首先,在此要明确的是,我不是老师,对如何开展精读和精读方法等问题我不是专家。精读也是一直困扰我的话题,可借鉴的外在经验不多,只能在摸索中前进。曾经就此话题请教过High5版主,认真翻看了盖兆泉老师的博客,最后得出的结论是请老师效率最高。可以当精读的老师中,有经验的外教和中教皆可考虑。曾经与网上知名的Ester老师联系过,Ester老师教的孩子阅读和写作方面都已经相当有水平了,对自家孩子的水平还是比较了解的,就没有知难而上。找有水平的中教不易,根据自身需求还是决定请外教。在选择外教时,除了孩子自己喜欢以外,我对外教的要求是互动性强,会提问、会引领。
言归正传,精读到底要读什么?阅读材料的选取非常关键,而且既然是请的家教,就可以有发言权了。在Joyce四年级的几次阅读测试中,发现她Non-fiction reading comprehension问题比较大,这里面包含informational reading, science & socialstudies (学科和学术英文),造成问题的主要原因是词汇量不够、学科背景知识不了解、对文章逻辑理解不到位等。针对这些问题的解决方案就是加强这方面的阅读训练,重新梳理了四年级的social studies的重要部分,同时将国家地理的人文地理、历史和地球科学的材料作为补充阅读材料。在国内能找到的材料有限,就将剑桥青少的扩展阅读的现成材料拿来用。RAZkids高阶段的很多材料也不错,但文章偏长,不适合上课用。下面说说外教怎么用这些材料的。上课的顺序:朗读课文、提问词汇、解释词汇、词义记录在词汇本上;第二遍朗读课文、提问句子或段落具体问题、解释信息(必要时画图、看录像)、展开讨论、孩子提问不理解的部分;用几句话总结文章内容;下课之前重新复习词汇,解释词义、造句;下一次上课时继续考察上节课词汇的掌握情况,解释词义、造句。孩子从来没有背过这些单词,要求理解、会用。目前,Joyce处于functional literacy的阶段,理解、词汇、扩大视野是主攻方向。
我个人认为精读的更高层次阅读是文学类作品的阅读理解和欣赏。文学作品的难点是读出言外之意,搞懂作者的写作意图,学会分析作者的语言组织,对作品的风格和观点有自己的判断,进而潜移默化地形成自己的语言组织能力和风格。这些就不是ABCD选择题能够提供或考察的了的。我个人觉得,只有将文学作品讲到位的老师才是真正有水平的老师,这样的老师可遇而不可求。老师提问的内容和孩子的回答是一堂课最关键的部分,是否能实现高层的阅读都会体现在这一问一答中,对文本的理解、个人经验、观点的碰撞、是否产生共鸣、欣赏与否等等,不是简单的理解的问题了,通过交流、引发思考、理解更加复杂的内涵,逐渐迈向阅读成熟阶段。前面提到的Ester老师在这方面经验丰富,博客中分享了很多教学实践经验,可以学习。此外,群里有经验的家长,也请分享经验,希望能获得更多这方面的信息。
Close reading requires a substantial emphasis on readers figuring out a high quality text. (选材很重要,老师往往是根据教学需要选材)
This "figuring out" is accomplished primarily by reading and discussing the text (as opposed to being told about the text by a teacher or being informed about it through some textbook commentary). Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts (not all texts are worth close reading).
A first reading is about figuring out what a text says.(第一遍读) It is purely an issue of reading comprehension. Thus, if someone is reading a story, he/should be able to retell the plot; if someone is reading a science chapter, he/she should be able to answer questions about the key ideas and details of the text.
However, close reading requires that one go further than this. A second reading would, thus, focus on figuring out how this text worked. (第二遍读)
How did the author organize it?
What literary devices were used and how effective were they?
What was the quality of the evidence?
If data were presented, how was that done?
Why did the author choose this word or that word?
Was the meaning of a key term consistent or did it change across the text?
This second reading might be a total re-reading or a partial and targeted re-reading of key portions, but it would not be aimed at just determining what the text said (that would have already been accomplished by this point).
Finally, with the information gleaned from the first two readings, a reader is ready to carry out a third reading—going even deeper. (第三遍读)
What does this text mean?
What was the author’s point?
What does it have to say to me about my life or my world?
How do I evaluate the quality of this work—aesthetically, substantively?
How does this text connect to other texts I know?
By waiting until we have a deep understanding of a text – of what it says and how it works—we are then in the right position intellectually and ethically to critically evaluate (valuing) a text and for connecting its ideas and approach with other texts.
Thus, close reading is an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means. In one sense I agree with those who say that close reading is about more than comprehension or about something different than comprehension, since it takes one beyond just figuring out an author’s stated and implied message. On the other hand, many definitions of reading comprehension include more than just determining a stated and implied message; such definitions include the full range of Bloom’s taxonomy in one’s thinking about and use of a text. If one subscribes to such definitions of comprehension, then close reading is just a description of a process one uses to arrive at such comprehension.
摘自: http://www.shanahanonliteracy.co ... -close-reading.html
备注一点个人的小想法哈,上面说的精读三遍法, 每遍所涉及的内容和方法,也需要根据孩子的接受能力做调整,比如,小学低年级,小学高年级,初中,和高中等,精读所侧重的内容会有所不同。 各项能力是分阶段循序渐进,步步提升的。 关于这一点,可参考美国语文教学大纲和各种教材。