关键词 导航 阅读自主性 核心探究点 心理需求
:A
Junior Modern Reading Teaching Methods
Based on Self-learning Nigation
XU Lihong
(Zhejiang Tonglu Bipu Middle School, Hangzhou, Zhejiang 311516)
Abstract In 2012, Zhejiang Province junior high school language class quality rating clearly to "highlight the 'Confirm teaching by learning' classroom teaching philosophy, emphasis on the 'student-oriented, learning-centered' classroom form" theme. County Organization Department of the county teachers' changing teaching methods to enhance learning ability, "the training, advocates the use of" self-learning nigation "(hereinafter referred to as" nigation"), the first school to teach, to be taught to learn, actively promoteclassroom teachers changes. The author found that the teaching of modern reading, due to a misunderstanding of the "nigation" as the carrier of teaching unintentionally, there has been a lively classroom surface, disorder and so on. Therefore, in the teaching of modern reading, clever use of "nigation" to integrate refining "the lesson" core values issues, stimulate students' reading autonomy, attention to student's psychological needs, so that the classroom as a student flying dreams, spirituality and show burst sparks of wisdom school.
Key words nigation; reading autonomy; core probe point; psychological needs
1 初中现代文阅读教学中“导航”使用目前状况
(1)搬“导航”答案,现代文阅读教学热闹。学生在课前用“导航”预习过课文,但只是把学生预先知道的在课上说说,看似热热闹闹,学生的阅读能力不会得到提升,学生主动举手回答理由的很少,被老师点名或小组轮流方式被动发言的较多。(2)照“导航”宣科,现代文阅读教学无序。将“导航”中所有理由都当作教学理由来一一解决,课堂教学从基础字词落实到课文内容概括,从情感分析、语句赏析到片段仿写,看似很有条理,步步深入,用于教学后,学生却像没头苍蝇一样跟着老师、跟着导航走,最后导致整个课堂教学散乱无章。(3)用“导航”模式,现代文阅读教学死板。语文学科是学习语言运用的实践性学科,语言的学习需要大量的积累与实践,不是单纯的训练分析可以解决的。一篇又一篇内容、文体迥异的被选入教材只是进行模式化的训练,其结果可想而知——老师教得无味,学生学得无趣。2 初中现代文阅读教学中“导航”运用的策略
2.1 善用“导航”激发学生阅读自主性
用“导航”重在引导学生专注阅读,明确“这一课”的阅读要求。但是,学生由于受人生经历和个人认知的限制,对课文的理解需要更多的辅助性资料来帮助解读课文。为了使学生更深刻地理解《老王》中的“愧怍”一词,笔者在课前增加了杨绛生平介绍及杨绛回顾岁月的文章。这一资料的补充更有助于学生理解作者杨绛,为学生提供了作者的眼光来解读文本,也为文本的加深理解作了铺垫。阅读“这一课”必定有阅读的具体策略,为达到开启孩子思维的目的,《老王》一课的导航资料增加了温馨提示:孟子认为,文学作品和作家本人的生活思想以及时代背景有着极为密切的关系,因而只有知其人、论其世,才能客观地正确理解和把握文学作品的思想内容。这一知人论世说为学生读文提供了合适的策略,也开阔了学生的思维。