Talk about how you guide students to understand and perceive texts in and out of class

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Combined with the actual teaching practice, how should we guide students to master the overall perception in reading?

Hello! I understand your question and am in the process of sorting out the answer for you, it may take 5-8 minutes, please be patient!

Combined with the actual teaching, this paper specifically discusses how to guide students to master the overall perception in reading: 1 Guide students to understand the overall situation of the text, 2 Promote the original perception (after the initial familiarity with the content of the reading, a kind of primitive sense of the spring leakage that arises3 Forming reading expectations4 From the first feeling to the development of commentary Knowledge generalization refers to the subject's deep processing and transformation of perceptual materials such as analysis, synthesis, comparison, abstraction, and generalization, so as to obtain an abstract and general understanding of the essential characteristics and internal relations of a class of things, the process of rational cognition.

The modern view of reading believes that the teaching of reading is a process of dialogue between students, teachers, and texts. This concept of reading is based on modern dialogue theory. Dialogue theory holds that the relationship between the author and the reader, in essence, is a system of spiritual connections between people, and the act of reading also means that a relationship of dialogue and communication is established between people.

This kind of dialogue and exchange is two-way, interactive, and interdependent, and reading becomes a dynamic process of collision of ideas and heart-to-heart exchange, and it is the relationship between subjects and subjects. The reader's reading, especially the process of reading literary works, is a process of co-participation and co-creation of knowledge. Therefore, the reader is definitely not passive, and the reader is also the subject of literary activity.

Therefore, in the teaching of reading, we should pay attention to the subjective position of students in the reading process; Emphasis should be placed on the unique feelings and experiences of students; Note: Teachers are the organizers of reading activities in the classroom, the facilitators of students' reading, and one of the interlocutors in reading.

1. Cultivating language ability: Reading is one of the important means to cultivate language ability, through which you can improve your vocabulary, cultural literacy and sense of language, and then improve your speaking and writing skills.

2. Increase knowledge: Reading can expose people to knowledge in different fields, expand their horizons, increase their knowledge and experience, and enrich their personal connotation and external expression.

3. Healthy growth: Reading has a positive impact on children's cognition, psychology and emotion, and can promote healthy growth and all-round development.

4. Promote social progress: Reading can improve people's thinking ability, innovation ability and communication ability, and plays an important role in promoting social progress and development.

Therefore, the teaching of reading is very important, not only to improve the quality of individuals, but also to promote social progress.

Teaching reading is a process of dialogue between students, teachers, and texts.

Data Extension:

The reading pedagogy is an integral part of the language pedagogy. To study the purpose, tasks, principles, and methods of teaching reading. Reading teaching is the basic part of Chinese teaching, an important way of literacy, and the foundation of composition. The purpose is to cultivate students' reading ability and reading habits.

The relationship between imparting knowledge and developing intelligence and cultivating ability. Knowledge is the foundation of intelligence and ability, and in the process of developing intelligence and cultivating ability, it can deepen the understanding of knowledge.

Vertical and horizontal linkages in teaching. For example, the connection between lower, middle and upper grades, the connection between reading, listening, speaking, and writing, and the connection between in-class reading and extra-curricular reading.

The methods should be flexible and diverse, practical and effective, and different methods should be used for different texts, taking into account the age characteristics of children. Deal with the relationship between the parts of the text and the whole. Generally, it can be taught in the order of the whole to the part and then to the whole.

For example, in the lower grades, students should be instructed to understand the words and sentences through the ascending spine and initially understand the content of the text.

In the middle and upper grades, students should be helped to understand the relationship between sentences and sentences, paragraphs and paragraphs, and paragraphs and articles in the text, grasp the words, sentences and paragraphs that express the central idea, and clarify the hierarchical structure of the text. It is necessary to cultivate students' self-learning ability, independent thinking ability, and gradually master reading methods in reading practice.