feeling and understanding" according to the curriculum standard) is to link reading materials with one's own life or original experience to construct meaning, for example, to clarify and explain text information, explain its meaning and reasons, compare similarities and differences, and solve the problems of "how" and "why". Explanatory ability is the focus of reading ability, which usually refers to "reading" and "reading books thick" The ability to explain is arranged in every textbook and every intensive reading text, and three examples are given:

(1) Understand the meaning of words. First of all, intensive reading requires "new words that can be written", and it is necessary to understand (or "understand" or "understand" or "guess") the meaning of new words and phrases in a specific language environment in connection with the context, real life or with reference books; Secondly, the understanding of some key words, profound words and novel verbs in the text (or "experience" or "feeling" or "understanding"), such as:

Let's read the following sentences and talk about what we have learned from the dotted words. After hearing the news, residents went out of their homes one after another, braving the cold and flying snow all over the sky, stepping on the frozen mountain road and looking for frozen swallows everywhere. (Swallow Train)

Read the sentences and answer the questions in brackets. As long as you know a little, be good at asking questions and keep exploring, then you can find the truth after you answer a few question marks. What do you mean by seeing is believing? What is the connection between this sentence and the beginning of the text? )。 Truth is born after a hundred question marks.

There are some profound sentences in the article, such as Madame Curie's "almost completed this great natural discovery, and also completed the discovery of the meaning of life". Learn about it and experience it. (Beautiful for over a hundred years)

(2) explain the cause of the incident, such as:

Why did the king choose Xiongri as his heir? (The Child with the Empty Flower Pot)

Why don't deer have white roses? (deer's rose)

After reading the text, I have a few questions I want to discuss with you. For example, why does Wei Fei need Ji Chang to practice his eyesight first? (Two Fables)

Why do you say, "Osmanthus fragrans in other places is not better than Jingui in my hometown yard?" Talk about your opinion in connection with real life. ("osmanthus rain")

(3) For example, such as:

At the end of the article: "I see-important inventions and discoveries in the world sometimes face the risk of expulsion and persecution." Say the meaning of this sentence first, and then give an example to illustrate your understanding of this sentence. (Discovery of Childhood)

What examples did the author use to illustrate his point of view? What other examples can you add? Please specify. Truth is born after a hundred question marks.

(3) Overall grasping ability (which is called "the ability to grasp the meaning and summarize the main points" in the curriculum standard), that is, the ability to analyze and summarize, such as grasping the main points, grasping the main content, understanding the outline of events, trying to figure out the expression order, understanding thoughts and feelings, adding subtitles, etc. If the explanation is mainly to cultivate thinking in images and "read the book thick", then the overall grasp is mainly to cultivate abstract thinking and "read the book thin". From image thinking to abstract thinking, middle school is a turning point, so the curriculum standard puts forward the reading ability goals of "mastering the main content of the article initially" and "roughly knowing the main idea of the article" in the second stage (grades 3-4). The textbook arranges a lot of corresponding training in the middle and high grades, such as:

Read the text silently and tell me in my own words what I found and how I found it. (Discovery of Childhood)

According to the content of the text, summarize the tone change of "I" with appropriate words. Pride → () → () → (). (Revelation of Fishing)

Read the text silently, add subtitles to the three stories, talk about the main contents respectively, and then talk about the connection between the three stories. ("Xiang Xiang He")

Read the text with emotion and think about the writing order of the text; Which parts of the text are detailed and which parts are short? What are the advantages of writing like this? (Note: "What's the advantage of writing like this" belongs to "the ability to make an evaluation". (Spring Festival in Beijing)

(4) The ability to make evaluation (which is called "evaluation" ability according to the curriculum standards) means the ability to make value judgments, for example, judging its quality, advantages and disadvantages, advantages and disadvantages, right and wrong according to certain standards (values), and explaining the reasons. Evaluation is a higher level of ability, which often includes the previous ability, such as "What kind of person is the old man in the text?" Where did you feel it? ("Bridge") "First of all, we must extract information, that is," where it comes from "; Then explain the information, that is, what is "felt"; Then sort out and refine, that is, grasp the whole; Finally, judge the value of the character "what kind of person". Or conversely, judge first, and then extract and sort out information to support your own judgment, such as "What kind of child do you think Fedoroff is? Tell me about your impression of him first, and then tell me why in detail (Discovery of Childhood).

