» Teaching different types of foreign language reading. Classification of types of reading with full understanding

Teaching different types of foreign language reading. Classification of types of reading with full understanding

I. TEACHING LEARNING READING

The tasks that the reader solves in the process of IC can be conditionally divided into three main groups, corresponding to the nature of processing

information (degrees of completeness, accuracy and depth):

1) perception of languages. means and their exact understanding in the text;

2) extraction of the full actual. information contained in the text;

3) comprehension of the extracted information.

The solution of these problems is carried out at the pre-text, text and post-text stages of work with studies. text.

PRE-TEXT STAGE

1. Exercises to correlate the meaning of a word with a topic (situation, context)

1) fill in the gaps in the sentence with one of the given words.

2) find and replace the words in the sentence that do not fit the meaning. and etc.

2. Vocabulary exercises

1) compare the words with the same root and highlight the common stem in them. Sort them into parts of speech.

2) indicate the models by which the following derivative words are formed, determine the meaning of these words, etc.

3. Exercises for recognition and differentiation of grammatical. phenomena

1) mark the syntagmas in the sentences.

2) read, underline and write out the syntagmas in the text denoting ....

It is very important that students master the search actions when reading: they know where to look for a semantic verb, where an auxiliary verb can be, etc. This can be facilitated by the use of algorithms and reminders.

4. exercises for the perception and understanding of the sentence as an integral semantic structure.

1) mark the sentences that are equivalent to foreign ones.

2) indicate the correct translation of the sentences.

5. exercises to highlight keywords, subject and predicate, topic and rheme in sentences

1) read the sentences. Express the same idea in a different way.

2) Underline the key word in each sentence.

6. Exercises for language guessing (by formal features and by context)

1) determine by formal signs what parts of speech are

highlighted words.

2) unfold compound word into constituent elements

7. exercises for forecasting at the language level.

1) Make sentences using the table.

2) find in the text a continuation to these sentences

8. Reading Content Prediction Exercises

1) Read the title and say what (who) will be discussed in this text.

2) read the first sentences of the paragraphs and name the questions that will be considered in the text.

9. exercises for the formation of skills in working with a bilingual dictionary

1) determine the part of speech, which is LE

2) name the original form of these words.

TEXT STAGE

1. Exercises for dividing textual material into semantic parts.

1) read the text and highlight the main themes of the story

2) read the text, mark the places that reveal different aspects

Problems.

2. exercises for highlighting semantic supports in the text

1) read aloud all the glalos that convey the dynamics of the story

2) read (again) ... paragraphs, formulate their main idea.

3. Exercises for equivalent replacement, presentation of the main ideas

text in more economical ways

1) replace this turnover with a shorter synonymous turnover.

2) indicate the word that best conveys the content of the text.

POST-TEXT STAGE

1. Exercises to check understanding of the actual content of the text

1) using the material of the text, answer the questions.

2) read the outline of the text and say whether it is sufficiently complete

2. Exercises for teaching text interpretation

2) describe the characters in your own words

3. Exercises to determine the cognitive value of the read

1) read the text to yourself and highlight what you learned from it.

2.3 Training different types reading.

Study reading provides a thoughtful, deep understanding of the content of the text and its full coverage. One of the main techniques that contribute to the achievement of this goal is the posing of questions after reading the text by schoolchildren, or before reading (preliminary questions). The most effective is the formulation of preliminary questions, since with their help students can: 1) it is advisable to change the plan of the text when retelling it; 2) compare the content of the studied text with previously learned material; 3) establish causal relationships between phenomena; 4) improve their ability to reason and draw independent conclusions. A purposeful and correctly formulated preliminary question significantly affects the nature of the reading.

A more effective means of deepening the understanding of the text is the method of self-raising questions to it in the process of reading and understanding the content of what is being read. This technique allows us to consider reading and understanding the educational text as a solution to a mental problem, the essence of which is the ability to detect and solve the problems that make up the content of the text. The teacher should teach students to read the text so that in the course of reading they set themselves questions that reflect cognitive essence text, and with their help they were aware of its logical structure, highlighting the main, the main thing in it. The purpose of the work is to awaken in students the desire to better understand the text, to understand the unclear.

