{"id":3078,"date":"2012-03-20T16:14:04","date_gmt":"2012-03-20T08:14:04","guid":{"rendered":"https:\/\/ajia.site\/blog\/2012\/03\/20\/guan_yu_hui_20120320\/"},"modified":"2012-03-20T16:14:04","modified_gmt":"2012-03-20T08:14:04","slug":"guan_yu_hui_20120320","status":"publish","type":"post","link":"https:\/\/ajia.site\/blog\/en\/2012\/03\/20\/guan_yu_hui_20120320\/","title":{"rendered":"Dis\u00adcus\u00adsion with teach\u00aders about pic\u00adture book read\u00ading instruc\u00adtion (Q&A at the Stone Soup Joy\u00adful Read\u00ading Cam\u00adpus Alliance event)"},"content":{"rendered":"

   
\nOn the after\u00adnoon of March 15th, the Hefei branch of the \u201cStone Soup Joy\u00adful Read\u00ading Cam\u00adpus Alliance\u201d event was held at the Bin\u00adhu Cam\u00adpus of the Hefei Nor\u00admal Uni\u00adver\u00adsi\u00adty Affil\u00adi\u00adat\u00aded Pri\u00adma\u00adry School. After the tour and before the prin\u00adci\u00adpals\u2019 round\u00adtable meet\u00ading, there was approx\u00adi\u00admate\u00adly 20 min\u00adutes of dis\u00adcus\u00adsion. The host was very atten\u00adtive and hand\u00aded me some slips of paper with ques\u00adtions from teach\u00aders. Due to time con\u00adstraints, I only select\u00aded a few and shared some of my thoughts. Some oth\u00ader ques\u00adtions were also very inter\u00adest\u00ading. I\u2019ve com\u00adpiled them here for sup\u00adple\u00admen\u00adtary dis\u00adcus\u00adsion.
\n 
\n   
\nLet\u2019s first review a few issues that were dis\u00adcussed on the spot.
\n
\n   
\n\u3010Note 1\u3011
\n   
\n\u201cPic\u00adture books\u201d are defined as \u201cbridge books\u201d (suit\u00adable for ages 0\u20133) in Europe and the Unit\u00aded States. Should they be repo\u00adsi\u00adtioned as extracur\u00adric\u00adu\u00adlar read\u00ading mate\u00adri\u00adals for stu\u00addents in grades 1\u20133?<\/strong>
\n 
\n   
\n\u3010Note 2\u3011
\n   
\nPic\u00adture books are the art of pic\u00adtures (beau\u00adti\u00adful pic\u00adtures), the art of words (few words), and visu\u00adal art. They are both edu\u00adca\u00adtion\u00adal and infor\u00adma\u00adtive. So, how does a Chi\u00adnese teacher approach pic\u00adture book teach\u00ading? (It looks like a pic\u00adture book, but it\u2019s actu\u00adal\u00adly teach\u00ading, but I don\u2019t know where to start.)<\/strong>
\n 
\n   
\n\u3010Note 3\u3011
\n   
\nHow to explore the hid\u00adden mean\u00ading of pic\u00adture books?<\/strong>
\n 
\n   
\nI pri\u00ador\u00adi\u00adtized these ques\u00adtions because, over the past few days, most of the read\u00ading lessons and activ\u00adi\u00adties you\u2019ve attend\u00aded have involved pic\u00adture books, which has brought both joy and con\u00adfu\u00adsion. The ques\u00adtion on note 1 clear\u00adly stems from con\u00adfu\u00adsion.
\n 
\n   
\nAt the event, I first invit\u00aded teach\u00aders who had attend\u00aded to share their expe\u00adri\u00adences. Coin\u00adci\u00adden\u00adtal\u00adly, on the morn\u00ading of March 15th, a teacher at Wanghu Road Ele\u00admen\u00adtary School used \u201cRain\u00adbow Flow\u00aders\u201d in a class, and anoth\u00ader teacher at the Nor\u00admal Uni\u00adver\u00adsi\u00adty Affil\u00adi\u00adat\u00aded Pri\u00adma\u00adry School used the book in a class that after\u00adnoon. Among the over 100 teach\u00aders present, I final\u00adly found a few who had attend\u00aded both class\u00ades on the same day!
\n 
\n   
\nThe teacher who shared her impres\u00adsions of the lec\u00adture (I\u2019m sor\u00adry I did\u00adn\u2019t catch her name) put it very well and authen\u00adti\u00adcal\u00adly. She said that although it was the same book, she heard two dif\u00adfer\u00adent sto\u00adries. The morn\u00ading teacher was an art teacher, who approached the chil\u00addren from a more artis\u00adtic per\u00adspec\u00adtive, such as intro\u00adduc\u00ading warm and cool col\u00adors and strength\u00aden\u00ading their under\u00adstand\u00ading of col\u00ador through hands-on and cog\u00adni\u00adtive activ\u00adi\u00adties. The after\u00adnoon teacher, how\u00adev\u00ader, was like\u00adly a lan\u00adguage teacher, who immersed her\u00adself more deeply in the sto\u00adry and helped the chil\u00addren find mov\u00ading moments.
\n 
\n   
\nYes, the author and artist of \u201cRain\u00adbow Flower\u201d would not object to dif\u00adfer\u00adent ways of read\u00ading the book and expe\u00adri\u00adenc\u00ading dif\u00adfer\u00adent sto\u00adries. I\u2019m also par\u00adtic\u00adu\u00adlar\u00adly grate\u00adful to Teacher Zhan. I\u2019ve lec\u00adtured on \u201cRain\u00adbow Flower\u201d many times, lis\u00adtened to it many times, and pon\u00addered it repeat\u00aded\u00adly. But that day, dur\u00ading the lec\u00adture, I first noticed (thanks to Teacher Zhan\u2019s reminder) that the col\u00ador pat\u00adterns on the front and back but\u00adter\u00adfly pages of the book are exact\u00adly oppo\u00adsite. When read togeth\u00ader, the col\u00adors cycle. Does this imply the cycle of life?
