What if primary school students don't like extracurricular reading?

None of the junior three students we are taking now like reading extra-curricular books, or have not formed the habit of reading extra-curricular books consciously. At the beginning of the class, when asked about the students' extracurricular reading, we couldn't help but be surprised: no one has finished a book systematically and seriously-from the top students in this class to the students with learning difficulties in the next grade, no one can tell what book he has finished! When we put our carefully selected books in the hands of students, we saw the surprise in their eyes. But neither our happiness nor the excitement of the students lasted long. Because a week later, 60 people in the class, only two people have finished reading a book. This situation! We are relatively speechless with students! When asked why, some people said they forgot, some said they didn't have time, and some said they were fine. For a while, we didn't know what to do.

Is there a problem with our choice of books? Obviously not. Andersen's Talk, Grimm's Fairy Tales, Zheng's Children's Novels and Yang's Extraordinary Books are all quite good books, but soon after they were acquired, their interest disappeared. The main problem is, of course, the cultivation of reading habits. But how to cultivate children's reading awareness? We don't know yet ... So how can we give guidance to primary school students in extracurricular reading? Our research team conducted research. It is believed that we should first stimulate interest and promote good reading motivation.

Interest is the most direct, active and realistic factor that affects learning activities. Only when students are interested in reading can they have a good motivation to read after class, and thus take the initiative to read. Therefore, teachers should strive to stimulate students' interest in extracurricular reading, so that they can read happily outside class and accept the Chinese knowledge they want to learn happily.

1. Clever use of story suspense to stimulate reading interest. Everyone loves to hear stories. When they heard the teacher say that they would tell a story, they were full of energy, their ears pricked up and their joy was beyond words. They can't wait to hear. With the teacher's affectionate voice, the rendered story has brought the children into an interesting, thrilling, strange, touching and suspenseful emotional world. Just as the children were listening attentively and depressed, expecting the end of the story, the teacher suddenly stopped and told the children that the story was complicated, but the following story could be more exciting. If you want to know the aftermath, please read the original text by yourself. At this time, the teacher lost no time in recommending relevant reading materials to the students. Show them the Arabian Nights and tell them to borrow it if they want to know the result. There are even more wonderful stories in it. The story of students being detained aroused great interest and asked to borrow books. In this way, the listener can feel the temptation of extracurricular reading in the wonderful realm brought by the story, and it is more effective to read on his own initiative than any preaching.

2. Tell me about your reading experience to stimulate your interest. Teachers should often talk about their own (or organize students') gains and experiences after reading books, and use "appearance statements" to arouse students' emotional singing, so that students have a strong desire to read. At the same time, collect some famous aphorisms about reading in a planned and purposeful way, and comment and appreciate them; Tell the stories of famous people who have become successful in reading and conduct comparative education, so as to arouse students' admiration for scholars, their desire for books and their strong intention to make friends with books. In this way, students will take the initiative to make extensive reading attempts in their spare time.

It is not enough for students to be interested in reading. We think that students should also develop several habits when reading.

1. Get into the habit of "no pen and ink, no reading". We must pay attention to cultivating students to form the good habit of "no pen and ink, no reading" from an early age. You can circle books by reading by yourself. Generally speaking, if you borrow other people's books, you will be prepared to extract them, and words, sentences and paragraphs will be classified and extracted. For example, good sentences can be divided into figurative sentences and anthropomorphic sentences. According to the sentence pattern, it can be divided into character appearance description, animal appearance description, environment description and so on. According to the content; At the same time, you should be able to find your own doubts, and then continue reading with them.

2. Get into the habit of using reference books frequently. It is a common phenomenon to encounter unfamiliar words and new words in extracurricular reading. In addition to using pinyin and graphic literacy to interpret, we should also develop the habit of consulting dictionaries frequently, and sometimes consult other reference books under the guidance of others to effectively stop the phenomenon of swallowing dates.

3. Develop the habit of thinking hard.

Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience. It is also a process of dialogue between students and works, and it is a personalized behavior of students, so we should develop the habit of thinking diligently. The advantages of this habit are at least: through thinking, you can get an aesthetic experience that suits your personality; Solve your own reading problems through thinking; Read the text by thinking and using appropriate methods; Through thinking, learn to choose reading materials independently.

