Reading teaching can not be limited to ready-made textbooks, so that students' reading volume will be too small, reading surface will be too narrow, and students' horizons will not be opened. But teachers can use ready-made textbooks to teach students reading methods, so that students can extend the reading methods they have learned in class to extracurricular activities. In the teaching of general reading texts, we should strive to achieve a reading teaching method that is student-centered, teacher-led, follows "reading", "thinking" and "discussing", and finally is guided by teachers. It is to let students "read" the text first, so that students can find problems in this link and understand the general meaning of the text as a whole; Then let the students "think" about the author's purpose of writing these contents; To "discuss" again, we should not only find the answers to the above questions, but also "discuss" which questions or paragraphs, people and links you are interested in, and what are the reasons for your interest? Finally, the teacher explains and guides the problems in class, so that students can not only solve the problems in the text, but also have a clear reading idea. After mastering this reading method, students will feel much more relaxed when reading the text. In the past, it took five hours for teachers to ask questions in full class, but now students only need 1 hour to master it easily. In this way, students will naturally feel the lack of reading, so the reading content will expand from in-class to out-of-class, and they need to obtain reading knowledge from out-of-class books and draw rich reading nutrition. 10 for many years, we have organized students to set up a "book corner" to allow students to expand their reading scope from in-class to out-of-class, from textbooks to book corners, school reading rooms, libraries, bookstores and even online reading. I especially encourage students to read more books, watch more and think more through various channels.

For example, after learning the fairy tale Seven Diamonds, the students took the initiative to find many fairy tales to read. Many fairy tales and stories, such as Wolf, Andersen's Fairy Tales and Grimm's Fairy Tales, are circulated among students. Years of teaching practice show that this teaching method not only expands students' reading, but also greatly broadens students' horizons. What is more gratifying is that students' reading ability has been greatly improved.

Second, the combination of "reading and writing"

From reading to writing is the further improvement and sublimation of students' reading ability. When I say writing, I don't mean writing new words and texts, but from the perspective of Chinese teaching. It is not a day's work to write sentences in junior reading teaching, paragraphs in middle grade and people, animals, activities and events in senior grade. It requires Chinese teachers to patiently and persistently teach students reading methods, cultivate their habit of diligent hands-on and pen practice, and gradually cultivate their interest in writing. Interest is the best teacher. With interest, students will actively participate in learning. Therefore, the stimulation of interest is the key to classroom teaching. This requires teachers to study the teaching materials carefully, take the teaching materials as a breakthrough, find the right gathering point, seize the opportunity, flexibly change the angle according to the characteristics of students, create rich teaching scenarios, and introduce students into the scenarios, so as to arouse students' interest in learning, sprout their thirst for knowledge, and attract students to actively explore and extend.

For example, in the teaching of the fifth volume of the People's Education Edition, let students preview the text first, find out their favorite sentences or paragraphs, and explain the reasons for their liking. Many students found a sentence describing the appearance and activities of a sparrow: "Two breasts are pink and one breast is dark red. They jump back and forth from branch to branch and sing softly, which is very pleasing. " When I asked them to explain why they liked it, they scrambled to talk. Some students said: "The author not only uses words properly, but also observes carefully." Some students said: "The author's observation focuses on the color of the chest." Some students went on to say, "I think the author likes finches so much that he wrote them as adults." The most interesting thing is Wang Yiran's speech. He said: "Teacher, I think the words" euphemistic "and" provoking "in euphemistic singing are very appropriate and vivid. Euphemism not only writes the songs of birds, but also leads us to imagine the movements of birds when they sing. It not only craned its neck and raised its head, but also twisted its wings and head harmoniously, making a euphemistic sound. The word' provoke' is written after the appearance and singing. Whether you like it or not is impossible ... "

A stone stirred up a thousand waves, and the students expressed their feelings one after another. Take this opportunity to make full use of the homework that has been arranged before class: which animals did you observe in detail after you got home? What's your concern? Write down what you have observed in vivid language. Soon, some people wrote about the white rabbit, some wrote about the rooster, and some wrote about the big white goose ... not only in appearance, but also in gait, barking and eating equally. Many students write very vividly and concretely.

For another example, before teaching the lesson "Beautiful Xiaoxing 'anling", the teacher arranged for students to observe the scenery of their hometown, so that students could make it clear that the author described the beautiful scenery of Xiaoxing 'anling in the order of four seasons, expressing the author's love and praise for Xiaoxing 'anling. In this way, let the students use the methods learned in the article to write the scenery of a hometown in a certain order. They wrote about rivers, willows and orchards in their hometown. They not only wrote the characteristics of the scenery, but also wrote clearly and expressed their sincere feelings.

This persistent teaching allows students to combine reading and writing in class and practice writing. Over time, teachers will find their own materials and capture information without sorting, and students' reading ability and writing ability will rise steadily.