Keywords holographic reading teaching holographic reading horizon is expected to be fully interactive and comprehensive practice
Holographic reading teaching is a reading teaching mode that conforms to the trend of comprehensive education, draws lessons from holographic theory according to the relationship between people and words. The so-called hologram means that any part of the whole contains all the information of the whole. Holographic phenomenon is ubiquitous, and the cloning technology that makes any part of an organism grow into a new whole under certain conditions is the proof that a cell of an organism contains all the information of the organism. The object text of reading is also holographic, which involves extremely rich contents: nature, history, humanities, science and technology ... Up and down for five thousand years, Wan Li, which is the epitome of society and can reflect the whole world. Therefore, as long as we give full play to its advantages, the text has a profound impact on readers, which can involve knowledge and skills, processes and methods, emotions, attitudes and values. On the other hand, Chinese is a comprehensive discipline with strong humanity, which also has a great influence on the study of other disciplines. Therefore, we grasp the holographic nature of Chinese and hope to find a new way of reading teaching that can effectively improve students' Chinese literacy and comprehensively improve people's quality.
Holographic reading teaching refers to a teaching mode of observing the whole process of reading teaching with holographic thinking mode. Its remarkable characteristics are: taking the text as the research theme, paying attention to the extension and expansion before and after reading teaching; Strengthen the awareness of resources, regard students as an important part and generator of teaching resources, and regard teachers as "reorganizers" who present information in the process of classroom teaching, so as to realize full interaction and diversified exploration in the process of reading teaching and ultimately promote the all-round development of students.
The realization of holographic reading is embodied in the following three parts:
First, before class: broaden "horizon expectation"
"horizon expectation" is a concept in reception aesthetics, which refers to the reader's aesthetic experience and ability before reading, in short, the reader's cognitive structure. When reading a text, readers always enter the text with some expectations or questions, and start reading the text with set expectations or questioning expectations. On the one hand, the text accepts readers and cooperates with them with an open attitude and a summoning structure; On the other hand, it sticks to the portal and refuses some uncooperative or unprepared readers to enter the text, which at the same time reflects the self-discipline of the text. In other words, the horizon expectation of reading can actually be understood as the "nearest development zone" of students' reading level.
Paying attention to students' horizon expectation is helpful to improve reading level. There is an interesting story in Hongming Ji compiled by monks in the Southern Dynasties: Gong Mingyi played a song "The Power of Clearing the Horn" for the cow, but the cow was indifferent. Instead, "the sound of attacking mosquitoes, the sound of solitary calves" was played, and the cow wagged its tail and listened attentively. It can be seen that playing the piano is not bad for a cow. The key is whether the music played is within the "vision" of the cow. In the same way, as the subject of cognition, people always start from the existing concepts and methods and enter the door of cognition. Of course, we do not change "music" to achieve * * * singing skills, but change people's own vision expectations to achieve integration and promotion.
To broaden students' horizon expectations, we must first enrich students' direct life experience. With rich life experience, it is easier for students to extend related images into aesthetic images when reading texts, and it is easier to arouse them. Therefore, students should take part in social activities and experience a rich life.
Secondly, we should broaden students' indirect information accumulation. From the first day when the new book is issued, we will organize students to browse all the texts first, and then look for relevant materials separately, and organize students to establish a Chinese learning information database for this semester. The form of information is not unique: audio-visual, pictures, objects, books ... There are also various ways to search: library, exhibition hall, reading room, family collection, outdoor shooting, surfing the Internet ... The significance of this activity is not only to promote students' extracurricular accumulation, but also to enhance their horizon expectations. The process of collecting and processing information is the real process of improving their comprehensive quality.
Second, in the classroom: develop full interaction.
As mentioned above, observing the teaching process of reading with holographic thinking is to regard the teaching process as a holographic system, focusing on the interaction among the three holographic elements of teachers, students and texts. In the current reading teaching, it is particularly necessary to attach importance to rather than ignore the information from students. The following teacher's experience can make us deeply understand the connotation and significance of "interaction":
In an open class of "Looking at the sky from a well", a teacher asked students to practice speaking and writing on the topic of "Frogs jumping out of the wellhead". Many students' answers are within the framework of "standard", and the teacher is naturally very happy. But Zhang Yu, a newly transferred student, said, "The frog jumped out of the well. He looked outside and thought it was better to go into the well. It jumped back into the well. " The students burst into laughter, and the teacher interrupted her and asked everyone, "Is it better in the well or outside the well?" And motioned for Zhang Yu to sit down and said casually, "I think you are a frog, sitting in a well and watching the sky." After that, the teacher asked everyone to write down their thoughts and words.