\n 
\n   
\nThere\u00adfore, as long as we have per\u00adson\u00adal expe\u00adri\u00adence com\u00admu\u00adni\u00adcat\u00ading with chil\u00addren through pic\u00adture books, whether in class or not, we will under\u00adstand that this type of book is def\u00adi\u00adnite\u00adly not \u201cage-appro\u00adpri\u00adate\u201d for chil\u00addren aged 0\u20133. The con\u00adcept of \u201cbridge books\u201d men\u00adtioned in the first note is also an inde\u00adpen\u00addent con\u00adcept, dif\u00adfer\u00adent from pic\u00adture books (pic\u00adture books). It is gen\u00ader\u00adal\u00adly con\u00adsid\u00adered to be a bridge for chil\u00addren to tran\u00adsi\u00adtion from read\u00ading pic\u00adture books to read\u00ading text books such as nov\u00adels. The \u201cFrog and Toad\u201d series is prob\u00ada\u00adbly a typ\u00adi\u00adcal bridge book.
\n 
\n   
\nAs far as I know, in Europe and the Unit\u00aded States, pic\u00adture books have been wide\u00adly used in ele\u00admen\u00adtary school class\u00adrooms since at least the 1980s. Some teach\u00aders have also begun to intro\u00adduce them into mid\u00addle school class\u00adrooms as a con\u00adve\u00adnient tool for learn\u00ading read\u00ading strate\u00adgies, and some have even used them in uni\u00adver\u00adsi\u00adty class\u00adrooms. Not long ago, an old friend of ours, a pro\u00adfes\u00adsor who teach\u00ades med\u00adical ethics at a uni\u00adver\u00adsi\u00adty, began using pic\u00adture books to intro\u00adduce phi\u00adlos\u00ado\u00adphy and ethics. For exam\u00adple, he believes that \u201cCroc\u00ado\u00addile is Afraid of the Den\u00adtist\u201d is a work that most intu\u00aditive\u00adly describes the \u201cdoc\u00adtor-patient rela\u00adtion\u00adship.\u201d
\n 
\n   
\nThe Tale of Peter Rab\u00adbit, pub\u00adlished in 1902 (I had the priv\u00adi\u00adlege of trans\u00adlat\u00ading it), is con\u00adsid\u00adered the pio\u00adneer\u00ading work of the mod\u00adern pic\u00adture book. The orig\u00adi\u00adnal idea for the book came from a let\u00adter writ\u00adten by Miss Porter to a five-year-old boy. Pic\u00adture books offer many pos\u00adsi\u00adbil\u00adi\u00adties: lit\u00ader\u00adary, artis\u00adtic, philo\u00adsoph\u00adi\u00adcal\u2026 What mat\u00adters is how we, the read\u00aders, real\u00adize them through read\u00ading.
\n 
\n   
\nAs the ques\u00adtions in Notes 2 and 3 point out, pic\u00adture books them\u00adselves are not sim\u00adple, and the many pro\u00adfound mean\u00adings hid\u00adden behind them often even daunt read\u00aders.
\n 
\n   
\nYes\u00adter\u00adday morn\u00ading (March 14th), I read anoth\u00ader pic\u00adture book, \u201cThe Laugh\u00ading Old Lady Who Lost Her Rice Ball,\u201d to over a thou\u00adsand chil\u00addren on the play\u00adground at Tunxi Road Pri\u00adma\u00adry School. It also hap\u00adpened to be my trans\u00adla\u00adtion. Many of the teach\u00aders here may have heard that sto\u00adry, and the chil\u00addren were also laugh\u00ading along with me, laugh\u00ading unre\u00adstrained\u00adly, \u201cEh\u2014hee\u2014hee\u2014hee\u2014.\u201d Don\u2019t you think it\u2019s hilar\u00adi\u00adous? I\u2019m sure this kind of laugh\u00adter will amuse the chil\u00addren, and they\u2019ll enjoy it end\u00adless\u00adly in class or at home, even draw\u00ading the atten\u00adtion of con\u00adfused adults. It took me over a month to trans\u00adlate this laugh\u00adter. I pri\u00admar\u00adi\u00adly researched back\u00adground infor\u00adma\u00adtion about the sto\u00adry, hop\u00ading to under\u00adstand the author\u2019s mes\u00adsage through this recur\u00adring laugh\u00adter.
\n 
\n   
\nI dis\u00adcov\u00adered this sto\u00adry is a very authen\u00adtic Japan\u00adese folk\u00adtale, col\u00adlect\u00aded and com\u00adpiled by Laf\u00adca\u00addio Hearn, a nat\u00adu\u00adral\u00adized Greek, and then adapt\u00aded into its cur\u00adrent form by Amer\u00adi\u00adcan writ\u00aders. After research\u00ading all the sim\u00adi\u00adlar works by Laf\u00adca\u00addio Hearn that I could find, and then read\u00ading Hayao Kawai\u2019s \u201cThe Leg\u00adends and Minds of the Japan\u00adese,\u201d I real\u00adized that the core of the sto\u00adry is \u201cghost laugh\u00adter,\u201d a plot unique to Japan\u00adese folk\u00adtales. Laf\u00adca\u00addio Hearn\u2019s col\u00adlec\u00adtion empha\u00adsizes the eerie and some\u00adwhat ter\u00adri\u00adfy\u00ading (with a touch of Goth\u00adic fic\u00adtion), but as a chil\u00addren\u2019s pic\u00adture book, this is clear\u00adly sig\u00adnif\u00adi\u00adcant\u00adly weak\u00adened. Fur\u00adther\u00admore, accord\u00ading to Hayao Kawai, the fun of both human and ghost laugh\u00adter lies in the bal\u00adance of pow\u00ader and the over\u00adcom\u00ading of fear. There\u00adfore, the laugh\u00adter in this sto\u00adry should\u00adn\u2019t be a gen\u00ader\u00adal joy\u00adous one, but rather a strange yet com\u00adi\u00adcal one. It might sound a bit creepy from a dis\u00adtance, but up close, it\u2019s unde\u00adni\u00adably hilar\u00adi\u00adous.
