A Micro-Exploration of Chinese Language and Literature Group Reading Teaching

A Micro-Exploration of Group Text Reading Teaching in Chinese Language and Literature

HUA Mao Foreign Language School Wang Hui

In early May 2019, during a teaching research session, I first learned about non-continuous texts; at the end of May of the same year, I studied the analogous reading of poetry at the Anlu Jiandong School. These two learning experiences greatly impacted me. I realized that inefficient reading leads to wasted effort. Subsequently, during the summer vacation, I read Wang Jun's "More Beautiful Chinese Language and Literature." The following are some of my humble opinions; please feel free to offer criticism and corrections. Thank you.

Standing in the classroom teaching group text reading, I am reflecting my life experiences, the books I've read, the paths I've walked, my insights, and my joys and sorrows; teaching is teaching myself. Group text reading teaching is a quiet revolution in Chinese language and literature. I am a person who is fascinated by classroom teaching, although I have only been cultivating on the fertile land of education for six years, and I am also a novice in the research of group text reading. But I am willing to be a brave sailor here, riding the waves of the vast ocean.

I. The Teaching Significance of Group Text Reading

1. Increasing Primary School Students' Reading Interest

So-called primary school Chinese group text reading refers to a new reading teaching model that improves primary school students' Chinese language literacy by increasing their reading volume. It cultivates primary school students' Chinese reading ability by having them read various articles of different styles. Through group text reading, articles are systematically categorized, and themes are established. Reading is conducted under the guidance of specific themes. For example, in sixth-grade primary school texts, passages in "The Only Listener," "Listen with Your Heart," and "The Poor Man" describe the heart. By describing the heart, students experience the beauty of the heart and writing techniques, thus more profoundly understanding the author's meaning and the overall thoughts and emotions expressed in the article. Teachers should take this opportunity to guide students on relevant knowledge points, guide them in related reading, and allow them to cultivate their learning interest by summarizing similar text types.

2. Improving Primary School Students' Reading Ability

For primary school students, primary school is an important stage for laying the foundation and developing abilities. Cultivating reading allows them to develop to a higher level. By obtaining the knowledge they need through reading, they maintain their learning initiative and autonomy. Through reading, they can discover problems around them and find the answers they want in reading.

II. Chinese Language Group Text

Reading Teaching Principles

In reading teaching, teaching objectives should be the principle. Students' reading ability should be cultivated by connecting theory with practice, and their learning interest should be stimulated by creating learning scenarios. Primary school students have broad interests, short attention spans, and a preference for things they are interested in. By combining creativity and innovative teaching methods in primary school Chinese reading, students' reading interest can be improved. Group III. Chinese Language

Group Text Reading Strategies Analyzing the commonalities of articles and selecting related group texts is a test for teachers. Determining the theme of group text reading is crucial. As the founder of Youth Chinese Language and Literature, Wang Jun's research on group text teaching is relatively early. Regarding the integration of group texts, she aptly states: The most basic thinking characteristic of group text teaching is "sensitivity to similar information," and the most basic operational method is "integration of similar information." Her framework for group texts is: to integrate texts according to the specific situation of the class, focusing on both the pragmatic value and the life value of the text. In short, it is "private customization" for students' Chinese language classrooms. In group text reading, teachers should select articles based on students' interests, hobbies, and comprehension abilities, while also considering the teaching objectives of Chinese language reading. Articles should be selected purposefully and hierarchically. Determine the theme and guide students to conduct categorized reading. The so-called theme guidance refers to the fact that teachers should do a good job of theme classification, determine a reading theme, and then students, according to their needs, set teaching and learning plans and conduct group text reading. For example, in teaching "The Only Listener," the teacher starts with the "harm" from relatives and the "kindness" of the elderly, focusing on "kindness," and integrates Sixth Grade Only Listener" with Fifth Grade Secret Reading Notes" to layer by layer study the kindness of the elderly and cultivate students' learning interest.

