{"id":3108,"date":"2012-06-17T10:31:00","date_gmt":"2012-06-17T02:31:00","guid":{"rendered":"https:\/\/ajia.site\/blog\/2012\/06\/17\/zhuan_zai_cong_20120617\/"},"modified":"2012-06-17T10:31:00","modified_gmt":"2012-06-17T02:31:00","slug":"zhuan_zai_cong_20120617","status":"publish","type":"post","link":"https:\/\/ajia.site\/blog\/en\/2012\/06\/17\/zhuan_zai_cong_20120617\/","title":{"rendered":"[\u8f6c\u8f7d]\u4ece\u8bfe\u6587\u6559\u5b66\u8d70\u5411\u771f\u6b63\u7684\u9605\u8bfb\u6559\u5b66"},"content":{"rendered":"

\t\t\tMr. Zhao Jingzhong did put for\u00adward a very clear idea in the arti\u00adcle, which is espe\u00adcial\u00adly worth shar\u00ading with pri\u00adma\u00adry school Chi\u00adnese teach\u00aders.Orig\u00adi\u00adnal address:<\/strong>From Text Teach\u00ading to Real Read\u00ading Teach\u00ading<\/a><\/span>author:<\/strong>Deli\u00adcious Study<\/a><\/span><\/span><\/p>\n

 \n<\/p>

From Text Teach\u00ading to Real Read\u00ading Teach\u00ading<\/span><\/p>\n

 <\/span><\/p>\n


\nBy Zhao Jingzhong (Orig\u00adi\u00adnal\u00adly pub\u00adlished in the fourth issue of Pri\u00adma\u00adry School Chi\u00adnese Teacher)<\/span><\/p>\n

 <\/span>
\n <\/span>
\n
\nIn a soci\u00adety where infor\u00adma\u00adtion flows rapid\u00adly, every\u00adone must con\u00adstant\u00adly read to stay up-to-date and adapt to ever-chang\u00ading liv\u00ading envi\u00adron\u00adments and work chal\u00adlenges. Read\u00ading abil\u00adi\u00adty has become a cru\u00adcial fac\u00adtor influ\u00adenc\u00ading per\u00adson\u00adal devel\u00adop\u00adment. A skilled read\u00ader is supe\u00adri\u00ador in terms of knowl\u00adedge accu\u00admu\u00adla\u00adtion, intel\u00adlec\u00adtu\u00adal devel\u00adop\u00adment, and the absorp\u00adtion of new knowl\u00adedge. There\u00adfore, read\u00ading instruc\u00adtion is arguably the most cru\u00adcial com\u00adpo\u00adnent of basic lan\u00adguage edu\u00adca\u00adtion.<\/span>
\n
\nRead\u00ading refers to the process of deriv\u00ading mean\u00ading from writ\u00adten mate\u00adri\u00adals, while read\u00ading instruc\u00adtion refers to the process and activ\u00adi\u00adties in which stu\u00addents, under the guid\u00adance of teach\u00aders, grad\u00adu\u00adal\u00adly devel\u00adop their read\u00ading abil\u00adi\u00adties through the prac\u00adtice of read\u00ading var\u00adi\u00adous writ\u00adten mate\u00adri\u00adals. Help\u00ading stu\u00addents devel\u00adop read\u00ading strate\u00adgies and improv\u00ading their read\u00ading abil\u00adi\u00adties dur\u00ading class\u00adroom read\u00ading instruc\u00adtion is more impor\u00adtant than sim\u00adply teach\u00ading them to under\u00adstand the con\u00adtent of a text. Stu\u00addents\u2019 acqui\u00adsi\u00adtion of read\u00ading strate\u00adgies and skills is cru\u00adcial for solid\u00adi\u00adfy\u00ading their read\u00ading habits and devel\u00adop\u00ading a life\u00adlong inter\u00adest in read\u00ading.<\/span>
\n
