The concept of "big Chinese" education is another important concept that must be established in the implementation of quality education in Chinese teaching. To establish the concept of "big Chinese" education, we must break the concept of equating Chinese teaching with Chinese classroom teaching and build a new Chinese teaching system with classroom teaching as the main body and Chinese extracurricular activities and a good Chinese environment as the two wings. Ding Peizhong's Chinese Teaching and Quality Education puts forward higher requirements for modern Chinese teaching. Our teachers and more parents also realize that a single textbook can't meet the requirements of students' extensive knowledge and improve their Chinese reading and writing ability, and more than 30 texts in the new textbook can't meet the requirements of the new curriculum standard that "the total amount of extracurricular reading in primary schools is not less than 6.5438+100,000 words". Carrying out various forms of extracurricular reading among students will not only help students broaden their horizons, cultivate their sentiment, but also accumulate language and enrich their knowledge.
Based on the above understanding, our research group put forward the idea of studying the present situation of rural primary school students' extracurricular reading, hoping to fully and truly understand the present situation of rural primary school students' extracurricular reading through investigation and research, and provide effective countermeasures and suggestions for teachers to reform the organization and management of primary school extracurricular reading activities.
Second, the objectives, process and methods of the investigation
(1) survey objectives:
1. Understand students' attitudes, habits and reading methods after class.
2. Understand the amount of books students read after class, the sources of reading materials, and the reserves of extracurricular reading knowledge.
3. Understand the content composition of students' extracurricular reading.
(2) the process and method of investigation
1. Identify the respondents.
Because the members of this project are 500 students in grades 3 to 6 of Xiaoli Primary School and Zaoshu Primary School in Hanbin District. The members of the research group made full use of their influence among key teachers in various schools, and mobilized the head teachers of relevant classes to personally organize this survey, covering 12 classes. During the investigation, 500 questionnaires were sent out and 500 valid questionnaires were recovered.
2. The process and method of investigation
This survey is divided into four stages. The first stage is the preparation stage (2065438+March-June 2003). The main work is to put forward the project implementation plan through investigation and analysis, and do a good job in the preparatory work. The second stage is the project implementation promotion stage (September 2065438+03—June 2065438 +03 1 1), which is mainly carried out by teachers of all grades in our school as planned, collecting all kinds of materials, sorting out data and summarizing the stages. The third stage is the experience deepening and upgrading stage (20 13 12), and the reading notes are collected, updated and accumulated. The book of reading and communication exhibition. The choice of scholarly family and scholarly family. The fourth stage: Summarize the evaluation stage (20141-February), sort out the experience and problems existing in the research process of rural primary school students' extracurricular reading effectiveness, and form a written summary.
In the first two stages of this study, the current situation of rural primary school students' extracurricular reading was investigated and analyzed by means of investigation. In the later stage, it is mainly based on educational experimental research and scientific experience summary, supplemented by literature research and investigation.
Third, the analysis of the survey results
1. Analysis of rural pupils' attitude towards extracurricular reading
attitude
grade
ten
minute
happy
Full of happiness and joy
%
no
happy
Full of happiness and joy
%
one
kind
%
pass by
move
%
owner
move
%
three
65. 1
five
29.9
34.8
57
four
62. 1
seven
30.39
14
76
five
57
5.3
37.7
27.7
72.3
six
47.8
1.2
5 1
34.9
65. 1
As can be seen from the table, only about 5% of students in grades three to six don't like reading books, and only a few students like reading extra-curricular books very much, accounting for 50-60%, which generally accounts for about 30%, which reflects that children have an innate love for extra-curricular books. The main purpose of these children's extracurricular reading is to enrich their knowledge and broaden their horizons. From the initiative of reading, 60-70% students can read actively, while the proportion of passive extracurricular reading is small.
From the vertical comparison, with the increase of grade, students' interest in extracurricular reading decreases. It can be seen that due to the increase of grade, students' homework or schoolwork burden increases, which makes students spend less time on extracurricular reading.
2. Analysis of rural pupils' extracurricular reading habits.
habit
grade
look
Read while reading
%
silent
read
%
look
Edge stroke
%
Communicate with people after reading it.