The ability to make evaluation requires independent thinking, requires students to "dare to put forward their own opinions and make their own judgments" and requires teachers to "cherish students' unique feelings, experiences and understanding". There is generally no "standard answer" to evaluate, and even if there is, students are not forced to accept it; To make an evaluation, we should refrain from one-way thinking and "advocate multi-angle and creative reading". Editors write this idea into textbooks and cultivate it from the first issue, such as:

I want to say to Yuanyuan ... (blue leaves)

What sentences in the text inspired you? What do you think of from this? Write it down and communicate with everyone. (Revelation of Fishing)

What do you think of Yan Zi? Talk about it in combination with the content of the text. ("Yan Zi makes Chu")

(5) Expand the ability of imagination (the curriculum standard calls it "imagination" ability). Without imagination, there is no creation, and there is no literary work. Without imagination, reading is just a blunt text symbol, and it is impossible to produce vivid images, rich experiences and aesthetic enjoyment. Imagination expansion has two meanings: first, the images (things) described in the works need imagination to be vividly presented (that is, recreating imagination); Second, the "blank" left by the work needs imagination to enrich (that is, to create imagination). "Pupils are the' golden age' for cultivating imagination." Most primary school texts are rich and magnificent literary works, which are the best soil for cultivating imagination. Therefore, reading teaching should not only guide students to concentrate on this article and appreciate the wonder and richness of the author's imagination, but also develop association and cultivate creative imagination. Reading teaching, encouraging students to say and write what they imagine, is not only a problem of reading, but also a problem of practice (or "inspiring practice"), which is an important way for students to learn and develop a language. For the textbooks of all grades, especially the textbooks of lower grades, the editors lose no time to arrange exercises in this area in after-class exercises, such as:

Read the text and think about what animals say when they send flowers to bears. (Little Bear Living in a Cave)

What will light light blue do for her family when she grows up? (chubby little hands)

What will gourd farmers think when they see that all the small gourds have fallen off? ("I want a gourd")

The author has rich imagination and unique feelings. What descriptions did you learn from? Then contact the reality of life and talk about your own experience. (Caochong Village)

Practice writing: combine the content of the text, expand imagination, and continue to write The Poor. Communicate with your classmates after writing. (poor people)

(6) Questioning inquiry ability (called "inquiry reading" by the curriculum standard). It is to ask questions, questions and puzzles, and then try your best to solve them, or consult materials, or observe on the spot, or ask others for advice, or experiment and verification, or even keep your heart growing with it. Like imagination, the ability to question and explore is the basic feature of innovative spirit, which is highly valued in curriculum standards. For example, in the reading goal, it is clearly stated that "you can ask questions about what you don't understand in the text" (the second issue) and "try to use information channels such as libraries and the Internet for inquiry reading" (the third issue); Encourage students to "dare to put forward their own opinions" in reading teaching; Examining students' ability of "content inquiry" in intensive reading evaluation. Accordingly, the editor of the textbook also arranged many exercises, such as:

After reading the text, I have a few questions I want to discuss with you. For example, why does Wei Fei need Ji Chang to practice his eyesight first? What do these two fables give us? (Two Fables)

Read the text silently, ask questions you don't understand and discuss with your classmates. For example, what does the "soul" of "plum blossom soul" mean? (plum blossom soul)

(7) reading speed. It is an important part of reading ability and plays a key role, especially now, the meaning of "knowledge explosion" and "information explosion" is self-evident. The curriculum standard not only puts forward qualitative requirements, but also provides quantitative requirements, such as adding "skimming" (the second learning period) and "browsing" (the third learning period), making it clear that "silent reading of general books should not be less than 300 words per minute" (the third learning period) and "reading of general modern literature should not be less than 500 words per minute" (the fourth learning period). Unfortunately, the cultivation of reading speed has not attracted attention. For example, we have never seen a Chinese teacher holding a stopwatch to count how many words students read every minute; I have never seen any teacher teach students specific methods or skills to improve reading speed. Of course, reading speed is mainly cultivated in extensive reading practice. Only through extensive reading rather than simple skills can we have both speed and quality. Otherwise, you read quickly, but you don't know what to say.