The specific ways of implementing the described technique are varied. The teacher, for example, reads the following text aloud: “It has become a tradition in Artek to go to the open sea and send letters to strangers. Boats approach the pier, and the journey begins. The outlines of familiar mountains are melting in a foggy haze. Far away in the open sea, the guys are throwing bottles. They are picked up and carried away by the waves ... (stop)

The wave threw one of the bottles onto the Bulgarian coast. She was sent to the editorial office of the newspaper "Narodna Mlodezh" ... (stop)

making stops during which he addresses the class with questions of this type:

1. What would you like to know about now?

2. What questions arise here?

Subsequently, students are invited to independently raise questions after reading a certain part of the text indicated by the teacher, or after reading the text as a whole. Mastering the techniques of studying reading is also facilitated by drawing up a plan, posing questions on the text to comrades or a teacher, and compiling answers to the questions posed.

Learning reading techniques are implemented by students in the process of working with various texts in Russian textbooks. First of all, these are texts of paragraphs that present theoretical material, explain facts and phenomena of a linguistic nature, give definitions of concepts, list them. characteristics, the rules are stated. Their reading is connected with the study of new material, with the knowledge of new phenomena and facts.

Deep penetration into the content of the text, awareness of the relationship and sequence of all its parts is required from schoolchildren when studying texts containing reasoning patterns, methods of applying rules, and examples of performing various types of analysis. Reading such texts, they master the appropriate methods of activity, learn the sequence of actions that must be performed in the course of solving learning task aware of their interconnectedness and interdependence.

And finally, studying (deep) reading is necessary when working with source texts at the stage of preparation for writing expositions (such texts are also contained in Russian language textbooks). The nature of its reproduction by students depends on the depth of perception of the source text, on the degree of awareness of its structure and features of language design.

Introductory reading is a quick type of reading, the task of which is to understand the main ideas of each paragraph (each part) and the text as a whole, mastering its content without a special setting for subsequent reproduction. Introductory reading is based on methods of general coverage of content, requiring the ability to determine the topic of the text by the title, by title, by its beginning and ending, predict the content of the text, navigate its composition, divide the text into semantic parts and establish relationships between them, highlight the main and concretizing , essential and non-essential information, to see the key words that carry the main load.

These skills are formed in the process of performing special exercises, which are based on the following tasks: to summarize the content of a sentence, paragraph, text; read sentences in which detailing words are underlined, first completely, and then without them (compare the meaning); underline words that can be omitted without prejudice to the transfer of basic information; find key words in the text that carry basic information; find the main thoughts of the text (paragraph), focusing on its title (abstract, plan). These exercises contribute to the development of the ability to quickly extract the necessary information, omitting the secondary, insignificant.

Introductory reading techniques are implemented in the work with the texts of exercises, the content of which is closely related to the theoretical part of the paragraph. As a rule, texts of this kind are small in volume, interesting in content, easy to understand. They provide information about the origin and life of words, about the norms of their use, illustrate certain provisions of the theoretical part of the topic being studied, etc. Introductory reading techniques are necessary for students when working with texts of notes to paragraphs that provide additional information about the facts being studied, the provisions disclosed in the main text are clarified.

Reading in this case is directed by special tasks that specify the task of students: to find that part of the text that could supplement the text of the studied paragraph; what new did you learn in comparison with previously studied material; briefly formulate the main idea of ​​the text (of the specified paragraph); find the part of the text that answers the question...; read part of the text and answer the question what needs to be done to ... .

A special type of texts in Russian language textbooks are tasks for exercises, the development of which requires students to use various reading techniques: either studying (if you want to reproduce tasks after reading, determine the main goal of the task, the sequence of its implementation), or introductory (if there is no setting for the subsequent reproduction, if the number of specific tasks is small, and their nature does not require deep reflection).

Depending on the purpose and special tasks of the analysis of tasks for exercises, the corresponding reading techniques are activated. In order to achieve a deep understanding of the nature of the task, the teacher precedes the reading of the text with a series of questions: read the task for the exercise and answer the questions: with which of the tasks should the exercise be started and why? Which of these tasks is the most difficult and why? What follows from this? What material needs to be repeated (or remembered) in order to complete the task (or part of it)? Read the text of the task and make a plan for its implementation.

If it is required to draw the attention of students not to everything, but only to certain points of the assignment, to update those that are related to the topic under study or the solution of any particular educational task, then schoolchildren should be directed to introductory reading, giving such, for example, assignments :

Viewing reading is based on the ability to highlight semantic milestones by the initial phrases of a paragraph, by headings, divide the text into semantic parts, highlight and summarize facts in the reading process, and predict the further development of the text.

