"Reading Notes" reading activity design for reading the whole book

During the reading of the whole book, activity design can be used to guide students to touch the rich content contained deep in the text through abstract language.

Activity Design 1: Mutual Assistance in Reading In ancient China, there was a teaching method of "highly accomplished disciples passing it on one after another". Around 1923, there was the "primary school system" advocated by Mr. Tao Xingzhi.

Abroad, there is the Bell-Lancaster "guidance system".

In recent years, educational theory circles have attached great importance to an educational concept: distributed learning guidance. The basic idea is to rely on various learning resources in the learning organization to guide learners to complete tasks of different sizes, complexity, and scope.

"Peer learning" in reading the whole book means the distribution of learning resources and the pan-centralization of instructors.

Mutual reading specifically involves two models. One is the "tutoring" system that takes advantage of a small number of students with expertise, such as leading-goose guided reading and homework-based guided reading.

The first is to mobilize the "all-in-one reading" system for all students, which requires teachers to establish a community about reading the entire book in the class. In this regard, Professor Zheng Guihua specifically discussed: Building a reading community should be based on

The core position of the whole book reading teaching work, such as guiding students to form reading groups, organizing work recitations, sharing reading experiences, displaying reading notes, holding reading reports and other series of activities, these activities will help to form a reading community.

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It is worth pointing out that in terms of the impact on the reading community, the creation of an invisible reading atmosphere is more meaningful than the tangible reading style design.

Activity Design 2: Creative Reading The second level of reading the whole book: reading vividly, reading the original work thoroughly, and being able to interpret the original work creatively.

Students are required to start from a general understanding of the original reading and use their own life experience, knowledge accumulation or reasoning or analogy to create a new conclusion, new point of view or new work.

Creative reading activities generally fall into two categories: theme analysis and creative expression.

There are two paths for theme analysis: using traditional themes and creating your own research themes.

Creative expression refers to breaking away from conventions in terms of reading form, reading content, reading activities, etc. to interpret the works you read in an eclectic and original way.

There can be method creativity, media creativity, result creativity, etc.

Activity design three: Integrating reading and writing Professor Wei Xiaona of Southwest University sorted out three major types of courses that combine reading and writing: "promoting writing" type "combination of reading and writing", "promoting reading" type "combination of reading and writing", and "task" type "

Reading and writing combined”.

(1) "Promoting writing" type "combination of reading and writing" means that reading serves writing, and reading provides language accumulation, material resources, text forms and writing techniques for writing. "Writing" is the ultimate goal.

(2) "Promoting reading" type "combination of reading and writing" refers to promoting reading through writing, and understanding the work more thoroughly, clearly and clearly through writing. "Reading" is the ultimate learning goal.

(3) "Task" type "reading and writing combined" refers to a combined reading and writing course that uses the simultaneous cooperation of "reading" and "writing" to complete a certain task.

"Reading" and "writing" are deeply integrated, and they can participate in the construction of meaning and complete a certain task together.

Under the teaching trend of integrating reading and writing, the combination of reading and writing is an effective learning method. Common paths in the whole book reading practice include commentaries, reading notes, essay writing, etc.

The whole book reading teaching is a systematic process. To be effective, it must be coherent and overall.

Only by carrying out practical and effective practice on the basis of understanding more theoretical experience can the results be achieved.

In the current context of Chinese language education, whole-book reading has become a trend in Chinese education. It is not only an effective way to increase knowledge, but also an inevitable model for improving Chinese literacy. It plays an important role in students' lifelong development.