Of course, the cultivation of various reading abilities (of course, there may be the eighth and ninth kinds) is not an average effort, but varies from class to class, with different emphasis.

2. Inspiring exercises.

The text on which reading teaching is based is the beauty of quality and quantity, which is an important resource for students to learn, enrich and develop a language. Therefore, reading teaching should not only guide students to understand the language correctly, but also guide students to use the language correctly, and take pride in it. The so-called "getting words" is to get inspiration from the expressive expression of the author and apply it to writing practice. Generally speaking, it is to learn to write, to promote reading by writing, and to interact between reading and writing. Enlightening exercises mainly include the following three aspects: first, accumulating language materials (detailed in point 3); The second is to comprehend the expression method (I call it the "hidden" combination of reading and writing); The third is to imitate or expand writing (I call it "explicit" reading and writing combination). Give examples one by one.

(1) The implicit combination of reading and writing is to explore and understand "how to write", such as understanding the way of expression, understanding the subtlety of expression, trying to figure out the order of expression, exploring the structure of the article, and drawing the nutrition of expression from it and applying it to exercises. This kind of training, the editor also arranged a lot, such as:

Find out the interludes in the text and understand their functions. ("A bunch of flowers for you")

This text is very distinctive in expression. For example, the end of the article explains the relationship between the old and the young; There are many descriptions of rainstorm and flood in the article. What did you find? Find out, students exchange the benefits of writing in this way. (bridge)

Read the text with emotion and think about the writing order of the text; Which parts of the text are detailed and which parts are short? What are the advantages of writing like this? (Beijing Spring Festival)

By trying to figure out and discussing, we can understand the author's "how to write" and the benefits of writing in this way, and consciously apply it to exercises, which will certainly sharpen our sense of language and improve our expressive ability.

(2) the explicit combination of reading and writing, that is, imitation exercises (including oral composition, of course), and textbooks usually appear in the form of "small practice pens". What needs to be emphasized here is that the "small composition exercises" in the textbooks are diverse, rich in content and targeted, and are an important part of reading teaching, which are inseparable, such as:

Practice writing: I want to write down my feelings after learning this text. (Life)

Practice writing: If a person travels, what will he bring? Imitate the text and write your own ideas. ("Travel around the world as a companion")

Practice writing: rich imagination makes the little beetle in the text have feelings and intentions. Please write down the bugs you have observed, and pay attention to expanding your imagination and integrating your feelings. (Caochong Village)

There are some exercises that will not appear in the form of "small composition exercises", such as:

Find out the part of the text that describes children's Spring Festival, read it, and then talk about how you spend the Spring Festival with reality. If you are interested, you can simply write it. (Beijing Spring Festival)

These are all arranged by the editor. In teaching, teachers should also explore and develop "small practice pens" according to teaching needs and classroom generation, and enrich "small practice pens" (including taking reading notes) to make them more abundant and targeted.

3. Accumulate languages, especially classic languages.

Learning a language depends on a good sense of language, and a good sense of language depends on rich language accumulation. There are many ways to accumulate language in reading teaching, and reading aloud (including reading aloud) and reciting are the most frequent and important ways. Therefore, the first exercise after intensive reading is reading aloud and reciting, especially in the teaching of ancient poetry (literature). The first task is reading aloud (reciting) and reciting. In addition, there are various vocabulary and sentence exercises (especially in the lower grades), such as:

Read and say: See who says more: (Borrow birthdays)

Relax, monitor.

Very normal, soon, very happy, soon.

I can read: (roses are deer)

Gradually, Hua Guduo grew up.

The deer lay quietly in bed to recuperate.

Brother Lu said regretfully to his younger brother, "You are a white rose and don't look at any flowers."

I will write: (children count stars)

The sky () is scattered in the jasper plate like ().

