New Curriculum Standard Primary School Chinese Open Reading - Grade 5

Author: Tian Rongjun
Publisher:
Publish Date: 2006-01-01
Features: Broaden reading horizons, stimulate reading interest, master reading methods, and improve reading skills! This open-ended reading series is edited by Tian Rongjun. It is divided into six volumes by grade level, with each unit consisting of reading training and extended reading and reflection. In the writing process, we adhere to selecting texts that are both beautiful in content and form, including works by peers as well as famous masterpieces. The selected texts emphasize alignment with the actual learning abilities of middle school students, are close to their lives, and are loved by students. In the design of exercises, we adhere to the principle of operability. Exercises are not comprehensive, but must grasp key knowledge points and reflect a step-by-step approach. The new standards for primary school Chinese curriculum have raised higher requirements for the cultivation of students' reading and writing abilities, explicitly stating that in teaching, teachers should cultivate students to "enjoy reading, feel the joy of reading; read simple fairy tales, fables, and stories, yearn for beautiful situations, care about nature and life, have their own feelings and thoughts about interesting people and events, and be willing to communicate with others; gain initial emotional experiences, appreciate the beauty of language; communicate their reading experiences with others; accumulate beautiful words, wonderful sentences, and language materials obtained from extracurricular reading and life; deduce the expression order of articles in reading, appreciate the author's thoughts and emotions, and initially grasp the basic expression methods of articles; in discussions, dare to express their own opinions and make their own judgments; learn to skim, broaden their knowledge, and gather information as needed." Therefore, our Chinese teaching should guide students through open-ended reading to help them accumulate rich language materials, especially through learning excellent cultural works, allowing them to experience and appreciate the language charm of outstanding works in the process of language practice, thereby increasing their cultural heritage and achieving a qualitative breakthrough in reading ability. I have always advocated that the process of reading teaching should be organically combined with cultivating students' moral sentiments, elevating their ideological realm, and improving their cultural taste, allowing students to experience and discover insights through reading. In open-ended reading activities, it is important to enhance students' sense of subjectivity, guide them to think independently, and cultivate an active and proactive spirit of exploration, thereby developing wisdom and creative talents. Teachers should reduce constraints on students' reading, allowing them to fully diverge their thinking, enter their own imaginative space, boldly express themselves, and showcase their distinctive individuality. Students should enjoy the joy of reading and be inspired with confidence. Open reading is a comprehensive openness, not only in the process of reading and learning, but also in the thinking and content of reading and learning. The open-ended thinking in reading and learning requires teachers to continuously create conditions to achieve the openness of students' reading space and continuously expand the field of reading. The open-ended thinking in reading and learning also requires teachers to continuously guide students to innovate in reading, achieving the expansion of students' thinking. Because students' minds are vivid, their perspectives are clear, their personalities are unique, and their sense of life is strong, so innovation is also the soul of students' reading, the key to showcasing their individuality, fully demonstrating their personal talents, and experiencing the joy of reading. Only by allowing students to actively and creatively read and use their hearts to experience and feel can reading become a ladder for students to develop a sound personality, enrich their knowledge, and pursue progress. Based on such thinking, we have compiled this open-ended reading series, divided into six volumes according to different grades, with each volume containing eighteen open-ended reading training sessions and six extended reading and reflection sessions. Each unit consists of three open-ended reading training sessions and one extended reading and reflection session. In the writing process, we adhere to selecting texts that are both beautiful in content and form, including works by peers as well as famous masterpieces, so that students' hearts are filled with pride and hope, and their eyes are filled with excitement and wonder. Beautiful fairy tales can evoke their heartfelt smiles; moving stories can open their innocent hearts; sincere friendships can express their passionate emotions; and exquisite pictures can showcase their colorful lives. Giving them such natural and sincere language exchanges and telling them to read with their hearts and wisdom will allow them to experience that reading is a harvest.