\n 
\n   
\nI\u2019m shar\u00ading this exam\u00adple to share my own expe\u00adri\u00adence. A tru\u00adly excel\u00adlent pic\u00adture book holds end\u00adless trea\u00adsures to be dis\u00adcov\u00adered; it\u2019s def\u00adi\u00adnite\u00adly not just for chil\u00addren aged 0\u20133. So, how should we approach shar\u00ading with chil\u00addren? For exam\u00adple, should we talk about Laf\u00adca\u00addio Hearn, Hayao Kawai, or top\u00adics like the \u201cghost laugh\u201d? As you can see, I actu\u00adal\u00adly did\u00adn\u2019t say any\u00adthing when I was with the chil\u00addren; I sim\u00adply taught them the \u201cghost laugh.\u201d This sto\u00adry\u00adtelling expe\u00adri\u00adence only show\u00adcas\u00ades a small por\u00adtion of the pic\u00adture book, striv\u00ading to pique the young audi\u00adence\u2019s inter\u00adest. They need to dis\u00adcov\u00ader much more on their own, and per\u00adhaps they will dis\u00adcov\u00ader more than we do. At least it\u2019s like\u00adly to be dif\u00adfer\u00adent.
\n 
\n   
\nLet\u2019s go back to the ques\u00adtion on note 2: So how does a Chi\u00adnese teacher teach pic\u00adture books?
\n 
\n   
\nI think teach\u00aders of any sub\u00adject can do this, not just Chi\u00adnese teach\u00aders. I would like to offer three stones to teach\u00aders:
\n 
\n   
\nFirst, read repeat\u00aded\u00adly and read in a vari\u00adety of ways<\/strong>: Read it your\u00adself, read it to your chil\u00addren, lis\u00adten to oth\u00aders read it, a good pic\u00adture book can be read with new mean\u00ading no mat\u00adter how many times;
\n 
\n   
\nSec\u00adond, learn deeply and show hap\u00adpi\u00adly<\/strong>When we study on our own, we can nev\u00ader go too deep. But when we share with chil\u00addren and guide their read\u00ading, only one cri\u00adte\u00adri\u00adon is most impor\u00adtant: is every\u00adone enjoy\u00ading it? Adults should hold back and try not to inter\u00adpret too much, leav\u00ading more oppor\u00adtu\u00adni\u00adties for chil\u00addren.
\n 
\n   
\nThird, open, open, and open again<\/strong>When inter\u00adpret\u00ading pic\u00adture books, it\u2019s often dif\u00adfi\u00adcult to define right or wrong. Fur\u00adther\u00admore, when read\u00ading such works, teach\u00aders and stu\u00addents are essen\u00adtial\u00adly col\u00adlab\u00ado\u00adrat\u00ading on the same lev\u00adel. While teach\u00aders have exten\u00adsive life and read\u00ading expe\u00adri\u00adence, stu\u00addents can be more sen\u00adsi\u00adtive, often bet\u00adter than adults at grasp\u00ading the details of a pic\u00adture. Main\u00adtain\u00ading an open mind is cru\u00adcial.
\n 
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2013
\n 
\n   
\nAfter dis\u00adcussing the above three ques\u00adtions, a teacher imme\u00addi\u00adate\u00adly sent a fol\u00adlow-up ques\u00adtion:
\n 
\n   
\n\u3010Note 4\u3011
\n   
\nAfter lis\u00adten\u00ading to Teacher Zhan\u2019s lec\u00adture on \u201cRain\u00adbow Flow\u00aders\u201d, I saw that the teacher taught the class in the form of \u201csto\u00adry\u00adtelling\u201d, which was slight\u00adly dif\u00adfer\u00adent from the orig\u00adi\u00adnal lan\u00adguage of the pic\u00adture book. Is this appro\u00adpri\u00adate?<\/strong>
\n 
\n   
\nIt\u2019s real\u00adly not easy to answer this ques\u00adtion, because Mr. Zhan is right here O(\u2229_\u2229)O Haha~
\n 
\n   
\nBut I sin\u00adcere\u00adly think there\u2019s noth\u00ading inap\u00adpro\u00adpri\u00adate about this kind of sto\u00adry\u00adtelling. I also noticed that Teacher Zhan used mul\u00adti\u00adme\u00addia dur\u00ading her sto\u00adry\u00adtelling, pro\u00adject\u00ading Pow\u00ader\u00adPoint slides and adding musi\u00adcal accom\u00adpa\u00adni\u00adment. The scene she cre\u00adat\u00aded was tru\u00adly mov\u00ading, espe\u00adcial\u00adly dur\u00ading the falling snow. Dur\u00ading the sto\u00adry\u00adtelling, she often paused to invite the chil\u00addren to spec\u00adu\u00adlate about what would hap\u00adpen next, such as which col\u00ador petal the rain\u00adbow flower might offer. The chil\u00addren\u2019s answers and dis\u00adcus\u00adsions were also very inter\u00adest\u00ading. I think if this approach were to be applied to a spe\u00adcif\u00adic mod\u00adel, it would prob\u00ada\u00adbly be close to the \u201cinter\u00adrup\u00adtion-style\u201d sto\u00adry\u00adtelling rec\u00adom\u00admend\u00aded by the Cater\u00adpil\u00adlar Chil\u00addren\u2019s Phi\u00adlos\u00ado\u00adphy Foun\u00adda\u00adtion in Tai\u00adwan.