\nHow\u00adev\u00ader, what wor\u00adries us is whether the cur\u00adrent teach\u00ading of texts in Chi\u00adnese lan\u00adguage class\u00ades can real\u00adly pro\u00admote the devel\u00adop\u00adment of stu\u00addents\u2019 read\u00ading abil\u00adi\u00adty? Or is it just for the sake of exams, which only makes chil\u00addren pro\u00adfi\u00adcient and accu\u00admu\u00adlates more Chi\u00adnese lan\u00adguage knowl\u00adedge and skills, but does not help to tru\u00adly improve chil\u00addren\u2019s read\u00ading abil\u00adi\u00adty (this can be seen from the Tai\u00adwan Par\u00adtic\u00adi\u00adpa\u00adtion<\/span>2006<\/span>What insights are emerg\u00ading from the Glob\u00adal Read\u00ading Lit\u00ader\u00ada\u00adcy Sur\u00advey?<\/span>
\n
\nLet\u2019s briefly review the cur\u00adrent teach\u00ading mod\u00adel in class\u00adrooms: Cur\u00adrent lan\u00adguage instruc\u00adtion in gen\u00ader\u00adal class\u00adrooms focus\u00ades pri\u00admar\u00adi\u00adly on prac\u00adtic\u00ading lan\u00adguage knowl\u00adedge and skills, often using a dis\u00adag\u00adgre\u00adgat\u00aded, dis\u00adtrib\u00aduted learn\u00ading approach, with the empha\u00adsis on stu\u00addents mem\u00ado\u00adriz\u00ading these knowl\u00adedge and skills. The fixed process and con\u00adtent of class\u00adroom teach\u00ading are gen\u00ader\u00adal\u00adly as fol\u00adlows:<\/span>
\n(1)      <\/span><\/span><\/span>
\n
\nPre-class prepa\u00adra\u00adtion (pre\u00adview\u00ading the form, pro\u00adnun\u00adci\u00ada\u00adtion, and mean\u00ading of new and dif\u00adfi\u00adcult words)<\/span>
\n(2)      <\/span><\/span><\/span>
\n
\nOverview of the Text<\/span>
\n(3)      <\/span><\/span><\/span>
\n
\nTeach\u00ading new words (stroke order, word mean\u00ading, word and sen\u00adtence for\u00adma\u00adtion exer\u00adcis\u00ades)<\/span>
\n(4)
\n<\/span><\/span>Deep\u00aden\u00ading the text (divid\u00aded into con\u00adtent and form, usu\u00adal\u00adly con\u00adduct\u00aded through teacher-ques\u00adtioned dis\u00adcus\u00adsion)<\/span>
\n(5)
\n<\/span><\/span>Exer\u00adcise guide (stu\u00addent exer\u00adcise books pub\u00adlished by pub\u00adlish\u00ading com\u00adpa\u00adnies to accom\u00adpa\u00adny text\u00adbooks)<\/span>
\n(6)
\n<\/span><\/span>Imi\u00adta\u00adtion exer\u00adcis\u00ades (com\u00adbined with writ\u00ading instruc\u00adtion)<\/span>
\n <\/span>
\n
\nThis long-stand\u00ading mod\u00adel of text-based instruc\u00adtion, still used in most schools, is based on behav\u00adior\u00adist the\u00ado\u00adry and read\u00ading engi\u00adneer\u00ading the\u00ado\u00adries from the ear\u00adly and mid-twen\u00adti\u00adeth cen\u00adturies. These the\u00ado\u00adries posit that while read\u00ading is a holis\u00adtic skill, it can be bro\u00adken down into numer\u00adous small\u00ader skills (such as word recog\u00adni\u00adtion, vocab\u00adu\u00adlary recog\u00adni\u00adtion, sen\u00adtence struc\u00adture mas\u00adtery, text orga\u00adni\u00adza\u00adtion, and com\u00adpre\u00adhen\u00adsion). By break\u00ading down these skills and teach\u00ading them one by one, stu\u00addents\u2019 read\u00ading abil\u00adi\u00adty can be improved. This per\u00adspec\u00adtive assumes that each skill is teach\u00adable and learn\u00adable, and that the sum of all these skills equals read\u00ading abil\u00adi\u00adty. There\u00adfore, learn\u00ading to read involves devel\u00adop\u00ading a hier\u00adar\u00adchi\u00adcal and sequen\u00adtial set of skills that ulti\u00admate\u00adly lead to read\u00ading pro\u00adfi\u00adcien\u00adcy. Once stu\u00addents mas\u00adter these skills, they can become pro\u00adfi\u00adcient read\u00aders. From this per\u00adspec\u00adtive, read\u00aders pas\u00adsive\u00adly receive infor\u00adma\u00adtion from a text; mean\u00ading resides in the text itself, and the read\u00ader\u2019s goal is to repro\u00adduce that mean\u00ading.<\/span>