So, how can students develop the above good reading habits? You can take the following two methods:

1. adopt the methods of timing, quantification and planning.

Timing: Limit certain extracurricular reading time to help students develop reading habits. It is an objective fact that students have a heavy academic burden, but can't they really squeeze in any time? Not necessarily. Ouyang Xiu, a great writer in the Song Dynasty, claimed that most of his articles centered on horses, pillows and toilets, indicating that time can be found. After finding time, we should make rational use of it and arrange appropriate extracurricular reading content. But the most important thing is to fix the time, not only the total time, but also the specific hours, so as to implement it. After a fixed time, we should try to eliminate all kinds of "special circumstances" interference, force ourselves to "sit down" and slowly enter the ocean of books. For example, our school stipulates that half an hour at noon and half an hour after dinner are excellent reading time every day.

Quantitative: Fixed reading volume also helps to cultivate reading habits. It is said that Stalin had a rule that no matter how busy he was, he should read 500 pages every day. This method and spirit can be imitated. But the quantitative method is more flexible than the timing method, in order to make this flexibility not become inert. Teachers should always motivate and urge students to complete their plans, thus forming a habit.

Make a plan: students can make a reading plan every semester, including what books to read, fixed or quantitative, how to read, how to implement the plan and so on. This allows them to choose and plan, changing the blindness of reading. At first, the teacher urged them to carry it out, but later they got used to it and formed good reading habits.

2. Give students the right to choose books and guide them to read correctly.

Belinsky, a famous Russian literary critic, said: "It is better not to read a book that is not suitable for you." We should learn a skill of choosing the most valuable and appropriate reading materials. "The' ability' mentioned here is the ability of students to choose books. Some teachers and parents are worried about the influence of unhealthy books on their children, and often deprive students of the right to choose books intentionally or unintentionally. When students lose the right to choose books, they lose the ability to choose books. What others read, what the teacher tells him to read, what he reads. Such students have no ability at all. Only by giving students the right to choose books can they gradually cultivate their abilities. Of course, it is inseparable from the correct guidance of teachers. It not only guides students how to choose the correct bibliography, but also guides students to read correctly. When guiding the selection of bibliography, we should not only spread it out in an all-round way, but also have quantitative accumulation and qualitative breakthrough. Bibliography recommended by the new curriculum standard, extracurricular reading materials supporting experimental teaching materials, and articles provided by reading activities every year are all excellent extracurricular reading materials. If it is a strange book, look at the cover, author's name, publisher's name or book catalogue, preface and postscript before choosing. If you have a good book, you must have a scientific reading method. According to the content and needs of reading, it is necessary to make clear what kind of books are suitable for extensive reading and skimming, and what kind of articles are suitable for intensive reading and intensive reading. If you choose knowledge-based reading materials, you just want to have a general understanding, which is suitable for extensive reading and skimming; If you choose a masterpiece with rich literary feelings, you want to taste beautiful words and experience real feelings, which is suitable for intensive reading and intensive reading; If you just want to get information by reading newspapers and periodicals, you can have a general understanding, just look up the title and look up the catalogue. In this way, after developing good reading habits, I will turn "casual and leisure reading" into "purposeful and beneficial reading".

The habit of reading after class cannot be formed overnight. If it is not checked and urged in time, it is easy to drift. In order to stimulate students' lasting interest, improve the quality of reading and deepen this activity, several regular and irregular reading inspections and evaluations should be conducted every semester. Its form is either holding a reading report meeting, experience exchange meeting, or exhibiting excellent reading notes and experiences, and commending extracurricular reading activists. For students who have made some achievements in extracurricular reading, we encourage them to experience the joy of success in time. If students succeed, they will insist on extensive reading and good reading habits will be formed. At the same time, personal progress is often an example for students to follow, so that a strong extracurricular reading atmosphere will be formed in the class, and its significance will be more profound. Students' reading range is wide, and their Chinese literacy will be improved as a whole. Therefore, we should guide students to explore the vast world of extracurricular reading in the field of extracurricular reading life.