\n 
\n   
\nBut\u2014and this but is real\u00adly important\u2014I think the most impor\u00adtant thing isn\u2019t whether the sto\u00adry\u00adtelling style is appro\u00adpri\u00adate in a par\u00adtic\u00adu\u00adlar class (espe\u00adcial\u00adly an open class), but whether we\u2019re shar\u00ading it with chil\u00addren reg\u00adu\u00adlar\u00adly. If we only have one or two oppor\u00adtu\u00adni\u00adties a year to use pic\u00adture books in read\u00ading lessons, and if we do it that way every time, I think it\u2019s inad\u00ade\u00adquate. But if we do it fre\u00adquent\u00adly, two or three times a week or even dai\u00adly, then the sto\u00adry\u00adtelling method becomes less impor\u00adtant, because dif\u00adfer\u00adent sto\u00adries will nat\u00adu\u00adral\u00adly lead to dif\u00adfer\u00adent sto\u00adry\u00adtelling styles. This diver\u00adsi\u00adty of read\u00ading styles is one of the most fas\u00adci\u00adnat\u00ading qual\u00adi\u00adties of pic\u00adture books.
\n 
\n   
\nThere are a few more ques\u00adtions that were not answered on the spot, which are sum\u00adma\u00adrized as fol\u00adlows:
\n  
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014
\n   
\n\u3010Note 5\u3011
\n   
\n1. Pic\u00adture book read\u00ading teach\u00ading is now pop\u00adu\u00adlar all over the world. Should the core of pic\u00adture book teach\u00ading be fun, human\u00adi\u00adty or instru\u00admen\u00adtal\u00adi\u00adty?
\n   
\n2. How to reflect the strong fla\u00advor of Chi\u00adnese lan\u00adguage in pic\u00adture book teach\u00ading?
\n   
\n3. When teach\u00aders are telling pic\u00adture books, should they tell the sto\u00adry in a coher\u00adent and com\u00adplete man\u00adner, or should they design ques\u00adtions and sus\u00adpense into the sto\u00adry?<\/strong>
\n 
\n   
\nAjia: I think pic\u00adture book read\u00ading instruc\u00adtion is far from being a trend right now, and most teach\u00aders in many parts of Chi\u00adna are still com\u00adplete\u00adly unaware of it. Inter\u00adest\u00ading\u00adly, how\u00adev\u00ader, pic\u00adture book read\u00ading has become a promi\u00adnent fea\u00adture of school read\u00ading pro\u00admo\u00adtion activ\u00adi\u00adties in recent years. This is par\u00adtic\u00adu\u00adlar\u00adly true in Hefei, where mul\u00adti-school col\u00adlab\u00ado\u00adra\u00adtive read\u00ading ini\u00adtia\u00adtives, exem\u00adpli\u00adfied by the \u201cGood Books for Every\u00adone to Read\u201d ini\u00adtia\u00adtive launched by Tun Pri\u00adma\u00adry School, began in 2006. While there was some sol\u00adid ini\u00adtial push, the absence of pic\u00adture books did\u00adn\u2019t seem to gen\u00ader\u00adate suf\u00adfi\u00adcient buzz. Start\u00ading around 2009, some pro\u00adgram schools began intro\u00adduc\u00ading pic\u00adture books en masse and exper\u00adi\u00adment\u00ading with in-class instruc\u00adtion. Grad\u00adu\u00adal\u00adly, this trend gained momen\u00adtum, sig\u00adnif\u00adi\u00adcant\u00adly boost\u00ading chil\u00addren\u2019s inter\u00adest in read\u00ading and boost\u00ading teach\u00aders\u2019 enthu\u00adsi\u00adasm for read\u00ading activ\u00adi\u00adties.
\n 
\n   
\nThis phe\u00adnom\u00ade\u00adnon isn\u2019t a delib\u00ader\u00adate or cal\u00adcu\u00adlat\u00aded out\u00adcome, but rather a nat\u00adur\u00adal selec\u00adtion. It also invites us to reflect on what pic\u00adture books tru\u00adly offer us. How do they dif\u00adfer from those books tra\u00addi\u00adtion\u00adal\u00adly rec\u00adom\u00admend\u00aded to chil\u00addren, list\u00aded as \u201cmust-reads\u201d by experts at all lev\u00adels, yet rarely appeal\u00ading to chil\u00addren? Under\u00adstand\u00ading this makes it eas\u00adi\u00ader to grasp the core of pic\u00adture book instruc\u00adtion.
\n 
\n   
\nMy expe\u00adri\u00adence is that the biggest dif\u00adfer\u00adence between pic\u00adture books and the books tra\u00addi\u00adtion\u00adal\u00adly intend\u00aded for chil\u00addren is their dis\u00adtinct child\u00adlike nature\u2014they are writ\u00adten from a child\u2019s per\u00adspec\u00adtive, appeal to chil\u00addren, are writ\u00adten specif\u00adi\u00adcal\u00adly for chil\u00addren, and res\u00adonate with chil\u00addren\u2019s hearts. These are often over\u00adlooked by adults who have for\u00adgot\u00adten they were once chil\u00addren them\u00adselves. There\u00adfore, if we must focus on a core prin\u00adci\u00adple for pic\u00adture book instruc\u00adtion, it should be child\u00adlike nature.