When the teacher was correcting the homework handed in by the students, she saw the story that Zhang Yu continued to write:
The frog jumped out of the well. He came to a small river. He is tired and wants to drink some water. Suddenly, he heard a loud roar: "Stop drinking, this water is poisonous!" " "Sure enough, there are many dead fish floating on the water. It looked up and saw an old frog talking to it not far away. Just as he was about to say thank you, he heard a scream. A steel fork pierced the old frog's body and the old frog struggled painfully. The frog was stunned. The outside world is terrible. He hurried back and jumped into the well again. Better be in the well, it's safe in the well!
Obviously, students' information-personalized reading results-has a strong influence on teachers. She wrote in her teaching reflection:
My heart was shocked. It is obvious to all that there are often dead fish floating in the river and frogs sold in the vegetable market. What's wrong with letting the frog jump back into the well? But I didn't give her a chance to express her views. If I let her finish, not only will the students stop laughing at her, but it will also add a touch of bright color to my classroom teaching. Shouldn't I cultivate their creative thinking? But I actually said that she was a frog sitting in a well watching the sky. The child's mind is like a colorful world outside the well, and all that needs to jump out is self-righteous!
Later, the teacher carefully wrote a sentence in Zhang Yu's exercise book: "Sorry, the teacher is a frog."
In this interaction, teachers, students and texts have moved from their respective "horizon expectations" to "horizon integration" and become rich.
(A) to create a living learning environment
Fundamentally speaking, human language and education are produced in response to the needs of life, and they have a natural internal relationship with human life. The information transmitted in the process of reading teaching activities is the essence of long-term accumulated experience of human beings, and most of them are abstract and indirect relative to students. On the other hand, students have a lot of direct experience related to it. It is precisely because of these valuable life experiences that the abstract and indirect experiences in the text have potential significance to students. The transformation of this potential meaning into practical meaning and its effect depend to a great extent on whether reading activities can establish an organic connection with teachers and students in their daily lives. Putting reading activities in the background of real life as far as possible can stimulate students' strong desire for information acquisition, help mobilize existing horizon expectations, transform the purpose of reading teaching into students' internal needs as the main body of life, create good conditions for students to actively construct, and promote the overall improvement of Chinese reading, writing, listening and speaking.
A teacher's mother, facing a child who was tired of ancient poetry, picked up the toy elephant on the table and chatted: "Elephant, let's read this poem, and I'll read one sentence, so you can read one, okay?" In less than a minute, the child also integrated into it, and the dialogue between the elephant and the child naturally began. After the child finished reading the ancient poem "Acacia", "Little Elephant" said, "Sister, please give me some red beans." "Why?" "Aunt, director of the brought me here from Taiwan Province province. I haven't seen my parents for a long time. I miss them. " The child picked up the baby elephant emotionally: "Oh, don't cry, don't cry, my sister will play with you, and I'll go to my mother-in-law to find you red beans."
Although the child once pouted to his mother and said "This is what you said"-she understood that the elephant's words were false and that his mother played the elephant was true, the child was willing to indulge in this simulated life world. It can be seen that integrating learning into this unique life background can stimulate children's strong interest in participating in activities. Interest is the prerequisite for students to participate in interaction.
(2) Ask the text constantly.
Modern hermeneutics holds that the text is a holographic open system, and the meaning of the text is generated in the process of readers' participation in reading, in the collision, communication and dialogue between readers and the text. Therefore, the full interaction between teachers and students and the text is the most important content in the teaching process. We believe that the interaction between teachers and students and the text can be manifested in the constant questioning of the text, and the process of questioning will generally go through such a cycle:
Concentrate on reading-full association-continuous exploration
1, concentrate on reading and look for holographic elements.