To form these skills, it is necessary in the process of reading texts to teach schoolchildren to analyze the heading (title) of the text; correlate textual material with non-verbal information (drawings, illustrations, tables, diagrams, etc.); predict the content of the text (paragraph) by its initial sentences; think about ways to summarize what was said at the end of the text. For this, the following types of tasks are used:

Name the key sentences of the paragraph;

Name the sentences that open a new topic of the text;

How can you continue the text if it is called ...;

What (how many) parts will the text “Who would
I wanted to be and why?

What part of the text of the paragraph do the figures (diagrams,
tables), etc.

The Russian language textbooks contain texts that will require students to use scanning reading skills. These are excerpts from fiction, popular science works, newspaper publications, which form the basis of many exercises. Tasks for them, as a rule, provide for the title of texts, determining the main idea, topic and style of the statement, highlighting its parts, etc. The implementation of some of these tasks is based on viewing reading skills, when the student must get a general idea of ​​the content of the material, find the answer to any one specific question contained in the task (determine the style of the statement; name the main issues raised by the author; determine the type of connection between sentences, etc.). Similar tasks are provided for in almost every exercise, if it is based on text.

If the exercise is based on a literary text, students should pay attention to its expressive merits, to those means of language that give it a special sound. For this purpose, tasks of the following nature are used:

What role do adjectives (or
other parts of speech)

What verbs are used to describe actions. ..;

How and why does the word order change in the first and second
parts of the text;

What forms of the verb help describe past events
visibly, figuratively;

Tasks of this type are provided in Russian language textbooks. They require students to deeply penetrate into the content of the text, fully comprehend it, and are aimed at developing in schoolchildren an emotional perception of what they read, a linguistic instinct, and a sense of beauty. In this case, it will be necessary to update the methods of studying reading, because the nature of the reading task has changed. From this it follows that in working with the texts of exercises it is necessary to properly organize the execution of tasks aimed at understanding their content:

1. If the exercise is based on a text, first of all, you should complete tasks aimed at its comprehension (reading).

2. Before starting work, you need to clearly formulate a question that orients students to a certain type of reading.

3. Summarizing the results of the work on the exercise, one should evaluate the performance of tasks related to reading and analyzing the text.

Teaching reading, developing and improving the methods of understanding what is read is the most important methodological task facing the teacher of the Russian language. The ability to read competently ensures the formation of other speech skills, creates the necessary basis for teaching schoolchildren to write summaries and essays, abstracts, abstracts, annotations.


Section 3. TEACHING ORAL AND WRITTEN SPEECH (connected speech)

Oral and writing in the methodology has long been called the development of coherent speech. At the same time, connected speech is understood as a process, speech activity, and a certain result of an act of communication, i.e., a detailed response of the student on the material academic discipline, oral and written presentation of the text created by the student, abstract, article in the wall newspaper, description, reasoning, report, etc., i.e. a certain speech work, text. At the same time, each of the speech works indicated in the program acts both as a subject of training (that is, what is taught specifically) and as a means by which communication skills are formed and developed. So, teaching how to build a text of the type of reasoning-proof, the teacher helps students to understand the features of this type of text, to master certain skills, and at the same time, all this work serves as a means of developing communication skills, communication skills person.

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The considered exercises create the prerequisites for the functioning of reading as a speech activity. However, in order for students to perceive it as a certain activity corresponding to the level of their intellectual development, a number of additional conditions must be met.

1. Texts should be selected whose actual material could be used in other forms. learning activities student (in other lessons, during extracurricular activities etc.).

2. It is necessary to create as often as possible situations for students to choose texts for reading (for example, read one of the three indicated newspaper articles at home, choose a book for independent reading from several proposed by the teacher, etc.).

3. Students should be given tasks similar to those they face when reading on mother tongue- get certain information, establish the idea of ​​the text, evaluate its merits / individual facts, etc.

A number of organizational issues are also of no small importance: the text should always act as a semantic whole, therefore it is recommended to read it in its entirety and at a time; it is inappropriate to read the same text repeatedly without changing the task for the student; so that reading is not perceived as an exercise with language material, students should not be introduced to the content of the text in advance (after all, understanding the text is the goal of reading); for the same reason, it is always the students who read the text first, not the teacher. Starting from the end of grade IV, the first reading should be quiet, to oneself, in which case each student independently carries out all the mental work related to understanding the content.

Work on reading the text should be carried out in line with one or another of its types.