\n 
\n   
\nThe top\u00adic of how to tell pic\u00adture books has been dis\u00adcussed before, so I will not repeat it here.
\n 
\n   
\nHow\u00adev\u00ader, regard\u00ading how to \u201cembody a strong Chi\u00adnese lan\u00adguage fla\u00advor,\u201d I\u2019d like to share a cur\u00adrent\u00adly pop\u00adu\u00adlar crit\u00adi\u00adcism: Some\u00adtimes peo\u00adple crit\u00adi\u00adcize a read\u00ading demon\u00adstra\u00adtion class for being \u201ctoo Chi\u00adnese lan\u00adguage-heavy.\u201d I under\u00adstand this, because after all the effort to get a read\u00ading class off the ground, it essen\u00adtial\u00adly becomes a Chi\u00adnese lan\u00adguage class. It\u2019s a bit depress\u00ading, haha.
\n 
\n   
\nBut I nev\u00ader crit\u00adi\u00adcize from this per\u00adspec\u00adtive. On the con\u00adtrary, I hope that teach\u00aders can try to add a \u201cstrong read\u00ading fla\u00advor\u201d to reg\u00adu\u00adlar Chi\u00adnese class\u00ades. If it is com\u00adment\u00aded that the Chi\u00adnese class has \u201ctoo strong read\u00ading fla\u00advor\u201d, it must be a com\u00adpli\u00adment!
\n 
\n   
\nI under\u00adstand what you mean by \u201cthe fla\u00advor of lan\u00adguage.\u201d Excel\u00adlent pic\u00adture books are indeed rare mod\u00adels for lan\u00adguage learn\u00ading. While read\u00aders ful\u00adly enjoy the works, com\u00adpe\u00adtent lan\u00adguage teach\u00aders, if they can nat\u00adu\u00adral\u00adly guide them, can also help chil\u00addren expe\u00adri\u00adence the beau\u00adty of lan\u00adguage. As Suhom\u00adlin\u00adsky put it in \u201cAdvice to Teach\u00aders,\u201d let chil\u00addren expe\u00adri\u00adence the \u201cemo\u00adtion\u00adal col\u00ador of words\u2014their fra\u00adgrant aro\u00adma and rich hues.\u201d Of course, art teach\u00aders can also help chil\u00addren appre\u00adci\u00adate the beau\u00adty of pic\u00adtures, math teach\u00aders can help chil\u00addren dis\u00adcov\u00ader the beau\u00adty of math\u00ade\u00admat\u00adics and log\u00adic, and music teach\u00aders can help them dis\u00adcov\u00ader the beau\u00adty of rhythm and rhyme\u2026 Adults who love phi\u00adlos\u00ado\u00adphy can even \u201cdo phi\u00adlos\u00ado\u00adphy\u201d with chil\u00addren.
\n 
\n   
\nFor exam\u00adple, the clas\u00adsic book \u201cHen Rose Goes for a Walk\u201d is often used sim\u00adply to amuse chil\u00addren, and it almost always works. For chil\u00addren in grades two or three and above, this unique nar\u00adra\u00adtive approach and humor\u00adous effect might spark inter\u00adest. This could be extend\u00aded to a prac\u00adtice of expres\u00adsion, explor\u00ading how to cre\u00adate humor. Of course, if the child isn\u2019t inter\u00adest\u00aded, there\u2019s no need to delve into it. For some chil\u00addren who want to try their hand at sto\u00adry\u00adtelling through pic\u00adtures, this book can also be used to explore the basic rules of pic\u00adture sto\u00adry\u00adtelling. For most chil\u00addren, role-play\u00ading is also a very acces\u00adsi\u00adble activ\u00adi\u00adty. On the morn\u00ading of March 15th, I was amazed by a class where a music teacher at Wanghu Road Ele\u00admen\u00adtary School used this method in their music les\u00adson, hav\u00ading the chil\u00addren use sim\u00adple instru\u00adments (even every\u00adday items like plas\u00adtic bags) to accom\u00adpa\u00adny the sto\u00adry, allow\u00ading them to expe\u00adri\u00adence the rela\u00adtion\u00adship between sound effects, rhythm, and the sto\u00adry. What a bril\u00adliant idea!
\n 
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2013
\n   
\n\u3010Note 6\u3011
\n   
\n1. Some stu\u00addents in low\u00ader grades who have a habit of read\u00ading read a con\u00adsid\u00ader\u00adable amount, but the qual\u00adi\u00adty of their read\u00ading varies great\u00adly. So how can we strike a bal\u00adance between quan\u00adti\u00adty and qual\u00adi\u00adty in low\u00ader grade read\u00ading?
\n   
\n2. Some chil\u00addren in low\u00ader grades only read when teach\u00aders assign them extracur\u00adric\u00adu\u00adlar read\u00ading assign\u00adments, or only read when their par\u00adents ask them to. For these chil\u00addren, how can we teach\u00aders guide them in read\u00ading? What are some prac\u00adti\u00adcal meth\u00adods?<\/strong>
\n 
\n   
\nA\u2011Jia: Every\u00adone goes through a phase of learn\u00ading how to read at the begin\u00adning of life. As read\u00ading skills mature, they begin to move into a more relaxed learn\u00ading phase through read\u00ading. I believe the vast major\u00adi\u00adty of younger chil\u00addren, includ\u00ading those you men\u00adtioned who already have a read\u00ading habit or those who haven\u2019t, are still in the process of learn\u00ading how to read. As a gen\u00ader\u00adal rule, I don\u2019t believe in strict qual\u00adi\u00adty require\u00adments; just read, read, and enjoy. It\u2019s best to choose books that make them for\u00adget they\u2019re even read\u00ading.