\n
\nThis per\u00adspec\u00adtive on read\u00ading instruc\u00adtion dom\u00adi\u00adnat\u00aded lan\u00adguage instruc\u00adtion for a con\u00adsid\u00ader\u00adable peri\u00adod. It was\u00adn\u2019t until the 1970s that new the\u00ado\u00adries of lit\u00ader\u00ada\u00adcy (e.g., lit\u00ader\u00ada\u00adcy emer\u00adgence, social inter\u00adac\u00adtion, lan\u00adguage psy\u00adchol\u00ado\u00adgy, and whole lan\u00adguage) began to emerge, pro\u00advid\u00ading a new the\u00ado\u00adret\u00adi\u00adcal frame\u00adwork for read\u00ading instruc\u00adtion. This per\u00adspec\u00adtive empha\u00adsizes the inter\u00adac\u00adtive nature of read\u00ading and the con\u00adstruc\u00adtive nature of com\u00adpre\u00adhen\u00adsion. Research on the read\u00ading process has found that read\u00aders active\u00adly con\u00adstruct mean\u00ading from texts using var\u00adi\u00adous lin\u00adguis\u00adtic cues. These cues include word pro\u00adnun\u00adci\u00ada\u00adtion, word form, sen\u00adtence struc\u00adture, seman\u00adtics, and prag\u00admat\u00adics. Dur\u00ading read\u00ading, read\u00aders con\u00adtin\u00adu\u00adous\u00adly inter\u00adact with and inte\u00adgrate these diverse cues. Read\u00aders achieve their goal\u2014constructing mean\u00ading from texts\u2014through strate\u00adgies of tri\u00adal, pre\u00addic\u00adtion, test\u00ading, and val\u00adi\u00adda\u00adtion.<\/span>
\n
\nThis the\u00ado\u00adry posits that all read\u00aders, whether begin\u00adners or expe\u00adri\u00adenced, draw upon their exist\u00ading expe\u00adri\u00adence and knowl\u00adedge, com\u00adbined with clues pro\u00advid\u00aded by the text and the con\u00adtext of the read\u00ading sit\u00adu\u00ada\u00adtion, to con\u00adstruct mean\u00ading. Accord\u00ading to this view, even begin\u00adners can become pro\u00adfi\u00adcient read\u00aders if they are pro\u00advid\u00aded with suf\u00adfi\u00adcient back\u00adground knowl\u00adedge of the text they are read\u00ading. Con\u00adverse\u00adly, even expe\u00adri\u00adenced read\u00aders, faced with a dif\u00adfi\u00adcult and obscure text, will be just as baf\u00adfled as begin\u00adners. There\u00adfore, two key char\u00adac\u00adter\u00adis\u00adtics of read\u00aders: their abil\u00adi\u00adty to effec\u00adtive\u00adly mobi\u00adlize back\u00adground knowl\u00adedge when read\u00ading and the strate\u00adgies they employ to facil\u00adi\u00adtate com\u00adpre\u00adhen\u00adsion, form cru\u00adcial ele\u00adments of this new view of read\u00ading.<\/span>
\n
\nWith the sup\u00adport of such the\u00ado\u00adries, read\u00ading instruc\u00adtion began to change:<\/span>
\n <\/span>
\n1.   <\/span><\/span><\/span>
\nFrom \u201cteach\u00ading text\u00adbooks\u201d to \u201cteach\u00ading with text\u00adbooks\u201d<\/span>
\n