The process of reading is determined by the attitude of the reader, which arises under the influence of the purpose of reading. In educational conditions, it develops as a result of instructions, i.e. assignment the student is given. Therefore, the first requirement for carrying out reading work is the adequacy of the assignment to the type of reading. The assessment of the result of the activity also contributes to the creation of the necessary attitude, i.e. the form and content of reading control. The second requirement, therefore, is the adequacy of the forms of verification for the type of reading being developed. The third requirement is that the text matches the type of reading being worked on.

The requirements for understanding the text are different for introductory and studying reading. However, there are such components of the semantic content of the text that act as objects of control, regardless of the type of reading. This is the theme (idea) of the text and the nature of its disclosure. Checking these components (in the form of questions, abstracts for discussion, etc.) necessarily includes an assessment of what the student has read.

The process of understanding can be simplistically represented as dividing it by the reader into semantic pieces. This division takes place in both types of reading, however, the degree of its fragmentation (the number of semantic pieces into which the text is divided) is different - in studying reading, their number is much larger. Finding out the number of pieces into which the students have broken the text is also included in the comprehension test in both cases.

Introductory reading.

For practice in this type of reading, and thus for its formation, relatively long texts are used (at least a page already in grade V), which are easy in linguistic terms.

At first, the reading of the text takes place in the classroom in order to show students how to read. In the future, the reading of the text itself is transferred to the home, the lesson only checks its understanding. However, at least once a month should be read in the classroom. This makes it possible, on the one hand, to control the ways of reading used by students, and on the other hand, to develop fluency as a specific feature of introductory reading.

When preparing for an introductory reading, the teacher first of all outlines the objects of control, i.e. highlights in the text all the facts, the understanding of which provides an understanding of its content. Next, he chooses the form of control and decides what the wording of the task should be. Regardless of the chosen form of control, in the future, the understanding of only the facts of the text outlined in advance is checked. It should be remembered that with this type of reading, only the understanding of the main one is checked; insignificant details, even if they are understandable when reading, require additional effort to memorization, so waiting for comprehension check all details will force the student to change the nature of reading, and it will no longer be introductory.

Examples of tasks and forms of verification during the development of introductory reading:

1. Read the text in order to then answer questions on the main content of the text. Questions covering all the main points of the text should be formulated in such a way that they cannot be answered with a sentence borrowed from the text, students should be taught to integrate the meaning of several sentences. This verification method can take various organizational forms.



2. Read the text. Say which of the teacher's statements are correct and correct the incorrect ones. The exercise is performed orally. The teacher names a number of facts from the text, distorting some of them. Students must agree with them or refute them, each time arguing their answer.

3. Find answers to pre-text questions.

4. Give their text all the facts confirming the provisions said by the teacher (orally, in class).

Retelling as a form of checking understanding during introductory reading can only be recommended when the text is long enough (this will exclude the possibility of learning it by heart), while students should be required to state only the main facts.

Having finished checking the understanding of the basic facts of the content of the text, the teacher checks his understanding at the level of meaning: students establish the idea of ​​the text (topic), as it is revealed, and be sure to give their assessment of what they have read.

For introductory reading, the text should, as a rule, be read one once. In some cases, it is possible to re-read it, but at the same time, students should be given sure another setting.

There can be two educational tasks of repeated reading: increasing the speed and developing viewing techniques. This goal is served by various tasks that require searching for various information in the text. This search, associated with the rereading of the text or parts of it, contributes to both an increase in speed and better orientation in the text.

Study reading provides a thoughtful, deep understanding of the content of the text and its full coverage. One of the main techniques that contribute to the achievement of this goal is the posing of questions after the students have read the text, or before reading it (preliminary questions). The most effective is the formulation of preliminary questions, since with their help students can: 1) it is advisable to change the plan of the text when retelling it; 2) compare the content of the studied text with previously learned material; 3) establish causal relationships between phenomena; 4) improve your ability to reason and draw independent conclusions. A purposeful and correctly formulated preliminary question significantly affects the nature of reading.

A more effective means of deepening the understanding of the text is the method of self-raising questions to it in the process of reading and understanding the content of what is being read. This technique allows us to consider reading and understanding the educational text as a solution to a mental problem, the essence of which is the ability to detect and solve the problems that make up the content of the text. The teacher should teach schoolchildren to read the text in such a way that in the course of reading they set themselves questions that reflect the cognitive essence of the text, and with their help they become aware of its logical structure, highlighting the main thing in it. The purpose of the work is to awaken in students the desire to better understand the text, to understand the unclear.