\n 
\n   
\nLin\u00adguist and read\u00ading expert Dr. Krashen (author of The Pow\u00ader of Read\u00ading) has an inter\u00adest\u00ading per\u00adspec\u00adtive: he believes the most effec\u00adtive way to learn a for\u00adeign lan\u00adguage is to read a lot of \u201cjunk\u201d mate\u00adr\u00adi\u00adal in that lan\u00adguage. In short, you should read so much that you for\u00adget what lan\u00adguage the book is writ\u00adten in. This per\u00adspec\u00adtive is worth con\u00adsid\u00ader\u00ading.
\n 
\n   
\nHow\u00adev\u00ader, chil\u00addren are far more for\u00adtu\u00adnate when learn\u00ading their native lan\u00adguage than adults when learn\u00ading a for\u00adeign lan\u00adguage. This is because, typ\u00adi\u00adcal\u00adly, a wealth of chil\u00addren\u2019s books are pre\u00adpared for these ini\u00adtial stages of learn\u00ading to read. These books not only make chil\u00addren for\u00adget that they are writ\u00adten in a dif\u00adfi\u00adcult lan\u00adguage (per\u00adhaps even toys), but are also of high qual\u00adi\u00adty, allow\u00ading even adults to gain sig\u00adnif\u00adi\u00adcant ben\u00ade\u00adfits from dili\u00adgent read\u00ading. In this unno\u00adticed and joy\u00adful expe\u00adri\u00adence, chil\u00addren not only learn how to read but also engage in the most valu\u00adable learn\u00ading through read\u00ading, gain\u00ading valu\u00adable life expe\u00adri\u00adences and lay\u00ading the foun\u00adda\u00adtion for a life\u00adtime of hap\u00adpi\u00adness. These excel\u00adlent chil\u00addren\u2019s books include excel\u00adlent pic\u00adture books, comics, chil\u00addren\u2019s lit\u00ader\u00ada\u00adture in text for\u00admat, and engag\u00ading edu\u00adca\u00adtion\u00adal mate\u00adri\u00adals.
\n 
\n   
\nRead\u00ading is the best game, and games are the best read\u00ading.
\n 
\n   
\nThere may be chil\u00addren who don\u2019t like read\u00ading, but there are no chil\u00addren who don\u2019t enjoy lis\u00adten\u00ading to sto\u00adries or play\u00ading games. How\u00adev\u00ader, no one in the world, adults or chil\u00addren, stu\u00addents or teach\u00aders, enjoys being assigned home\u00adwork. There\u00adfore, games are clear\u00adly the best method. Home\u00adwork is only mar\u00adgin\u00adal\u00adly effec\u00adtive unless it\u2019s shaped like a game.
\n 
\n   
\nThere are two basic ways to encour\u00adage a love of read\u00ading in chil\u00addren: read\u00ading aloud to them and con\u00adtin\u00adu\u00adous silent read\u00ading. The for\u00admer needs to be a reg\u00adu\u00adlar activ\u00adi\u00adty, ide\u00adal\u00adly dai\u00adly, and ide\u00adal\u00adly prac\u00adticed togeth\u00ader at home and at school. Con\u00adtin\u00adu\u00adous silent read\u00ading is a bit more com\u00adplex to explain. Tunxi Road Pri\u00adma\u00adry School has already run a school-wide con\u00adtin\u00adu\u00adous silent read\u00ading pro\u00adgram (before lunch) for an entire semes\u00adter, which is a suc\u00adcess\u00adful exam\u00adple. For more detailed meth\u00adods, please refer to my arti\u00adcle:
\n 
\n   
\nA casu\u00adal chat in the let\u00adter: How to teach read\u00ading lessons to first-grade chil\u00addren with dif\u00adfer\u00adent lit\u00ader\u00ada\u00adcy lev\u00adels<\/a>
\n 
\n   
\nSome sug\u00adges\u00adtions on reg\u00adu\u00adlar read\u00ading class\u00ades<\/a>
\n   
\nDr. Krashen\u2019s guide\u00adlines for imple\u00adment\u00ading sus\u00adtained silent read\u00ading activ\u00adi\u00adties<\/a>
\n
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014
\n   
\n\u3010Note 7\u3011
\n   
\n1. Read\u00ading is indeed an effec\u00adtive way to enlight\u00aden and edu\u00adcate. How can we effec\u00adtive\u00adly encour\u00adage stu\u00addents to enjoy read\u00ading, active\u00adly read, and read effec\u00adtive\u00adly?
\n   
\n2. Can we mobi\u00adlize par\u00adents\u2019 sup\u00adport for extracur\u00adric\u00adu\u00adlar read\u00ading? Or should we give par\u00adents \u201cguid\u00adance require\u00adments\u201d? Home and school should work togeth\u00ader to pro\u00admote mutu\u00adal progress.<\/strong>
\n 
\n   
\nAjia: Chil\u00addren pri\u00admar\u00adi\u00adly learn through play. If read\u00ading becomes a stu\u00adden\u00adt\u2019s favorite game, many prob\u00adlems can be eas\u00adi\u00adly solved. Did\u00adn\u2019t Con\u00adfu\u00adcius also say, \u201cThose who enjoy it are not as good as those who enjoy it\u201d? Over the years, our school read\u00ading pro\u00admo\u00adtion activ\u00adi\u00adties have been try\u00ading to make read\u00ading a dai\u00adly activ\u00adi\u00adty for chil\u00addren, inte\u00adgrat\u00ading it into dai\u00adly life and (from a school man\u00adage\u00adment per\u00adspec\u00adtive) even insti\u00adtu\u00adtion\u00adal\u00adiz\u00ading it. The found\u00ading schools of the \u201cStone Soup Joy\u00adful Read\u00ading Cam\u00adpus Alliance\u201d each have their own unique prac\u00adtices. We can exchange ideas, observe and learn from each oth\u00ader, and build on this foun\u00adda\u00adtion to devel\u00adop more inno\u00adv\u00ada\u00adtive approach\u00ades.
