In many years of front-line teaching and research work, we found that the inaccurate, inadequate and incomplete understanding of teaching materials, high consumption and low efficiency of reading teaching are two bottlenecks that hinder the development of Chinese teaching in primary schools.

Teachers lack the overall grasp of the teaching materials, only the trees can't see the forest, and lack the horizontal and vertical combing, comparison and synthesis of the knowledge and methods of this grade, this book and this unit of teaching materials. They can't look at the teaching materials from a certain height, can't grasp the characteristics of the content and form of the teaching materials in a deeper level, and can't integrate the fragmentary knowledge and grasp the internal system of knowledge, which always makes the understanding of the teaching materials not in place and always lacks maturity. There are many ways to understand textbooks. We think it is an effective method and shortcut to establish a sense of "comparison", always look at our textbooks with a "comparative" eye and read them at any time.

The high consumption and low efficiency of reading teaching lead to the serious lack of students' reading ability. In addition to the simple and boring teaching methods of teachers, it also stems from the limitations of students' thinking and their weak sense of language in reading. Generally speaking, students' reading process can be divided into four levels, namely, literal reading, explanatory reading, critical reading and creative reading. The latter two kinds of reading are paid more attention in the world, but our primary school Chinese classroom often provides students with the first two kinds of reading methods. However, comparative reading does not belong to the category of "literal reading" and "explanatory reading", but a kind of thinking reading with the nature of critical reading and creative reading, which is exactly the reading mode that students lack at present. Changing students' reading style can be said to be a brand-new way to improve the effectiveness of reading teaching.

Second, classroom teaching

(1) Basic contents

In class, the comparison of words, phrases, sentences, paragraphs and punctuation marks is the most common and basic content of comparative reading.

Comparison of the words 1.

Through the comparison of words and phrases, students can understand the different meanings, emotions and effects expressed by different words by adding, deleting, changing and adjusting, so as to accurately understand the content and emotions, accumulate language, cultivate language sense and improve reading and appreciation ability.

It is better to observe, compare and analyze similar words and homophones that students are easy to confuse than to emphasize them repeatedly. For example, the words "Ben", "Mei" and "Mei" only guide students to distinguish according to their shapes, and students will still make mistakes in writing and using. If we explain them from the perspective of "combination of form and meaning", students can really understand their meanings, thus effectively avoiding problems.

Ben-put a horizontal line under the wooden character. "Wood" means a tree, and "Ben" means the lowest part of a tree, that is, the root and trunk.

Roots and trunks are the foundation of trees.

No-put a small cross on the word "wood". It means that the trees have just sprouted and haven't grown up, and it means "no" and "no"

End-add a long horizontal line to the word "wood". The original meaning is tree top, tail tip and tree tip.

The extended meaning is: the end of things.

By comparing similar characters with homophones, we should respect the outstanding characteristics of the combination of form and meaning of Chinese characters, deepen or strengthen the sound, form and meaning of Chinese characters, especially the form and meaning, and greatly reduce or avoid the problem of students writing typos.

For example, when learning the content describing the activity characteristics of squirrels in the lesson "Squirrel", the teacher guides the students to read the following two sentences:

"As long as someone touches the trunk, they hide under the branches or jump on other trees."

"As long as someone shakes the trunk, hide under the branches or jump to other trees."

Through the comparison between "touching" and "shaking", students can easily realize the cleverness and accuracy of what the squirrel said.

2. Comparison of punctuation marks

Punctuation is a silent language, seemingly simple symbols, but it has rich connotations. Different punctuation marks often produce different semantic effects. In classroom teaching, we should pay attention to punctuation marks with a "comparative" eye, grasp those punctuation marks that play an important role in expressing the center of the article and the author's feelings, guide students to compare and ponder, and experience the rhythm and fluency of language, so as to enhance students' sense of language and gradually deepen their emotional experience.

For example, in the book 12, we guide students to feel the beauty of punctuation:

"Why are you going?" And "why go!" Please read different tones and explain the reasons.

By reading aloud, students can understand that the same sentence can express completely different meanings, such as questioning, mocking or satire, because of different punctuation.

After the literature class, the teacher sent a document to the students, which recorded a legend:

On one occasion, Emperor Qianlong asked Ji Xiaolan to write an inscription on the folding fan. He wrote Wang Zhihuan's "Liangzhou Ci", "The Yellow River is far above the white clouds, and Wan Ren Mountain is an isolated city. Why bother to complain about the willow, the spring breeze is only Yumenguan. "

However, the gifted scholar accidentally left out "space" in the first sentence. Emperor Qianlong found out and didn't say anything, just told him to read what he had written. Ji Xiaolan took one look and understood, but he was smart and took his time to read a sentence:

"The Yellow River is far away, white clouds fill the air, and Wan Ren Mountain is an isolated city. Why complain about the flute, Liu Chunfeng, and don't complain about Yumenguan. "

The students were all surprised after reading it.

Then, when studying the pearl bird, we conducted the following teaching:

Please read the following two sentences several times to see how you feel.