We say that words are holographic and can map complex worlds. As far as the text itself is concerned, it is also a system, and the words, sentences and paragraphs that make up the text become a part of the system, and they become the epitome of the whole text to varying degrees. Here, it is necessary for us to understand the concept of holographic elements. The so-called holographic element refers to a subsystem or part that has a relatively obvious boundary with its surrounding system or part in function or structure and has all the information of the system or the whole. The establishment of the concept of holographic element provides a starting point for us to study the whole from the local and the large-scale system from the small system. If our teaching can closely follow such holographic elements, it is like opening the brightest window, starting a dialogue with the text from perfect angle, focusing on all the information of the text, and achieving the effect of seeing the whole leopard at a glance. The educational value is obvious, which can not only realize the integration of knowledge and ability, process and method, emotion, attitude and values, but also jump out of the mode of plot analysis and segmentation that has plagued reading teaching for decades, and realize the openness, comprehensiveness and efficiency of reading teaching to the greatest extent.
The holographic elements in the text are sometimes clear at a glance, such as the general sentence before the text, the transitional paragraph in the text or the conclusion at the end of the text. But more often it is hidden. For example, the "one touch" in the lesson "Cormorant" is difficult to find this seemingly ordinary but extremely rich holographic element if it is not the designer's unique eye. It can be said that the tension of fishing, the busyness of cormorants and the joy of fishermen expressed in this paper can almost be brushed aside, and an extremely open and orderly classroom is presented. Therefore, the accuracy of holographic elements greatly affects the benefit of teaching and reflects the reading level of teachers and students.
So, how to find the best holographic elements in the text?
First, find emotional paragraphs
For example, in the eighth paragraph of my comrade Qiu, "For the sake of the whole class, for the sake of the whole submarine army, for the victory of this battle, Qiu is like a boulder, lying motionless in the fire, burning ..." This paragraph can fully reflect the situation of Qiu Qianjun and Qiu's heroic suffering in the fire. Repeated reading can play a deterrent role.
B. Look for words with profound meanings
For example, the word "knock" in the lesson "Knocking on the door of world champions" is undoubtedly an intriguing word. Just "Why Knock" can radiate the humiliation that China was ridiculed by the world as "Duck Egg Team" before the Rong Guo Tuan won the championship, the hardships of fighting bravely when winning the championship, and the ecstasy after winning the championship.
C. Discovering inconsistencies
For example, in the lesson "Little Sandy", the gentleman was so indifferent to Sandy at first, and only spent a penny to buy a box of matches to get rid of the entanglement, but in the end he was still willing to pay thousands of times to solemnly promise: "I will always take care of Little Libby." This contradiction is of great research value.
D. find something unusual
In the article "More Important than Money", a strange man's car was damaged by "I", but he had to call to thank "I". This unusual performance is very worthy of further study. So it can radiate up and down as a holographic element.
2. Fully relate and mobilize the expectations of the horizon.
Holographic reading is a kind of reading mode which is student-centered, based on a large number of backgrounds and aimed at pursuing multiple readings around the text. Therefore, in the process of reading, we should link the background materials with the text content, and link each individual's life experience and emotional experience with the text connotation. It is necessary to break through the barrier between current reading activities and "horizon expectation", cross the "time tunnel", conduct full dialogue, and promote the creation of personalized text meaning. Therefore, it is particularly important to develop full association centered on holographic elements in holographic reading teaching after concentrated reading.
Lenovo can start from these aspects:
(1) Search for related information. That is, "thinking for a thousand years and seeing through Wan Li" extends the tentacles of thought to every corner and connects perceptual experience with time, space or related things. For example, learning the lesson "Knocking on the Door of World Champion", Lenovo once ignited the thinking sparks of many students. There is such a description in the article:
When the China team members entered the stadium, people pointed to a player with a rectangular face, a high forehead and a brow that revealed wisdom and perseverance, and shouted: "China, Rong Guotuan!" "China, Rong Guotuan!" As a result, Rong Guotuan of China won the final.