\n 
\n   
\nRegard\u00ading the ques\u00adtion of \u201cCan par\u00adents be mobi\u00adlized?\u201d the answer is a resound\u00ading yes: par\u00adents must be involved. The influ\u00adence of fam\u00adi\u00adly on chil\u00addren far out\u00adweighs the com\u00adbined influ\u00adence of school, neigh\u00adbor\u00adhood, and sur\u00adround\u00ading envi\u00adron\u00adment. So how can schools mobi\u00adlize parental sup\u00adport?
\n 
\n   
\nAs a par\u00adent of an ele\u00admen\u00adtary school stu\u00addent myself, I believe the eas\u00adi\u00adest way for teach\u00aders to mobi\u00adlize parental sup\u00adport is to give them the green light and open\u00adly invite them to par\u00adtic\u00adi\u00adpate. Most par\u00adents will be hap\u00adpy to do so.
\n 
\n   
\nFor exam\u00adple, Shuguang Road Pri\u00adma\u00adry School has estab\u00adlished a par\u00adent sto\u00adry\u00adtelling team. For grades 1 through 3, they invite sto\u00adry\u00adtelling par\u00adents to read and tell sto\u00adries to the chil\u00addren dur\u00ading week\u00adly team activ\u00adi\u00adties. Each class has three to five par\u00adents par\u00adtic\u00adi\u00adpat\u00ading. After a year of con\u00adsis\u00adtent work, they\u2019ve become more expe\u00adri\u00adenced, and par\u00adents of first-grade stu\u00addents are being trained by sec\u00adond-grade teach\u00aders and par\u00adents.
\n 
\n   
\nThe sig\u00adnif\u00adi\u00adcance of this approach is not just that some par\u00adents par\u00adtic\u00adi\u00adpate in read\u00ading activ\u00adi\u00adties or that it makes teach\u00aders feel more relaxed. The tru\u00adly impor\u00adtant sig\u00adnif\u00adi\u00adcance is that it demon\u00adstrates to all chil\u00addren and par\u00adents the impor\u00adtance and fun of read\u00ading. I believe that par\u00adents in such class\u00ades will be able to read with their chil\u00addren reg\u00adu\u00adlar\u00adly and hap\u00adpi\u00adly.
\n 
\n   
\nTunxi Road Pri\u00adma\u00adry School, Wanghu Road Pri\u00adma\u00adry School, Weigang Pri\u00adma\u00adry School, Tai\u00adhu Road Pri\u00adma\u00adry School, Chang\u00adshi Affil\u00adi\u00adat\u00aded Pri\u00adma\u00adry School and oth\u00ader schools have many inter\u00adest\u00ading and very effec\u00adtive prac\u00adtices in invit\u00ading par\u00adents to par\u00adtic\u00adi\u00adpate in read\u00ading activ\u00adi\u00adties. I hope every\u00adone can have in-depth exchanges and dis\u00adcus\u00adsions togeth\u00ader.
\n 
\n   
\nIn addi\u00adtion, par\u00adents in urban schools are gen\u00ader\u00adal\u00adly more edu\u00adcat\u00aded and start\u00aded read\u00ading pro\u00admo\u00adtion activ\u00adi\u00adties ear\u00adli\u00ader than the schools them\u00adselves, and there are many experts among them. There\u00adfore, when invit\u00ading par\u00adents to par\u00adtic\u00adi\u00adpate, it is rec\u00adom\u00admend\u00aded to have in-depth dis\u00adcus\u00adsions with an atti\u00adtude of learn\u00ading and dis\u00adcus\u00adsion, which will def\u00adi\u00adnite\u00adly gain greater sup\u00adport and help.
\n
\n\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014\u2014
\n   
\n\u3010Note 8\u3011
\n   
\nRead\u00ading lit\u00ader\u00ada\u00adture is an aes\u00adthet\u00adic expe\u00adri\u00adence, but this beau\u00adty is frag\u00adile and can be harmed by ratio\u00adnal\u00adi\u00adty. Yet, we often sub\u00adsti\u00adtute ratio\u00adnal analy\u00adsis for emo\u00adtion\u00adal expe\u00adri\u00adence. In oth\u00ader words, when and if should we engage in ratio\u00adnal knowledge\u2014such as vocab\u00adu\u00adlary, rhetoric, sen\u00adtence struc\u00adture, and writ\u00ading techniques\u2014in aes\u00adthet\u00adic read\u00ading?<\/strong>
\n 
\n   
\nAjia: Indeed, the aes\u00adthet\u00adic of lit\u00ader\u00ada\u00adture is sub\u00adtle, and it comes more from the indi\u00advid\u00adu\u00adal\u2019s sub\u00adjec\u00adtive expe\u00adri\u00adence, which is often del\u00adi\u00adcate and sen\u00adsi\u00adtive\u2026 But I think this kind of expe\u00adri\u00adence is not always weak. Some\u00adtimes it is indeed a del\u00adi\u00adcate inter\u00adest like \u201cDo you know, do you know, it should be green, fat, red and thin\u201d or \u201cIf I want to see the lin\u00adger\u00ading intestines, I will burn all the incense in the gold\u00aden censer\u201d, but it is often as hero\u00adic and majes\u00adtic as \u201cLive as a hero, die as a ghost hero\u201d or \u201cThe riv\u00ader flows east, the waves wash away all the heroes of the ages\u201d.
