Hongle Education Shandong Reading Comprehension Franchise

Hongle Academy Reading Comprehension
Project Introduction
Three major bottlenecks in teaching
When such a situation occurs, there must be something wrong with our education. It is obvious to all that reading is difficult to teach and that it is not taught well. fact. Both public education and private education have encountered three bottlenecks when facing this problem.
Teacher bottleneck
In our country, neither public teachers nor private teachers themselves have received professional reading comprehension training.
The existing traditional Chinese textbooks in our country are often arranged according to themes, praising hometown, patriotism, people with lofty ideals, family stories, etc. During the teaching process, teachers not only focus on the accumulation of words and sentences, but also focus on the accumulation of words and sentences. Focus on the cultivation of emotions, attitudes and values. Therefore, children who receive education under the current textbook system often have very low ability to independently analyze texts and have very low professionalism in reading. Most of our current team of teachers were trained on the basis of such Chinese teaching, so when they go to the podium to pass on the fire, teachers with poor understanding do not know how to cultivate students' independent reading ability. The teaching effect is also not good, and gradually a vicious cycle of being afraid to teach reading and being afraid to teach composition
The more you are afraid of teaching, the worse your grades will be
The worse your grades will be, the more you will be afraid.
Textbook bottleneck.
Chinese textbooks cannot be used as a standard model for reading comprehension. Although the content is indeed arranged according to reading sections, the textbooks carry too many tasks of character recognition and word recognition, and the Chinese classroom must bear the burden of quality education. Forty minutes often inadvertently become a show for teachers and some active students, and the reading and thinking abilities of the vast majority of students cannot be systematically cultivated. Although Chinese textbooks have been continuously reformed recently, and famous works and famous writers with beautiful content have been included continuously, there is a lack of training in cultivating students' ability to comprehensively analyze texts.
We cannot rely on Chinese textbooks. Let’s take a look at the related book market. The book market is chaotic. There are many reading comprehension materials, but the quality and standards are inconsistent, making students and teachers even more blind. There are many reading and comprehension exercise books on the market, and there are almost two types of them. One is synchronous training, and the other is training organized by style or topic. However, no matter how they are arranged in form, they all have one common characteristic: there is no systematic theoretical support and no corresponding systematic guidance method. Even if there are some so-called theories, most of them are basic knowledge of Chinese language. When students are doing these questions, they are still doing them for the sake of doing them. There is no clear theoretical guidance, and there is no practical supporting method to improve their reading ability. They can only hope to turn quantitative changes into qualitative changes, and use question-sea tactics to achieve quantitative results. win. As a result, the learning effect of reading is minimal.
Teaching bottleneck
Reading is a section of Chinese classes that is highly valued but also very helpless. Because standards are difficult to unify, there are very few systematic teaching methods in China. Most of them are the teaching experiences of individual teachers on individual issues. The scope of reference is very narrow, and it is even more difficult to copy. At the same time, because there is no fixed method for teaching reading comprehension, the classroom is seriously inconsistent, the standards are seriously inconsistent, and the assessment is inconsistent. The teaching results are naturally difficult to control.
The current situation of students learning reading comprehension

The foundation is weak.
Knowledge is scattered and no knowledge system or structure has been formed.

The purpose of learning is unclear.
Many students just do the questions for the sake of doing them, never considering and no one guides them on which aspects of the ability the question focuses on. Therefore, students do not know where to start, what is the focus, and do not understand the significance of doing so, so they have no motivation to explore and the spirit to study diligently.
3
The learning state is very passive.
Students are mostly in a passive learning state in class. Many students fail to truly participate in the whole process of reading teaching during their studies. Reading classes are still dominated by teachers' explanations, and students are completely in a passive acceptance state.

Learning center of gravity shifts.
Students pay more attention to answering questions rather than understanding the text itself. This shifts the focus of learning and makes it impossible to improve their abilities.

Bad study habits.
Reading thinking has not been formed, lack of active reading awareness, slow reading speed, rejection of answering questions, and random answers.

Completely understand the nature of reading.
The lack of students’ spiritual core and the unsaturated thinking world make it difficult for them to connect with various levels of articles and readings. This is the deepest and most fundamental problem! Before taking the questions, many students cannot read the text or understand the author's writing intention, so they just answer the questions hastily, wasting the connotation of the text itself. Solving problems at this level is the fundamental solution to the difficulty of reading comprehension, and it is also the direction of research and development of reading comprehension projects.
Hongle Academy
b Reading Comprehension
How to use the teaching materials
Introduction to primary school reading teaching materials:
Volume 1: Use of
articles.
Chapter)
The text is sufficient, which can expand students' horizons and reduce teachers' extra time for selecting materials.
There is no requirement to use all the texts as long as the teaching purpose is achieved. Other texts can be read by yourself.
Each lesson can conduct general training on all the texts that have been learned according to the topic, and you do not need to just stick to the text content of this lesson.
Volume 2: Operation essentials of each classroom section.
(Reading, inspirational quotes, life insights, sharing of good articles, notes during class, moral education content, summary.)
, reading, inspirational quotes, life insights, sharing of good articles, you can follow this lesson Learn the content as appropriate.
. Class notes are students’ class records, and students do not need to prepare notebooks.
The content of moral education must be implemented in every lesson.
Volume 3: Reasonable extension of reading comprehension classroom: extracurricular reading books and writing.
Extra-curricular reading: After each class, you must cooperate with reading to expand the amount of reading. The analytical ability of reading comprehension has a great relationship with the amount of reading. After reading, briefly record the content in the third volume. On the one hand, it is convenient for the teacher to check and provide guidance. On the other hand, it is also a demonstration of the teaching effect, which can be displayed to parents and society.
Growth Diary: This section requires students to just write and does not require the quality of writing, because it is a reading class after all, but there is always some connection between reading and writing. Therefore, as a reasonable extension of the classroom, students need to be allowed to write , to reduce the difficulty of writing. It does not require good writing, as long as you are willing to write, dare to write, and persist in writing, it will be fine!
This book forms a set with the first two. When there is market competition, this complete set of books is the best competitive weapon.
Introduction to junior high school reading textbooks:
Volume 1:
The use of articles.
(In-class reading: Other Mountains and Stones
, Teaching and Learning
, Practical Exercises
, High School Entrance Examination Online
. Classroom Development: Holographic Ability Training
Chapter.)
The text is sufficient, which can expand students' horizons and reduce teachers' extra time for selecting materials.
There is no requirement to use all the texts as long as the teaching purpose is achieved. Other texts can be read by yourself.
Each lesson can conduct general training on all the texts that have been learned according to the topic, and you do not need to just stick to the text content of this lesson.
Basically use real test articles to directly connect to the high school entrance examination.
Volume 2: Operation essentials of each classroom section.
(Poetry reading, beautiful classical Chinese essays, introduction to famous works, famous celebrities, thinking training camp, inspirational and intellectual inspiration, class notes, civic education.)
,
Poetry reading, article introduction,
/>Beautiful words, classics
Celebrities, thinking training camps, motivational and intellectual sections are designed to increase students’ spiritual core
They can be studied according to the content of this class.
. Class notes are students’ class records, and students do not need to prepare notebooks.
Citizen education is the content of moral education and must be practiced in every lesson.