When the teacher asked everyone to try what kind of tone to use on the phone, one student stood up and suddenly imitated the tone of foreigners and said this sentence in a tone of extreme surprise and doubt. The students burst out laughing. He explained that this was said by the French in the audience, because the French looked down on China the most, and there was a sign at the entrance of Shanghai Beach Park that said "China people and dogs are not allowed to enter". A stone stirred up a thousand waves, and another student immediately stood up and said this sentence in an extremely excited tone, adding, I am an old overseas Chinese and I have been bullied a lot abroad. Rong Guotuan is fighting for us, and we are no longer the sick man of East Asia! Another student read this sentence in a very happy tone and said, "I am a Korean under the stage, and China is our brother. We are also happy for them to win the championship! " Afterwards, he said that grandpa had participated in the War to Resist US Aggression and Aid Korea, which inspired his creativity. It can be seen that the reading of the text is really closely related to the readers' horizon expectation and emotional experience. Lenovo can open communication channels between many things, make thinking spark innovation, and make the text get multiple readings.
(2) Search for relevant information. Relative information reflects the contrast and correspondence of things, and it shows reverse thinking in thinking. Relative information can play the role of contrast and contrast with the scene in front of us, and deepen the reading and experience of the text. For example, one of our students read a clip in Young Musician Yanko: "Yanko is really willing to exchange everything for him. As long as he is moved, even if it is just moved, he will be satisfied." He couldn't help but think of the scene of learning the violin: "Looking at the violin in front of me, unconsciously, it became a Transformers and a space shuttle ... At this time, my mother's anxious urging always came from my ear, so I had to slouch a few times. It sounds like a saw. It's terrible. I wish I had given this violin to Janko! When can I be as addicted to music as Janko? " From the association here, we can see that the students have compared the article with the small one. The students' own experience reflects Yang Ke's love for music, and Yang Ke's performance also urges the readers to reflect and even realize their own shortcomings. Such reading activities contribute to the healthy development of personality.
3. Constantly explore and realize multi-angle radiation.
In the eyes of holographic readers, text is a holographic element, and readers must mobilize all experience and information to understand it. They must also take it as a research theme, radiate the tentacles of inquiry into all directions, and improve their own quality in the colorful comprehensive practice of inquiry. In the classroom, especially after determining the secondary holographic elements in the text, we still advocate that the tentacles of thinking radiate to all sides of the text based on holographic elements. Only in this way can the openness and integration of teaching be reflected. Therefore, constant inquiry and exploration is the main theme of the whole reading process.
For example, we have a teacher's class "Little Sandy", which revolves around the paragraph 12, reflecting the teaching characteristics of layer-by-layer inquiry and multi-angle radiation. First, she led the students to read Sandy's pity from the words such as "orphan", "broken bed" and "both legs are broken and dying" in paragraph 12, and then radiated it to the last article to further feel Sandy's pity from the fragments asking for matches. Then explore, what can be read from this paragraph-read out the concern for my brother. Reading for the third time, we can also read the brightest part of Sandy's character-his honesty and trustworthiness. So I arranged an imaginary passage in combination with the previous article "Looking for a ragged child for a while", imagining how Sandy told his younger brother to look for that gentleman, and how he warned his younger brother not to forget to be a man no matter how poor he was, thus pushing the reverence for Sandy to a climax. This kind of teaching deals well with the relationship between acceptance and release, openness and closure. After reading each meaning, let the students read this paragraph with emotion and express their feelings, so as to push the emotional waves deeper, the characters gradually become full, and the enthusiasm for exploration is constantly rising. Students really experienced the process of autonomy, cooperation and inquiry.
Seeking "the light of dialogue"
Reading teaching is a dialogue process among students, teachers and texts. In addition to the above-mentioned dialogue between students and texts, the interaction in reading teaching also includes the dialogue between teachers and students and texts. Dialogue is not only an educational idea, but also a cognitive way. The interpretation of the text, some through inquiry, some through dialogue "said". "Water tastes tasteless and swings into ripples; There is no fire in the stone, and they will glow when they collide with each other. " Only in the heart-to-heart communication and the collision of wisdom and wisdom can the classroom produce the systematic effect of "the whole is greater than the sum of its parts"
How can we create a real dialogue between teachers and students and strive to promote the creation of "the light of dialogue"?
1, make as full material preparation as possible.
In order to reflect the richness and profundity of the dialogue, it is necessary for teachers to make adequate material preparation. That is, teachers should read the text as comprehensively as possible, and sometimes even make contradictory understanding of the text. For example, peanut is a typical example. We can agree with the author that peanut is more commendable because it has real value and simple personality. You can also fully agree with apples and pomegranates, because they not only have the same practical value, but also have a moving figure, a beautiful soul and a charming appearance, so they are not more competitive in modern society. With such a completely different understanding, there will be the idea of letting students debate in class. It can be seen that rich material preparation can make teachers face differences more calmly, respect differences, guide multi-party dialogue more flexibly, and be more conducive to producing "light of dialogue".