The specific ways of implementing the described technique are varied. The teacher, for example, reads the following text aloud: “It has become a tradition in Artek to go to the open sea and send letters to strangers. Boats approach the pier, and the journey begins. The outlines of familiar mountains are melting in a foggy haze. Far away in the open sea, the guys are throwing bottles. They are picked up and carried away by the waves ... (stop)

The wave threw one of the bottles onto the Bulgarian coast. She was sent to the editorial office of the newspaper "Narodna Mlodezh" ... (stop)

making stops during which he addresses the class with questions of this type:

What would you like to know now?

What questions arise here?

Subsequently, students are invited to independently raise questions after reading a certain part of the text indicated by the teacher, or after reading the text as a whole. Mastering the techniques of studying reading is also facilitated by drawing up a plan, posing questions on the text to comrades or a teacher, and compiling answers to the questions posed.

Learning reading techniques are implemented by students in the process of working with various texts in Russian textbooks. First of all, these are the texts of paragraphs that present theoretical material, explain facts and phenomena of a linguistic nature, give definitions of concepts, list their characteristic features, and set out rules. Their reading is connected with the study of new material, with the knowledge of new phenomena and facts.

Deep penetration into the content of the text, awareness of the relationship and sequence of all its parts is required from schoolchildren when studying texts containing reasoning patterns, methods of applying rules, and examples of performing various types of analysis. Reading such texts, they master the appropriate methods of activity, learn the sequence of actions that must be performed in the course of solving the educational task, and realize their interconnection and interdependence.

And finally, studying (deep) reading is necessary when working with source texts at the stage of preparation for writing expositions (such texts are also contained in Russian language textbooks). The nature of its reproduction by students depends on the depth of perception of the source text, on the degree of awareness of its structure and features of language design.

Introductory reading is a quick type of reading, the task of which is to understand the main ideas of each paragraph (each part) and the text as a whole, to assimilate its content without a special setting for subsequent reproduction. Introductory reading is based on methods of general content coverage, which require the ability to determine the topic of the text by the title, by title, by its beginning and ending, predict the content of the text, navigate its composition, divide the text into semantic parts and establish relationships between them, highlight the main and concretizing, essential and non-essential information, see the key words that carry the main load.

These skills are formed in the process of performing special exercises, which are based on the following tasks: to summarize the content of a sentence, paragraph, text; read sentences in which detailing words are underlined, first in full, and then without them (compare the meaning); underline words that can be omitted without prejudice to the transmission of basic information; find in the text keywords that carry basic information; find the main thoughts of the text (paragraph), focusing on its title (abstract, plan). The above exercises contribute to the development of the ability to quickly extract the necessary information, omitting the secondary, insignificant.

Introductory reading techniques are implemented in the work with the texts of exercises, the content of which is closely related to the theoretical part of the paragraph. As a rule, texts of this kind are small in size, interesting in content, easy to understand. They provide information about the origin and life of words, about the norms of their use, illustrate certain provisions of the theoretical part of the topic under study, etc. -my facts, the provisions disclosed in the main text are clarified.

Reading in this case is directed by special tasks that specify the task of students: to find that part of the text that could supplement the text of the studied paragraph; what new things did you learn in comparison with the previously studied material; briefly formulate the main idea of ​​the text (indicated paragraph); find the part of the text that answers the question...; read a part of the text and answer the question what needs to be done to ... .

A special type of texts in Russian language textbooks are tasks for exercises, the development of which requires schoolchildren to use various reading techniques: either studying (if you want to reproduce tasks after reading, determine the main goal of the task, the sequence of its implementation), or instructive (if there is no setting for subsequent reproduction, if the number of specific tasks is small, and their nature does not require deep reflection).

Depending on the purpose and special tasks of the analysis of tasks for exercises, the corresponding reading techniques are activated. In order to achieve a deep understanding of the nature of the task, the teacher precedes the reading of the text with a series of questions: read the task for the exercise and answer the questions: with which of the tasks should the exercise be started and why? Which of these tasks is the most difficult and why? What follows from this? What material needs to be repeated (or recalled) in order to complete the task (or part of it)? Read the text of the task and make a plan for its implementation.

