What are the concerns of the theory of reading instruction

1. The basic formula of Mr. Qian Menglong.

Self-reading (dredging, summarizing, prompting, questioning, critique, commenting) Teaching and reading Practice (homework, repetition) constitutes a scientific and continuous process, in which students actively regulate their learning strategies.

2. Teacher Wei Shusheng's six-step classroom teaching method.

Self-study discussion, Q&A, self-training, self-criticism and drawing of the Chinese "knowledge tree", 22 items of the four major knowledge areas of junior high school (reading, writing, literary knowledge, classical Chinese), and 131 knowledge points according to the students' individual mastery level are vividly and interestingly picked and sold on the "knowledge tree" in the letter, which is itself a kind of adjustment of learning strategies.

3. Learn a little method of searching, condensing and storing language information.

Attaching importance to the processing and storage of the latest social information is a prerequisite for the formation of learning strategies, which is commonly referred to as generating teaching inspiration. Inspiration is also a learning strategy. Modern scientific research has shown that inspiration is a complex psychological function.

It is a kind of creative ability that bursts out under the condition of abundant storage of information, when the mind is very concentrated and the emotions are very high. The generation of inspiration in Zhongshan can only be generated when there is a lot of accumulation of information, painstaking management to a certain extent, and the bypass of the kind.

Reading-oriented must ensure the subjectivity of students. In the classroom, it is necessary to fully arrange the time and space for students' independent learning, so that students can read books earnestly: perceive the whole in reading, feel something in reading, cultivate a sense of language in reading, and be emotionally edified and enjoy beauty in reading.

Students should take the initiative to read and consciously read books, read pictures when they should read pictures, read feelings when they should read feelings, read opinions when they should read opinions, and read methods when they should read methods.

Reading out feelings, tasting tastes, understanding effects, learning the law, activating thinking, and finally forming independent reading ability. Taking the text "Simon Leopard" as an example, the story portrays the image of an ancient magistrate who does good things and practical things for the common people, and praises Simon Leopard's quality of opposing superstition and respecting science. When teaching, the teacher should be student-centered, let the students read every sentence of Simon Leopard repeatedly, and experience the tone, expression and rhythm of Simon Leopard's speech, as well as the words he did not say.

For example, Simon Leopard's words to the witch are relatively slow, and the tone is neither refutable nor very polite. On the contrary, in order to protect the girl, he used the three "no" words "no, not beautiful, and not satisfied", which was sonorous and powerful. Later, he used a "trouble" to ask the witch to send a letter to Hebo, and his tone suddenly became much more polite.

In the teaching of texts, students need to read aloud with emotion, role-play, positive thinking, and savoring through repeated recitation, in order to appreciate the subtle differences and deep meanings, rather than the teacher directly instilling knowledge and learning knowledge.

6. One of the basic requirements of a good class is clear teaching ideas.

The habit of unclear teaching ideas should be completely changed. "Teaching ideas" refer to the teacher's grasp of the teaching process arranged and designed by the teacher; That is, the process of how to start a lesson, how to move forward with clear steps, and how to end.

Teaching ideas: concise teaching lines, clear teaching steps, and clear teaching sections. The scientific design of teaching ideas is for students' classroom practice activities; "Clarity" means that the design and arrangement of the event can be carried out in an orderly manner.

The creativity of the teaching idea of "plate type".

As; "Ji Chengtian Temple Night Tour" teaching creativity.

Activity 1: Self-reading and self-talking.

Activity 2: Read aloud and memorize.

Activity 3: Tasting of Desserts.

This arrangement of activities highlights the practice and appreciation of students' learning methods, and a lot of time in the classroom is grasped by the students themselves, and almost all of the time is accumulated and trained. Teachers should pay attention to the most difficult points and the most beautiful points in lesson preparation.

Such as: "Charcoal Seller" teaching creativity:

Activity 1: Listen and read aloud to understand the meaning of words.

Activity 2: Read aloud and translate by yourself.

Activity 3: Memorize the text, and talk about the main idea.

Activity 4: Comment and annotate, language analysis.

This lesson is a clear example of "student activity". Under the guidance of teachers, students fully occupy the time of classroom learning, and carry out learning and practical activities to learn language, acquire skills, develop abilities, and train thinking, which truly shows its beauty and reality.

The basic characteristics of the "plate section balance pure style" idea:

1) Clear thinking and orderly teaching. It shows the teaching form of "implementing it piece by piece".

2) Each section is a semi-independent "mini-lesson" or "micro-lesson". The "plate" is the "activity".

3) It can make the classroom teaching vivid, dynamic and static, and the form changes.

The external feature of the "plate type" idea is that the teaching structure is clear, and the internal feature is the optimization of the teaching content.

For example, the teaching process of "Chinese Stone Arch Bridge" is composed of the following three important teaching "plates":

Activity 1: Explain the logical level of the text.

Activity 2: Read the fifth paragraph of the text.

Activity 3: Linguistics writes in fragments.

The idea is based on a holistic understanding of the text, which brings students deeply into the text. Activity 1 is "whole", activity 2 is "partial", and activity 3 is "detail". The full-text teaching is combined with reading and writing, and the purpose of "simplifying the teaching clue and optimizing the teaching content" is achieved.