1. In-depth Development Combining Unit Themes

　From the perspective of current primary school Chinese textbooks, each unit has a common theme with vast development potential. When organizing students to conduct group text reading, teachers can conduct in-depth development based on these unit themes, supplementing and integrating the textbook content to allow students to achieve multi-level and multi-faceted understanding of the unit. In practice, Chinese language teachers can conduct classroom teaching according to the following steps: reviewing the theme—browsing reading—sharing excerpts—appreciating highlights—expanding the theme, guiding students to conduct extended reading based on reviewing the text content, and organizing students to cooperate in groups to summarize the reading content. Throughout the class, teachers should be open, democratic, interactive, and diverse. They should encourage students to share their reading insights, pay attention to students' understanding, and use appropriate questions to stimulate students' thinking and promote the improvement of their actual reading level. For example, when guiding students to learn the fourth group of texts in the sixth grade of the People's Education Edition, the content of this unit is related to "Cherishing Our Home," such as "There Is Only One Earth," "The Story of Deer and Wolves," "This Land Is Sacred," and "Green Mountains Never Grow Old." Before class, teachers can have students start from life, find some articles related to our home, and have students conduct quick reading of these articles in class. Then, they conduct in-depth reading of these four texts, comparing the content of the articles they found with the texts, discussing from what perspectives these articles are described, deepening students' reading insights. Finally, teachers can have students write an article about cherishing our home by imitating the texts or the materials they found, further enhancing students' understanding. Here, I quote an example from Wang Jun's "More Beautiful Chinese Language and Literature": PPT shows 2. Designing Combined Articles Based on Structural Hierarchy

In primary school Chinese group text reading teaching, teachers need to organically combine the articles they have prepared in advance. Articles cannot be placed in the classroom without any order for students to read. They must be arranged according to a certain hierarchy and structure to ensure that students can obtain good reading results. In actual reading, teachers can have students conduct group reading, progressive reading, repeated reading, and other reading methods to mobilize students' reading enthusiasm. For example, when teaching the fifth unit of sixth grade,

　　 When first introducing Lu Xun, teachers can initially present students with the content of "My Uncle Lu Xun," allowing them to experience Zhou Ye's grief over his uncle's passing, as well as his discussions of "Water Margin," "running into walls," aiding a rickshaw puller, and showing concern for a maid. This guides students to their initial understanding of Lu Xun. Following this, the teacher can introduce Zang Kejia's "Some People." After students finish reading, this can be used to recommend that students read the renowned female writer Xiao Hong's "Remembering Mr. Lu Xun" and the junior high school text "She Society," allowing students to discover commonalities among the articles through comparison, thereby enhancing classroom teaching effectiveness.

　 3. Strengthening Group Reading Teaching Methods

　　Group reading not only guides students to experience a certain theme in a deeper and more multifaceted way, but also allows for targeted training and guidance on students' reading methods, which helps improve their reading ability. As the saying goes, "Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime." For elementary school students, acquiring methods is more educational than mastering knowledge. Therefore, in elementary school Chinese group reading teaching, teachers need to further strengthen the guidance and training of students' group reading methods. Since group reading requires students to read multiple articles in one class, students often browse, skim, and silently read. It's important to note that elementary school Chinese teachers should consciously instill some rapid reading methods in students. When students initially read the text, have them quickly silently read the text and summarize the content based on keywords and sentences. Then, guide students to skim the text, identifying key sentences and paragraphs to enhance their reading experience. Next, the teacher should have students compare, summarize, and conclude the several articles they have read. In group reading, the expression methods, language styles, and thinking of various articles have certain differences, providing a very broad space for thought. Teachers should guide students to think and explore from different perspectives, and strengthen communication and interaction with students, so that students can improve their comprehensive abilities in group reading and promote their good development. For example, "My Uncle Lu Xun," "Zhan Tianyou," and "Young Run Tu" all write about people. In class, have students compare and read these three articles, using silent reading, intensive reading, browsing, skimming, scanning, and annotation methods to cultivate students' reading ability and initially experience the charm of group reading.

IV. Summary

　　In summary, in elementary school Chinese reading teaching, the group reading teaching model is a very effective teaching model that can significantly improve students' reading level and thinking ability, and contribute to students' good development. Therefore, in practical teaching, elementary school Chinese teachers should combine the actual situation of students, reasonably set the content of group reading teaching, constantly innovate classroom organization, comprehensively improve students' reading interest, and promote the healthy development of students' minds and bodies.