If it is required to draw the attention of students not to everything, but only to certain points of the task, to update those that are related to the topic under study or the solution of any particular educational task, then schoolchildren should be aimed at introductory reading, giving such, for example , tasks:

Viewing reading is based on the ability to highlight semantic milestones by the initial phrases of a paragraph, by headings, divide the text into semantic parts, highlight and summarize facts in the reading process, and predict the further development of the text.

To form these skills, it is necessary in the process of reading texts to teach schoolchildren to analyze the heading (title) of the text; correlate textual material with non-verbal information (drawings, illustrations, tables, diagrams, etc.); predict the content of the text (paragraph) according to its initial sentences; think about ways to summarize what was said at the end of the text. For this, the following types of tasks are used:

name the key sentences of the paragraph;

name sentences that open a new topic of the text;

how can you continue the text if it is called ...;

what (how many) parts will the text “Who would you like to be and why?” consist of;

with which part of the text of the paragraph do the figures (diagrams, tables), etc. correspond?

Russian language textbooks contain texts that will require students to use skimming reading skills. These are excerpts from fiction, popular science works, newspaper publications, which form the basis of many exercises. Tasks for them, as a rule, provide for the title of texts, determining the main idea, topic and style of the statement, highlighting its parts, etc. The implementation of some of these tasks is based on viewing reading skills, when the student must get a general idea of ​​the content of the material, find the answer to any one specific question contained in the task (determine the style of the statement; name the main issues raised by the author; determine the type of connection between sentences, etc.). Similar tasks are provided for in almost every exercise, if it is based on text.

If the exercise is based on a literary text, the attention of schoolchildren should be drawn to its expressive merits, to those means of language that give it a special sound. For this purpose, tasks of the following nature are used:

what role adjectives (or other parts of speech) play in the description;

What verbs are used to describe actions. ..;

how and why the word order changes in the first and second parts of the text;

what forms of the verb help to describe past events visually, figuratively;

Tasks of this type are provided in Russian language textbooks. They require students to deeply penetrate into the content of the text, to fully comprehend it, and are aimed at developing in schoolchildren an emotional perception of what they read, a linguistic instinct, and a sense of beauty. In this case, it will be necessary to update the methods of studying reading, because the nature of the reading task has changed. From this it follows that when working with the texts of exercises, it is necessary to properly organize the execution of tasks aimed at understanding their content:

If the exercise is based on a text, first of all, you should complete tasks aimed at its comprehension (reading).

Before starting work, you need to clearly formulate a question that orients students to a certain type of reading.

Summarizing the results of the work on the exercise, one should evaluate the performance of tasks related to reading and analyzing the text.

Teaching reading, developing and improving the methods of comprehension of what is read is the most important methodological task facing the teacher of the Russian language. The ability to read correctly provides the formation of other speech skills, creates the necessary basis for teaching schoolchildren to write summaries and essays, abstracts, abstracts, annotations.

State budgetary educational institution Republic of Crimea

"Crimean gymnasium - boarding school for gifted children"

"Teaching different types of reading

in Russian language lessons"

Compiled by: Bessonova E.B.,

teacher of Russian language and literature

2016 – 2017 academic year

Reading is one of the types of speech activity, it consists in translating an alphabetic code into a sound one, which manifests itself either in external or in inner speech. A characteristic feature of reading is the comprehension of a visually perceived text in order to solve a specific communicative task: the recognition and reproduction of someone else's thought contained in it, as a result of which the reader reacts to this thought in a certain way. Consequently, with the help of reading, a person realizes the possibilities of the so-called mediated communication: the perception and understanding of the text indicate the interaction of the reader with the author of the text, the complex thought processes that accompany his awareness. Perception of the text and active processing of information are the main components of reading. Therefore, teaching reading as one of the types of speech activity is the most important educational task that a Russian language teacher must solve.

The goals of teaching reading.

The purpose of teaching reading at school (including the Russian language lessons) is to teach students rational methods of perception and processing of information contained in texts of a different nature, depending on the content and communicative task. The ability to read involves mastering the technique of reading, i.e. the correct voicing of the text written in a certain graphic system, and the ability to comprehend what was read. The most essential features of mature (good) reading are the following: high reading speed (to oneself), which is due to the automatic processing of perceived printed material; reading flexibility, i.e. the ability to read at different speeds depending on the speech situation. High speed and flexibility of reading are the basis (basis) for the formation of many other skills necessary for the implementation of the reading process.