2. Establish a dialogue consciousness of complete democracy and equality.
True dialogue is an equal, open, free, democratic, coordinated, interesting and inspiring exchange, which can always stimulate new ideas and reverie. The biggest feature of dialogue is that the first thing that communicators think of is to expose their prejudice through communication-not only to others, but also to themselves, so that they are in a kind of doubt about themselves and refute others. It can be seen that deciding whether an exchange is a real dialogue is a kind of consciousness devoted to mutual understanding, cooperation and creation, that is, "dialogue consciousness". In teaching, to verify whether teachers have this sense of dialogue, we might as well make some reflections:
In front of students, have I ever admitted my mistakes, such as "Sorry, the teacher is a frog in the well"?
Hope and be sure that there will be new discoveries in the communication with students?
Is my communication with students the same as my conversation with friends?
Do I have to get the consent of the students before I speak? Wait a minute.
3. Retire the role of teachers in classroom teaching as much as possible.
The teaching process is a holographic process. In order to fully reflect the interaction in the dialogue, it is necessary to encourage every student and teacher to actively participate in it, and it must not be limited to teachers and students, especially between teachers and individual outstanding students. "Throwing hydrangea" is undoubtedly a good strategy for retired teachers to play a role and promote multilateral interaction. That is, when the teacher thinks that a student's speech is of great significance and deserves to be emphasized, revised or expanded, he can use "Who understood what he said?" "What did he just say?" Such as "who will help him explain this problem more clearly", throw "hydrangea" at more students, so as to help students find more excitement and expand the dialogue in a deeper and wider direction. This kind of teaching not only embodies the role value of teachers as "the chief in equality", but also helps to produce "the light of dialogue" and truly reflects the effect of holographic interaction.
Third, after class: implement comprehensive practice.
When teachers and students fully interact in the classroom with rich horizons and complete multiple readings of the text, holographic reading teaching still needs to complete the last link in its circulation system-comprehensive practice after class. This is a comprehensive exercise of listening, speaking, reading and writing according to the experience after the dialogue. The whole class can decide the topic together, or they can choose the topic and finish it by themselves according to their own experience. There are mainly the following forms:
1, migration imitation
This is an exercise based on the characteristics of text writing, such as learning Guilin Landscape and imitating a scenic spot. After learning happy memories, I started with imitation and flashback to introduce the origin of a beloved object. From "imitation" to "creation" is the only way for pupils.
2. thoughtful comments
In the process of reading, frequent reflection and critical thinking are helpful to form innovative personality. Reflective criticism is to express one's own comments on words, plot ideas and characters in a text, and to express one's own understanding and thoughts. Sometimes, just rewrite the story according to your own understanding, such as Wolf and Sheep and I've come to borrow an arrow.
3. Tracking research
After the text is interpreted, new problems will appear again. In order to cultivate students' good inquiry quality, students can be guided to carry out follow-up research. For example, some people want to know what will happen when they grow up, so they recommend reading Hometown for follow-up research and writing their own ideas. After learning "Zhao Zhouqiao", some students were very interested in why it was so strong, so they suggested doing the experiment of pinching eggs, consulting relevant materials and writing a research report.
4. Expand practice
I studied butterflies in Taiwan Province Province and held a butterfly exhibition in my class. Students collect their own specimens and pictures, decorate their own exhibition halls, choose their own background music, arrange their own preface to the butterfly exhibition, design their own layout, and arrange their own written materials to introduce butterflies to parents who come to visit. This comprehensive practice is an excellent extension of the text, which truly realizes the integration of disciplines and the great Chinese ideal of communication inside and outside the school.
To sum up, holographic reading teaching is a reading teaching mode with delayed extension, internal interaction, goal integration and diversified development. Based on the holographic nature of Chinese, the diversity of human intelligence and the dialogism of Chinese teaching, it involves many fields and is complex in construction. However, due to its regularity and purpose, its implied value is the reconstruction of Chinese curriculum culture, which is worth making great efforts to explore.
References:
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