{"id":3055,"date":"2011-10-17T17:38:12","date_gmt":"2011-10-17T09:38:12","guid":{"rendered":"https:\/\/ajia.site\/blog\/2011\/10\/17\/wei_bo_xian_20111017\/"},"modified":"2011-10-17T17:38:12","modified_gmt":"2011-10-17T09:38:12","slug":"wei_bo_xian_20111017","status":"publish","type":"post","link":"https:\/\/ajia.site\/blog\/en\/2011\/10\/17\/wei_bo_xian_20111017\/","title":{"rendered":"Read\u00ading strate\u00adgies in pro\u00admot\u00ading chil\u00addren\u2019s read\u00ading through casu\u00adal chats on Wei\u00adbo"},"content":{"rendered":"

   
\nI\u2019ve recent\u00adly read sev\u00ader\u00adal books writ\u00adten by Amer\u00adi\u00adcan teach\u00aders on using read\u00ading strate\u00adgies in teach\u00ading, and while I\u2019ve gained some insights, I\u2019ve also been left with a feel\u00ading of deep emo\u00adtion. I\u2019ve scat\u00adtered some of my thoughts here and there, scat\u00adtered on Wei\u00adbo, and I\u2019ve com\u00adpiled them here as anoth\u00ader form of read\u00ading notes. Relat\u00aded arti\u00adcles:Some sug\u00adges\u00adtions on reg\u00adu\u00adlar read\u00ading class\u00ades<\/a>
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\n   
\nTeach\u00ading chil\u00addren to read is, to some extent, about guid\u00ading them to iden\u00adti\u00adfy as read\u00aders (and, of course, proud\u00adly con\u00adsid\u00ader them\u00adselves mem\u00adbers of the Tianx\u00adia Read\u00ading Club), and to read and think like mature read\u00aders. There\u00adfore, we some\u00adtimes need to share our own expe\u00adri\u00adences, show\u00ading them how mature read\u00aders like us do things and how we cul\u00adti\u00advate these skills. I under\u00adstand this to be the oft-men\u00adtioned # read\u00ading strat\u00ade\u00adgy.
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\n   
\nMany adults (teach\u00aders and par\u00adents) long to find a cheap # read\u00ading strat\u00ade\u00adgy that will eas\u00adi\u00adly and seem\u00ading\u00adly \u201cpro\u00adfes\u00adsion\u00adal\u00adly\u201d teach chil\u00addren to read, or at least make it eas\u00adi\u00ader to han\u00addle read\u00ading com\u00adpre\u00adhen\u00adsion ques\u00adtions on exams. I believe this desire stems pri\u00admar\u00adi\u00adly from a lack of under\u00adstand\u00ading of the dif\u00adfi\u00adcul\u00adties involved and an over\u00adly eager atti\u00adtude that leads to over\u00adlook\u00ading poten\u00adtial down\u00adsides, such as devel\u00adop\u00ading aver\u00adsion while help\u00ading chil\u00addren \u201clearn.\u201d
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\n   
\n# read\u00ading strat\u00ade\u00adgy # is not impos\u00adsi\u00adble to teach, but it requires some basic con\u00addi\u00adtions: the instruc\u00adtor must be a tru\u00adly enthu\u00adsi\u00adas\u00adtic read\u00ader; the instruc\u00adtor can be a \u201chalf-tick\u00adet\u201d read\u00ader at the moment, but must strive for self-growth and be good at sum\u00adma\u00adriz\u00ading his or her own and oth\u00aders\u2019 expe\u00adri\u00adences; it is nec\u00ades\u00adsary to clear\u00adly real\u00adize that the read\u00ading expe\u00adri\u00adences of adult read\u00aders and chil\u00addren can be ref\u00ader\u00adenced, imi\u00adtat\u00aded, and com\u00adple\u00adment\u00aded, but must not be equat\u00aded; and one must dare to explore through fail\u00adure.
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\n   
\nThere\u00adfore, adults who hope to guide chil\u00addren to love and become pro\u00adfi\u00adcient read\u00aders by skill\u00adful\u00adly teach\u00ading the # read\u00ading strat\u00ade\u00adgy should first read fre\u00adquent\u00adly them\u00adselves, espe\u00adcial\u00adly chil\u00addren\u2019s books (based on inter\u00adest, not just a task), reflect on their own read\u00ading expe\u00adri\u00adences, and observe chil\u00addren\u2019s cog\u00adni\u00adtive devel\u00adop\u00adment and spon\u00adta\u00adneous read\u00ading respons\u00ades. If pos\u00adsi\u00adble, it\u2019s best to have like-mind\u00aded read\u00ading part\u00adners with whom to share and dis\u00adcuss fre\u00adquent\u00adly, such as Red Mud\u2019s Chil\u00addren\u2019s Clas\u00adsic Book Study Work\u00adshop.
\n 
\n   
\nFor exam\u00adple, # read\u00ading strate\u00adgies like con\u00adnect\u00ading per\u00adson\u00adal expe\u00adri\u00adences and empathiz\u00ading can be prac\u00adticed through act\u00ading out sto\u00adry roles. How\u00adev\u00ader, teach\u00aders may not under\u00adstand this approach or may not be able to apply it effec\u00adtive\u00adly. There\u00adfore, the most effec\u00adtive approach is to have teach\u00aders study chil\u00addren\u2019s books, expe\u00adri\u00adence it them\u00adselves through act\u00ading out, and enjoy it, so they can nat\u00adu\u00adral\u00adly apply it in the class\u00adroom. Sim\u00adply put, adults must first learn to play with mud them\u00adselves!