These are the skills:

    the ability to focus on certain content issues;

    the ability to anticipate in the process of reading what will be said next;

    the ability to identify key places in the text;

    the ability to isolate the main idea of ​​the statement;

    the ability to distinguish the essential from the non-essential in the perceived information;

    the ability to identify (and ignore, if necessary) redundant details of information;

    the ability to ask questions in the process of perceiving the text; the ability to determine the logic, structure of the statement;

    the ability to draw conclusions and formulate them in your own words;

    the ability to critically evaluate the information received, respond to it and use it in appropriate life situations.

Therefore, when teaching reading, the teacher must be clearly aware of the communicative task that will determine the nature of the perception of the text by students. In this case, the communicative task should be understood as the purpose for which reading is carried out: where, when, for what the information extracted from the text will be used. At the same time, one should take into account the functions that are inherent in reading as a type of speech activity and which are realized in the process of mediated communication between the reader and the author of the text.

As a rule, there are three functions of reading:

    cognitive;

    regulatory;

    value orientation.

It is important that, when starting to read, the student must clearly understand the communicative task that determines the perception of the text as a whole. In this case, the communicative task should be understood as an attitude to the purpose for which reading is carried out; where, when, for what purpose the information extracted from the text will be used.

In the process of reading, variouscommunicative tasks.

There are three types of reading:

    introductory,

    studying.

If the reader is tasked with getting the most general idea of ​​the content of the text, then an understanding of the text in the most general terms will be required. With this attitude, a newspaper article, article, etc. can be read. This kind of reading is calledviewing . If the reader is faced with the task of highlighting in the text only that part of it that is related to the solution of the main communicative task (find the main thing in the text, find out what is being reported on the issue of interest), or cover the content of each of the parts of the text in the most general form, thenintroductory reading. If the most complete and accurate understanding of the information contained in the text and its adequate reproduction for various purposes is required, then the reader should cover the entire content of the text as fully as possible, delve into the meaning of each of its elements. This type of reading qualifies asstudying reading. Thus, when reading the text, the student should know for what purpose he reads, and, having realized the goals and objectives of reading, read the text using one of the named types of reading. Therefore, it is necessary to teach not reading in general, but one or another type of reading, which involves teaching various methods of reading.

The tasks of teaching reading.

When organizing reading in a Russian language lesson, three points must be taken into account:

1. Before reading, students should assign a clearly formulated communicative task - why, for what purpose they should read the text.

2. Since the task determines the choice of the type of reading, the teacher needs to carry out special work to ensure the mastery of certain reading techniques.

3. The teacher must find such forms of control that would correspond to the tasks and type of reading.

In this regard, there is a problem associated with taking into account the characteristics of the texts presented to students for reading. Obviously, one or another communicative task can be set for students and solved only if the content and nature of the texts allow this. Let's analyze as an example the texts available in the textbook for grade 5 in the "Vocabulary" section and consider how they can be used in teaching various types of reading. First of all, the section should highlight the educational texts of the paragraphs, which explain the facts and phenomena of a linguistic nature, give definitions of concepts, list the characteristic features of phenomena, set out rules, etc. (“The word and its lexical meaning”, “Polysemantic and single-valued words”, “Direct and figurative meaning of words”, etc.). Reading such texts requires the ability to "establish logical connections between sentences, the semantic structure of the text as a whole," i.e., the skills of studying reading. The perception of educational texts in the section "Vocabulary" is complicated by the peculiarities of the presentation of information. So, for example, the material on the topic "Polysemantic and single-valued words" is built as follows:

1. Material for observations (drawings), which allows us to conclude that there are polysemantic and unambiguous words in the Russian language (the definition of these concepts).

2. A text explaining how the phenomenon of polysemy of the lexical meaning of a word is reflected in the dictionary.

3. Exercises that form the skill of working with a dictionary.

4. Text explaining the occurrence of polysemantic words.

Reading teaching methods.

The material that students must perceive is presented different ways, and students should be able to reunite these parts so that there is a holistic and complete understanding of the phenomenon being studied. To do this, it is necessary to teach schoolchildren to supplement the text of an educational nature with data that they receive in the process of observing or performing exercises: in order to reproduce everything learned about polysemantic and unambiguous words, the student must not only retell the text of the textbook, but also supplement it with facts extracted from other sources. This implies another requirement for studying reading - to teach students how to include new facts (examples) in the finished text. So, studying reading is thoughtful reading, requiring a deep understanding of the content of the text and its full coverage. In this case, the teacher is faced with the task of teaching the student the methods of understanding and analyzing the text, which contribute to a deeper penetration into its content. One of the main ways to achieve this goal is to ask questions after reading or before reading (preliminary questions).

