"As long as a child is willing to read, it is good!" This has almost become a consensus.
It is true that in preschool or even in the first stage of school, children are willing to read books to cultivate good habits of concentration and thinking continuity. However, when you have passed the lower grades, you cannot generalize "reading books". Perhaps the child is "indulging in" the ineffective reading without knowing it.
In the lower grades, whether it is reading or writing (written by reading pictures), it is a primary narrative, with smooth language and reasonable logic (even if it is a fairy tale imagination). At this stage, even reading before this stage, even large-scale illustration picture book stories, is targeted in terms of coherence and logical "output". However, when the requirements of reading and writing rise to the stage of expressing emotions and revealing the theme from the outside to the inside, children's reading is no longer the requirement of "reading books is good".
English learning requires a sense of language, and sense of language does not refer to spoken pronunciation. When it comes to the pen, the sense of language can be specific to the grammatical structure of a sentence and even the part-of-speech application and even the spelling of a word (naturally spelling is also a reflection of the sense of language in a sense). In fact, the same is true for Chinese reading and writing. As a native language, naturally, there is a higher requirement for this sense of language - you need to feel emotions literally.
How to cultivate the sense of language? Liu Yong Once answered in a letter to his son: "If you don't go among the girls' flowers, how will be bees and butterflies find you?" Without a large amount of reading of articles expressing emotions, how can we cultivate a sense of language to discover and express emotions?
So the question is, will the role of story-based articles and books that cultivate interest in reading in the primary stage be half the result with twice the effort? In the 1970s and 1980s, they basically couldn't avoid the comics and romance novels spread on campus during their students' time. Boys include Masami Cheda , Yuhiko Inoue , Akihiko Toriyama , and girls have Xi Juan... Ask yourself, does these reading volume really help improve the Chinese level of reading and writing?
At this time, someone must say "Liu Shenlei reads Jin Yong "! Please don’t put the cart before the horse. Is it the sense of language and level accumulated by reading martial arts novels, or the interpretation of martial arts novels with high-level reading and writing skills? Let me say more here. Before becoming a self-media, Liu Shen Leilei was an excellent reporter of the National Society, and was not in the field of culture and literature.
As parents, is there such a situation around them: even in elementary school, children can "indulge" in novel stories and understand the characters and plots in the novel in their hearts, but the accumulation is limited to this. It cannot even be integrated into daily reading comprehension and writing, this is invalid reading. Because reading novel stories can be "brainless", only looking at superficial stories, and even just to get instant feedback on the story process and results described in the text, instead of analyzing after reading them like the text in class, it is another kind of "cool text".
A friend’s requirement for his child is that reading novels is not classified as real reading and learning time, but is counted as “playing” time. If the novel is read for a long time, the child is required to take notes in the book: here is the background description, here is the foreshadowing, here is the echo...
Which type of article is the real reading time for this friend?
read prose. That's right! I ask primary school children to read prose. Prose is absurd and emotional expression is not paved with long lines. Although it is not directly expressed, it is easier to understand. Once you experience it, it is a sense of language. For this reason, he specially found a prose reading book for primary school students
to learn, the essence starts with imitation. The same is true for writing. Although the characteristics of prose are scattered but not scattered require a certain foundation, the writing style can be imitated, and this imitation is even silent. I remember seeing a composition about his child's theme is the beginning of a composition about growth: "Growth is lonely, and growth is also troubles. Troubles will definitely be solved, but not necessarily now..." It is no exaggeration to say that for a primary school student, there must be a good impression score for the beginning of such a composition.
and many times, when children find that the so-called "reading" is allowed or even encouraged, they start to use this trick to avoid real learning and thinking. In the long run, "ineffective reading" will become the initiator of the biggest learning disability.
is not only reading in the Chinese category, but also learning mathematics, English and even the future subjects. The writing may become more and more boring, without storyline and fun. How to ensure the effectiveness of reading? Reading from the surface of words to the substitution of feelings of thinking starts with getting rid of stories that only look at the surface of words.