Those seven stars, connected together like (), are called ().

The Big Dipper () turns around () slowly.

It is particularly noteworthy that some new and special words, sentences and paragraph structures in the text should require students to read or even extract them on the basis of understanding and consciously apply them to their own exercises. Give a few examples to illustrate.

(1) Fresh and special words and sentences. For example:

When you walk there after several spring rains, you will often see many fresh bamboo shoots sticking out of the soil in groups. (countryman)

(2) When Osmanthus fragrans bloomed most luxuriantly, at least a dozen neighbors were not immersed in the fragrance of Osmanthus fragrans. ("osmanthus rain")

(3) Mother said, immediately sat down again, bent over again, immediately leaned her head on the sewing machine again, and immediately fell into a busy situation ... ("Motherly Love")

(4) The water pouring down from the top of the head slides across our faces, like a stream, slowly slides across our chests and backs along our necks, and then slides across our thighs and knees ... (Water)

(5) There are hundreds of lights hanging in famous old shops, all of which are glass, all of which are horns, all of which are gauze lights, and some of them are all painted with all the stories of A Dream of Red Mansions or Water Margin. (Beijing Spring Festival)

In example 1, the word "tan" brings many fresh and tender bamboo shoots to life, which contains the author's sincere feelings-treating bamboo shoots as children. In Example 2, the word "bubble" has written osmanthus thoroughly. In Example 3, four "immediate" are used, and in Example 4, three "sliding" are used. Why not change it? In Example 5, Grandpa Lao She used four different words to express the same meaning, highlighting "change" and using words accurately. These language phenomena should guide students to ponder, compare and taste carefully and use them consciously and purposefully.

(2) Fresh and special paragraph structure. In terms of narrative order, most articles are sequential; A few of them are flashbacks, such as memories of 16 years ago, shoe repair girl. There are also interspersed, such as "Fanka" and "Send you a bunch of flowers". When teaching these texts, we should pay special attention to guiding students to understand flashback and interpolation, understand their functions and try to use them in practice. From the text genre, most articles are narrative and expository, and a few are poems (ancient poems and modern poems) and argumentative essays. In these literary styles, we should pay special attention to the narration and discussion in narrative articles, such as A Hundred Years of Beauty, personification (fairy tale style) in expository articles, such as Grandma Paper's Birthday, argumentative articles, such as Serving the People, The Truth Born after a Hundred Question Marks, and short stories, such as Bridge. When teaching these texts, we should pay special attention to guiding students to find their own characteristics through comparison and try to apply them to practice. The editor also arranged training, such as:

Practice writing: Write a short essay based on the text and the information collected by yourself, the content is "whale".

This is an exercise to turn a general exposition into an "anthropomorphic" exposition.

Practice writing: imitate the writing of a text and a paragraph, and illustrate a point with specific facts. For example, "Hard work pays off", "Modesty makes people progress, and pride makes people fall behind". Truth is born after a hundred question marks.

This is a kind of training to try to write an "argumentative essay". As far as the structure of the article is concerned, there are many kinds. For example, the full text of "The Rich Xisha Islands" revolves around one sentence, which comes straight to the point and echoes the topic from beginning to end. Each natural section takes the total score (or total score), which is a model of imitation in the early stage of the exercise; The "O'Henry" ending of Bridge: the imaginative ending of Visiting Friends in the Mountains; "Dongyang Childhood Camel Team" points out the end of writing intention (preface) Judging from the title of the article, the titles of many articles are ingenious and make the finishing point, such as "Dongyang Childhood Camel Team" and "Lifetime", which are fresh, unique and fascinating; Bridge and Plum Blossom Soul have rich meanings. "Truth is born after a hundred question marks" and "There is only one earth", all of which are thought-provoking in Crashing into a Building. These are good examples to inspire students to write questions for practice.

These fresh and special language materials will be accumulated a little today, a little tomorrow, a little in this text and a little in the next text, so that students' language material library will be enriched and enriched, a good sense of language will be born in the process of accumulation and practice, and Chinese literacy will be improved in the process of accumulation and practice.