%
draw
Good words,
A witty sentence,
Duan%
Kanhou
what
nor
Do%
three
33.9
47. 1
19
35. 1
18.6
46.3
four
26.7
60.6
12.7
29.5
34. 1
36.4
five
24.4
60.2
15.4
32.4
26
4 1.6
six
8. 1
58.5
33.4
40.3
45.8
13.9
As can be seen from the table, among the students in all grades surveyed, the proportion of doing nothing after reading is still relatively large, about 40%, only the students in grade six account for 13.9%, while those who read and communicate with others account for about 30%, and those who have the habit of reading silently account for 50-60%. The proportion of people who can extract good words and sentences while reading and watching increases with the increase of grade.
But generally speaking, although rural children like reading extracurricular books subjectively, they still lack effective guidance in maintaining their interests and forming good habits. Students always swallow extracurricular books and skim through them. Few of them take reading notes. Even those who start learning, they will extract some good words and sentences. As for feelings, I can't expand my imagination at all.
3. Analysis of rural primary school students' extracurricular reading content
content
grade
Fairy tale novels
%
The branch of academic or vocational research.
charming
Full of happiness and joy
%
martial arts
knight-errant
%
Prose sketch
%
work
writing
%
Poetry nursery rhymes
%
laugh
word
%
three
16.7
8.6
14
2.7
20.6
12.5
24.5
four
3 17
7.6
15.4
3.8
25
4.7
12.5
five
26
10.3
6.6
1.7
22.5
6.8
26. 1
six
3 1
12
1 1
eight
17.2
3.8
17
As can be seen from the data analysis table, among all the students in grade three to grade six surveyed, most of the reading content is concentrated in fairy tales, selected compositions and jokes, and martial arts novels also account for a certain proportion, while prose accounts for a small proportion, and the coverage of students' extracurricular reading content is still relatively large. However, judging from the proportion of composition, there is still the utilitarian thought of taking the exam.
4. Analysis of the sources of rural primary school students' extracurricular reading materials
source
grade
Xiangtong
Learn to borrow.
%
teacher
hair
%
book
Room loan
%
oneself
buy
%
three
30.8
22.3
10.8
36. 1
four
24
13.8
18. 1
44. 1
five
37.6
10.6
7. 1
44.7
six
38. 1
1.5
12. 1
48.3
From the data analysis table, it is not difficult to see that few rural children can buy or subscribe to extracurricular books by themselves, accounting for only about 40%, and most extracurricular books are borrowed by classmates or distributed by teachers. It is the key to increase the extracurricular reading of rural primary school students and solve the source of reading materials. Teachers should fully combine the reality of rural primary school students, creatively carry out their work, and collect a large number of reading materials by setting up class book corners or encouraging students to borrow each other. Only in this way can we effectively solve the practical problem that rural primary school students can't read.
Four. Discussions and suggestions
(A) clear a few basic concepts
1. The feasibility and effectiveness of strengthening reading accumulation have been verified by our traditional Chinese teaching experience. "The earth is mountains, and the wind and rain are prosperous; There are countless examples of small water droplets merging into the ocean, where dragons were born. China's educational practice for thousands of years has trained a large number of China writers who are well-known at all times and all over the world through life series training of "strengthening accumulation (extensive reading and memorizing), understanding interest (explaining words) and running through practice (writing poems and essays)". This is the "nourishing theory" summarized by later generations.
2. The core of Mr. Ye Shengtao's view of Chinese textbooks is that "Chinese textbooks are just examples" and "Chinese textbooks are like students holding a key to open other stacks". Ye Lao repeatedly stressed that Chinese textbooks are the starting point of teaching, not the end point. With Chinese textbooks, the purpose is to read all kinds of books, and Chinese textbooks have actually become a bridge to extracurricular reading. Ye Lao's "model" theory is one of the theoretical foundations of the experiment.