"Little yo, fish! This is the little guy! " (original)

"Little yo, fish. This is the little guy. " (revised)

After a short silence, the students raised their hands: (original) (1) shows that the author likes children very much; (2) the feelings are much stronger; (3) expressing surprise; (4) It is a surprise and an epiphany; Some students even concluded that punctuation marks are small but effective!

3. Comparison of sentences

After reading the text carefully, you will find that the charming charm of many articles is mostly hidden in sentences and details, which are often the finishing touch and touching place of the articles. Finding and making good use of them in class can help students grasp the connotation of the article, taste the fun of expression, cultivate a sense of language and improve their ability of appreciation and identification.

For example, 1, there is a saying in Dinghushan listening spring: "The quiet and heavy bell and the cheerful and lively sound of the spring water converge into a wonderful sound in the quiet twilight after the rain."

In teaching, we introduced the original text: "Quiet and heavy bells and cheerful and lively spring sounds, … in the quiet twilight after the rain, they echo each other, like an old man standing in front of the door with crutches, calling for a playful child."

The teacher asked, "Which sentence do you prefer?" Some students like the sentences in the text, because they are concise and can arouse imagination; Some like the original text, because the description is delicate and vivid, and the picture is strong, which makes people feel as if they are there.

In addition to training students' sense of language, the most prominent function of the comparison here is that, in the words of students, "teachers often say' vivid images', and this time I know what' images' are." "I usually envy other people's compositions are particularly specific. Now I think' simple' is also good. "

Example 2, "Wooden Flute" lesson, there are two details:

(1) Dani walked into the room gently and carefully took out the wooden flute from the velvet sleeve.

(2) Dani stood in the snow, carefully took out the wooden flute from the velvet sleeve and played it.

In class, we instruct students to compare reading in this way: read two sentences by themselves and see what they find.

Think about it, why did the author repeat this detail?

Health 1: The author emphasized this detail twice, which I think is original. Dani treats the wooden flute so carefully because it is not an ordinary piece of wood in Dani's eyes, but a sacred object, his ideal and something more important than life.

Health 2: Action is the external manifestation of psychology. The word "be careful" vividly shows Dani's love for wooden flute and music.

S3: In the examination room, in order to mourn the victims of the Nanjing Massacre, he resolutely gave up his dream final exam, from which we felt Zhu Dan's deep patriotic feelings.

Paying attention to such details in the text can undoubtedly accurately grasp the characteristics of the characters and make the classroom full of charm.

4. Paragraph comparison

The comparative materials of paragraphs are often "hidden in the mountains, unknown" and need to be carefully searched by teachers. Once implemented, it can help students to deeply understand the description means, material composition and expression effect of the article, so as to realize the transfer and application of knowledge, thinking methods and achievements, improve the ability of understanding, appreciation and evaluation, and make the development of thinking enter a new realm.

Example 1, in the fourth grade "Mysterious Dead Sea" class, a teacher led the students to pay attention to the note below the book at the end of the class: "... there was a change in the selection of articles." And set a suspense: where has it changed? Why change? Then show the original text and guide the students to compare the text. It is found that the third natural paragraph with legend in the original text is transferred to 1 natural paragraph, which guides students to understand the attractive characteristics of the beginning of the text and how to attract readers by infiltrating the beginning of popular science discussion, thus laying a good foundation for introducing "wonderful salt" into the comprehensive practice of this unit.

Example 2: Su Shuyang's The Ideal Kite is selected from Beijing Edition 12. Coincidentally, this article is also selected from the first textbook of People's Education Press. One obvious difference between the two versions is the ending.

At the end of the PEP textbook, I haven't seen Mr. Liu for nearly 30 years. If he is still alive, he must have retired. I once saw an old man who lost a leg, lying in bed year after year, losing his freedom of movement. I don't believe my teacher Liu will do this. He must still be running around on the ground with that round wooden stick with boundless merits, always showing his tenacity, love and pursuit of life. "

Wen is in Beijing, and I haven't seen him for nearly thirty years. However, in my memory, he will always walk and smile. He put up one ideal kite after another with his hands written with countless chalk characters. Those kites will accompany my heart and soar in the blue sky of the motherland forever. "

The end of the Beijing edition is profound, meaningful and intriguing, but it has an unspeakable taste. But it is difficult for students to understand, what is the "what" that accompanies my heart? Why is it an "ideal" kite? (homework required)

When the teacher showed these two differences to the students, not only the problem was solved, but the original "Mr. Liu's tenacity in life, his love and pursuit of life" accompanied my heart, influenced and infected every one of his students, and made his students so optimistic and positive in the face of difficulties.

Then, we guide students to appreciate and evaluate the different endings of the two versions: "Which ending do you like better and why?" The students are silent and thoughtful at first, and then they are full of interest, have a heated discussion and express their opinions.

Although children's opinions may not be brilliant, this is not the purpose of comparison. "Students can think independently, don't follow others' footsteps, don't listen to others' suggestions, and know things with their own specific feelings and unique opinions" is our aim.