\n 
\n   
\nLit\u00ader\u00adary appre\u00adci\u00ada\u00adtion is indeed pri\u00admar\u00adi\u00adly a process of emo\u00adtion\u00adal and sub\u00adjec\u00adtive expe\u00adri\u00adence. For exam\u00adple, if one can\u00adnot mem\u00ado\u00adrize Du Fu\u2019s \u201cEight Poems on Autumn\u201d to the point of being able to recite it, or even to the point of being moved to the point of danc\u00ading and shak\u00ading one\u2019s head as one recites it, then any appre\u00adci\u00ada\u00adtion will like\u00adly be mere\u00adly scratch\u00ading the sur\u00adface. How\u00adev\u00ader, lit\u00ader\u00adary appre\u00adci\u00ada\u00adtion nev\u00ader excludes ratio\u00adnal analy\u00adsis. So-called ratio\u00adnal\u00adi\u00adty is sim\u00adply observ\u00ading the sub\u00adjec\u00adtive expe\u00adri\u00adences of numer\u00adous read\u00aders and extract\u00ading com\u00admon\u00adal\u00adi\u00adties and pat\u00adterns from them. Applied appro\u00adpri\u00adate\u00adly, this ratio\u00adnal analy\u00adsis can also infi\u00adnite\u00adly enhance indi\u00advid\u00adual appre\u00adci\u00ada\u00adtion, as indi\u00advid\u00adual expe\u00adri\u00adence is ulti\u00admate\u00adly lim\u00adit\u00aded. Con\u00adse\u00adquent\u00adly, for thou\u00adsands of years, schol\u00adars who have devot\u00aded exten\u00adsive ana\u00adlyt\u00adi\u00adcal work to inter\u00adpret\u00ading Du Fu\u2019s poet\u00adry remain enthu\u00adsi\u00adas\u00adtic today. Ye Jiay\u00ading\u2019s \u201cCol\u00adlect\u00aded Com\u00admen\u00adtaries on Du Fu\u2019s Eight Poems on Autumn\u201d remains the best ref\u00ader\u00adence book for a deep\u00ader under\u00adstand\u00ading of \u201cEight Poems on Autumn.\u201d
\n 
\n   
\nEvery\u00adthing has its lim\u00adits. Both pure, nat\u00adur\u00adal sub\u00adjec\u00adtive expe\u00adri\u00adence and in-depth ratio\u00adnal analy\u00adsis must be done appro\u00adpri\u00adate\u00adly.
\n 
\n   
\nRegard\u00ading ele\u00admen\u00adtary school chil\u00addren, I com\u00adplete\u00adly agree with your point: \u201cWe often sub\u00adsti\u00adtute ratio\u00adnal analy\u00adsis for emo\u00adtion\u00adal experience\u201d\u2014this is tru\u00adly abhor\u00adrent. I believe chil\u00addren at this stage need rich\u00ader expe\u00adri\u00adences: they need more games, read\u00ading, trav\u00adel, obser\u00adva\u00adtion\u2026 and all sorts of hands-on expe\u00adri\u00adence. Return\u00ading to the top\u00adic of lit\u00ader\u00adary appre\u00adci\u00ada\u00adtion, you men\u00adtioned \u201cratio\u00adnal knowl\u00adedge such as vocab\u00adu\u00adlary, rhetoric, sen\u00adtence struc\u00adture, and writ\u00ading tech\u00adniques.\u201d These are the areas where we adults need to focus more. When read\u00ading with chil\u00addren, it\u2019s best to pro\u00adceed slow\u00adly. Only when chil\u00addren clear\u00adly show inter\u00adest and are will\u00ading or even eager to engage in in-depth dis\u00adcus\u00adsion should we engage in deep\u00ader dis\u00adcus\u00adsion (which is why we need to do our home\u00adwork first).
\n 
\n   
\nHow\u00adev\u00ader, as chil\u00addren grow old\u00ader, they do devel\u00adop a love of ratio\u00adnal analy\u00adsis. As British chil\u00addren\u2019s lit\u00ader\u00ada\u00adture author and read\u00ading expert John Cham\u00adbers put it, \u201cEvery child is a book crit\u00adic.\u201d A team of librar\u00adi\u00adans and lit\u00ader\u00ada\u00adture teach\u00aders led by him, after 30 years of research, has devel\u00adoped a method for engag\u00ading chil\u00addren in book dis\u00adcus\u00adsions. This method, while pre\u00adserv\u00ading the emo\u00adtion\u00adal expe\u00adri\u00adence of young read\u00aders, also helps old\u00ader chil\u00addren learn and mas\u00adter the art of appre\u00adci\u00adat\u00ading lit\u00ader\u00ada\u00adture. This research is doc\u00adu\u00adment\u00aded in the book \u201cTalk About It,\u201d which is often includ\u00aded in the Chi\u00adnese ver\u00adsion of \u201cCre\u00adat\u00ading a Chil\u00addren\u2019s Read\u00ading Envi\u00adron\u00adment.\u201d For more on this top\u00adic, please refer to my arti\u00adcle:
\n 
\n    Read\u00ading strate\u00adgies in pro\u00admot\u00ading chil\u00addren\u2019s read\u00ading through casu\u00adal chats on Wei\u00adbo<\/a>
\n   
\nBut one thing is cer\u00adtain: guid\u00ading chil\u00addren to read and read\u00ading a lot of inter\u00adest\u00ading works is more impor\u00adtant than any\u00adthing else.
\n 
\nArgen\u00adtine Primera Divisi\u00f3n in Bei\u00adjing
\nMarch 20\u201321, 2012<\/p>","protected":false},"excerpt":{"rendered":"

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