3. Suhomlinski compares extracurricular reading to "the sail of the ship of thoughts, and it is also the wind sailing forward", and puts forward the view that reading and learning are closely linked, and that reading creates an "intellectual background" for learning, and it is necessary to grasp and implement two sets of teaching syllabuses: "learning" and "extracurricular reading". This is also one of the theoretical foundations of the experiment.
4. The theory of learning transfer is an ancient psychological law, that is, it is usually said to draw inferences from others. It is another theoretical basis of the experiment to apply the basic methods learned from classroom reading to a large number of extracurricular reading, so that students can learn from class and benefit from class.
Modern educational psychology research shows that a prominent feature of children's individual intelligence development is their strong memory and weak understanding ability, so attention should be directed to things with similar memories, instead of being scattered to many things that are difficult to understand. This shows that adolescence should have a stage of strengthening reading and accumulating language information.
(B) some suggestions on the implementation of teaching
1. Stimulate students' interest in extracurricular reading. "Interest is the best teacher", and interest can make students achieve the effect of "no need to push themselves". Students' interest in extracurricular reading is mainly stimulated and induced by teachers, who should change the traditional educational concept. The first is example motivation; Example can make students have the psychology of keeping up with the world, which can be a celebrity effect. Introduce some great and famous people's extracurricular reading experiences, such as Comrade Lenin's reading in the library for decades.
Step on a pair of footprints in the book; You can also be a typical student, let them learn from themselves, build their interest in books, and then understand and learn. Teachers can also show students' achievements in reading extracurricular books in a timely manner, such as reading notes and handwritten newspapers made according to reading extracurricular books. As parents, we should also set a good example for our children and create a good family environment for them.
2. In view of the narrow reading range of students, first of all, students should develop the good habit of loving books, read widely, not limited to one range, read boldly and discover boldly. As the main channel for students to read extracurricular books, schools should supplement the books in the library to fully ensure the quantity and quality of books; And regularly recommend good books for students, do a good job in reading guidance, and form an extracurricular reading atmosphere in school. As parents, we should supplement all kinds of books for our children in time, urge them to read, and spend more energy and time on them.
3. Cultivate students' good reading habits. To guide students' extracurricular reading and improve reading efficiency, we should first recommend reading materials, the most extensive of which are materials related to teaching content. For example, students can be recommended to read the Romance of the Three Kingdoms after learning to borrow arrows from grass boats, to experience Zhuge Liang's ingenious design, and to recommend the Water Margin after learning Jingyanggang, to understand the experience and fate of Song Wu, so as to understand the involuntarily characters in the historical background at that time. In addition, you can recommend students who are suitable for your age. The sixth grade students are full of curiosity and fantasy. We can recommend "100,000 Why's" and "science fiction story" to them, so that they can feel the wealth of knowledge in extra-curricular books. Secondly, learn how to read. Students' age characteristics determine that they seldom savor an extra-curricular book. Most students choose wonderful books and browse them frequently. It is very important to learn how to read. Teachers should guide students to read extracurricular books in different ways according to the characteristics and structure of extracurricular books and the reality of students, so as to make full use of time effectively. Third, guide students to take reading notes. "Good memory is not as good as bad writing." Cultivating the habit of taking reading notes can not only enhance our understanding of extracurricular books, but also further enrich our knowledge and improve our writing ability. For example, after reading Composition Collection, you can extract some good words or write down your feelings about a composition. After reading China Folk Tales, we can talk about our feelings, expand our imagination, establish various forms of extracurricular reading, and carry out inspections to encourage students to develop good extracurricular reading habits.
The formation of ability depends on the cultivation of habits. The cultivation of students' good extracurricular reading habits is not a one-off event. It requires teachers' gradual and persistent guidance and training, and must not be promoted by seedlings. At the same time, the cultivation of good extracurricular reading habits can not be separated from students' own efforts. Only when teachers, parents and students change their traditional concepts and form a tacit understanding can students really improve their extracurricular reading ability. Only when students' extracurricular reading ability is really improved can our national education make a new breakthrough. Of course, teaching is still the focus of school work. While cultivating students' extracurricular reading habits, we should not relax teaching, but should "grasp with both hands and be hard with both hands". "