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\n   
\nThink of the # read\u00ading strat\u00ade\u00adgy as a bridge across a riv\u00ader. We need to find our own bridge, and if it\u2019s already been torn down, we need to try to find it again. Then, using this bridge as a pri\u00adma\u00adry ref\u00ader\u00adence, help chil\u00addren find their own bridge. And remem\u00adber that such bridges will even\u00adtu\u00adal\u00adly be torn down, and the best bridges will be demol\u00adished as soon as they\u2019re crossed. For those on the jour\u00adney, bridges are not the goal; for those who tru\u00adly love read\u00ading, so-called strate\u00adgies are mere\u00adly tem\u00adpo\u00adrary tools.
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\n   
\nFor exam\u00adple, ask\u00ading real ques\u00adtions is a cru\u00adcial com\u00adpo\u00adnent of the # read\u00ading strat\u00ade\u00adgy and a cru\u00adcial means of mak\u00ading one\u2019s think\u00ading heard by one\u00adself and oth\u00aders. How\u00adev\u00ader, in real\u00adi\u00adty, we often regret\u00adtably see adults eager to coax chil\u00addren into express\u00ading desired, pre\u00adde\u00adter\u00admined answers, turn\u00ading read\u00ading dis\u00adcus\u00adsions into a form of pun\u00adish\u00adment that tor\u00adtures chil\u00addren who love read\u00ading. There\u00adfore, we must first try to get adults to engage in dis\u00adcus\u00adsions among them\u00adselves and learn not to pun\u00adish them\u00adselves!
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\nAs for the more advanced # read\u00ading strat\u00ade\u00adgy of sum\u00adma\u00adriz\u00ading and gen\u00ader\u00adal\u00adiz\u00ading, true read\u00aders believe in the say\u00ading, \u201cFor every 1,000 read\u00aders, there are 1,000 Ham\u00adlets.\u201d How\u00adev\u00ader, from the per\u00adspec\u00adtive of test-tak\u00ader, if the stan\u00addard answer is this, even ten thou\u00adsand Har\u00adry Pot\u00adters can only answer one Ham\u00adlet! There\u00adfore, we are trained from a young age to guess the main idea and cen\u00adtral theme of para\u00adgraphs based on answers from text\u00adbooks. Teach\u00ading such a strat\u00ade\u00adgy is deeply harm\u00adful!
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\nIn gen\u00ader\u00adal, I believe that in the ini\u00adtial stages of read\u00ading pro\u00admo\u00adtion, it\u2019s best to min\u00adi\u00admize tech\u00adni\u00adcal\u00adiza\u00adtion and con\u00adsid\u00ader the # read\u00ading strat\u00ade\u00adgy as an option\u00adal fol\u00adlow-up. A few teach\u00aders and par\u00adents inter\u00adest\u00aded in fur\u00adther explo\u00adration can first col\u00adlab\u00ado\u00adrate with like-mind\u00aded indi\u00advid\u00adu\u00adals on chil\u00addren\u2019s book (and espe\u00adcial\u00adly empha\u00adsize chil\u00addren\u2019s books!) read\u00ading activ\u00adi\u00adties, grad\u00adu\u00adal\u00adly accu\u00admu\u00adlat\u00ading knowl\u00adedge and fos\u00adter\u00ading mutu\u00adal growth. Guid\u00ading chil\u00addren to love read\u00ading is actu\u00adal\u00adly an oppor\u00adtu\u00adni\u00adty for our own growth.
\n 
\nThe pic\u00adture below shows the pic\u00adture book dra\u00adma writ\u00adten and per\u00adformed by teach\u00aders from Hefei Study Work\u00adshop<\/em>
\n\"\u5fae\u535a\u95f2\u804a\u513f\u7ae5\u9605\u8bfb\u63a8\u5e7f\u4e2d\u7684\u9605\u8bfb\u7b56\u7565\"<\/p>","protected":false},"excerpt":{"rendered":"

\u00a0\u00a0\u00a0 \u8fd1\u6765\u8bfb\u5230\u51e0\u672c\u7f8e\u56fd\u6559\u5e08\u5199\u7684\u6709\u5173\u8fd0\u7528\u9605\u8bfb\u7b56\u7565\u6559\u5b66\u65b9\u9762\u7684\u4e66\uff0c\u591a\u5c11\u6709\u4e9b\u5fc3\u5f97\uff0c\u4f46\u66f4\u591a\u7684\u662f\u611f\u6168\u3002\u5192\u51fa\u4e00\u4e9b\u96f6\u96f6\u661f\u661f\u7684 […]<\/p>\n","protected":false},"author":1,"featured_media":3054,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wp_typography_post_enhancements_disabled":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[23],"tags":[93,26,316],"class_list":["post-3055","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-timemachine","tag-93","tag-26","tag-316"],"jetpack_featured_media_url":"https:\/\/ajia.site\/blog\/wp-content\/uploads\/2025\/09\/5881300cgw1dm74trcr0cj.jpg","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts\/3055","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/comments?post=3055"}],"version-history":[{"count":0,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/posts\/3055\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/media\/3054"}],"wp:attachment":[{"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/media?parent=3055"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/categories?post=3055"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ajia.site\/blog\/en\/wp-json\/wp\/v2\/tags?post=3055"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}