It is obvious that the formulation of preliminary questions is most effective, since with their help students can:

1) it is advisable to change the plan of the text when retelling it;

2) compare the content of the studied text with previously learned material;

3) establish causal relationships between phenomena;

4) improve their ability to reason and draw independent conclusions.

A purposeful and correctly formulated preliminary question significantly affects the nature of the reading. But "a more important means of deepening the understanding of the text is not the teacher's questions to the text, but the possession of the technique of self-raising questions to it." This technique allows us to consider reading and understanding the educational text as a solution to a mental problem, the essence of which is the ability to detect and solve the problems that make up the content of the text. From a methodological point of view, the essence of this technique is as follows: the teacher must teach students to read the text so that in the course of reading they set themselves questions that reflect the cognitive essence of the text, and with their help they realize the logical structure of the text, highlight the main thing in it, the main one. The ultimate goal in this case is to awaken in students the desire to better understand the text, to understand the unclear. What are the specific ways to implement the described prim? Here is one possible.

The teacher reads the text aloud, making stops during which he addresses the class with questions of this type:

What would you like to know now?

What questions arise here?

What does it say?

What question does this answer?

What is the point of this part of the text?

Has your guess been confirmed?

Subsequently, students can be asked to ask questions on their own after reading a certain part of the text indicated by the teacher, or after reading the entire text. Such techniques as drawing up a plan in the form of questions, posing questions to your friend, compiling answers to his questions can also be used. Educational texts can be supplemented in one way or another with texts of exercises, the content of which is closely related to the theoretical part of the paragraph. So, after the paragraph “The word and its lexical meaning”, the text of the exercise is given, in which the question of the number of words in the Russian language is considered in a popular form, it is said about the need to expand one's vocabulary. When performing such exercises, it is necessary to comprehend their content and connect it with the information given in the main educational text. As a rule, texts of this kind are small in volume, interesting in content, easy to understand, so for their perception it is enough to use familiarization reading techniques.

In this regard, it is necessary to teach students to quickly highlight the main and secondary in the text, to see the key words that carry the main information of the text. These skills can be formed in the process of performing special exercises, which are based on such, for example, tasks:

    summarize the content of the sentence, paragraph, text;

    underline words that can be omitted; find in the text a word, phrase, sentence in which the the main idea each paragraph.

Note that the above (and similar) exercises should contribute to the development of the ability not only to read quickly, but also to quickly extract the necessary information, omitting the secondary, insignificant when answering the question posed. The method of comprehending the text, which is characteristic of studying reading, is the formulation of preliminarily formulated questions.

Questions can be formulated as follows:

Read the tasks for the exercise and answer the question: “Which of the tasks should I start the exercise with and why?”

Which of these tasks is the most difficult and why?

What follows from this?

What material needs to be repeated (or remembered) in order to complete the task (or part of it)?

Read the text of the task and make a plan for its completion.

Thus, we achieve a deeper understanding of the text of the task, teach students to perceive it consciously and, therefore, act more accurately and correctly at the stage of formation and improvement of certain skills. If it is required to draw the attention of students not to everything, but only to certain points of the task, to update those of them that are related to the topic under study or to the solution of any particular educational task, then students should be directed to an introductory reading of the task:

    Read the tasks for the exercise and find those that are related to the topic being studied.

    Read the assignments for the exercise.

    What part of the studied should be based on their implementation?

Methods of working with sample tasks for the exercises of the textbook convince that the same text can be read differently depending on the nature of the communicative task. Thus, properly organized reading of texts in Russian language lessons contributes to the development of very important general educational skills: the ability to divide the text into semantic pieces, determine the connections between them, establish causal relationships between facts and phenomena of language and speech, find supporting (key) words (sentences) , group the stated facts, navigate in the text, retell the text taking into account the task, determine the logical structure of the text. The nature of the texts, their role in the perception of the facts and phenomena of the language determine the nature of the reading of texts by students, the type of reading that must be used when performing each specific task.

List of used literature:

1. Ippolitova N.A. Teaching students different types of reading. Introductory reading // magazine "Russian language at school". - No. 2, 1998.

2. Baranov M.T., Ladyzhenskaya T.A. Methods of teaching the Russian language. - M .: "Enlightenment", 1990.

3. Shcherba L.V. language system and speech activity. - M., 1974.

 


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