\n\u201cTeach\u00ading the text\u00adbook\u201d involves set\u00adting teach\u00ading objec\u00adtives and design\u00ading lessons based on the text\u00adbook, empha\u00adsiz\u00ading in-depth under\u00adstand\u00ading of indi\u00advid\u00adual pas\u00adsages. \u201cUsing the text\u00adbook to teach\u201d involves first defin\u00ading what needs to be taught (teach\u00ading objec\u00adtives) and then find\u00ading appro\u00adpri\u00adate text\u00adbooks to sup\u00adport the teach\u00ading. This allows teach\u00aders to teach with\u00adout being restrict\u00aded by the text\u00adbook and tru\u00adly con\u00adsid\u00ader stu\u00addents\u2019 read\u00ading needs.<\/span>
\n <\/span>
\n2.   <\/span><\/span><\/span>
\nFrom empha\u00adsis on lit\u00ader\u00ada\u00adcy teach\u00ading to com\u00adpre\u00adhen\u00adsion teach\u00ading<\/span>
\n
\nWith the cri\u00adtique of read\u00ading the\u00ado\u00adry, teach\u00aders began to ques\u00adtion the goals of lan\u00adguage instruc\u00adtion and the focus of read\u00ading instruc\u00adtion. Con\u00adse\u00adquent\u00adly, the tra\u00addi\u00adtion\u00adal approach of sim\u00adpli\u00adfy\u00ading read\u00ading to sim\u00adply word recog\u00adni\u00adtion was chal\u00adlenged, and a shift toward a read\u00ading instruc\u00adtion mod\u00adel focused pri\u00admar\u00adi\u00adly on com\u00adpre\u00adhen\u00adsion and crit\u00adi\u00adcal think\u00ading was under\u00adway.<\/span>
\n <\/span>
\n3.   <\/span><\/span><\/span>
\nFrom mas\u00adtery learn\u00ading to strate\u00adgic learn\u00ading<\/span>
\n
\nIn line with the shift in empha\u00adsis in read\u00ading instruc\u00adtion, the mas\u00adtery-based teach\u00ading mod\u00adel, which pre\u00advi\u00adous\u00adly focused on vocab\u00adu\u00adlary and text struc\u00adture, has been adjust\u00aded to empha\u00adsize learn\u00ader auton\u00ado\u00admy and strate\u00adgic learn\u00ading for knowl\u00adedge con\u00adstruc\u00adtion. Teach\u00aders\u2019 think\u00ading aloud, stu\u00addents\u2019 hands-on prac\u00adtice, and shar\u00ading and dis\u00adcus\u00adsion have become reg\u00adu\u00adlar class\u00adroom activ\u00adi\u00adties.<\/span>
\n <\/span>
\n4.   <\/span><\/span><\/span>
\nFrom sin\u00adgle-text teach\u00ading to group text read\u00ading<\/span>
\n
\nWith the increase in book pub\u00adlish\u00ading and stu\u00addent read\u00ading vol\u00adume, teach\u00aders began to try group read\u00ading teach\u00ading activ\u00adi\u00adties, com\u00adbin\u00ading text\u00adbooks and extracur\u00adric\u00adu\u00adlar read\u00ading mate\u00adri\u00adals to con\u00adduct mul\u00adti-text read\u00ading teach\u00ading on the same top\u00adic.<\/span>
\n <\/span>
\n5.   <\/span><\/span><\/span>
\nFrom lec\u00adture-based teach\u00ading to col\u00adlab\u00ado\u00adra\u00adtive learn\u00ading<\/span>
\n
\nTra\u00addi\u00adtion\u00adal teach\u00ading is main\u00adly based on teacher lec\u00adtures, but read\u00ading expe\u00adri\u00adence can\u00adnot be replaced by oth\u00aders. Although learn\u00ading read\u00ading strate\u00adgies requires teacher guid\u00adance, it is more impor\u00adtant that stu\u00addents actu\u00adal\u00adly prac\u00adtice and apply them before they can inter\u00adnal\u00adize them into their own skills. There\u00adfore, class\u00adroom teach\u00ading has grad\u00adu\u00adal\u00adly begun to shift to stu\u00addent-cen\u00adtered class\u00adrooms, and learn\u00ading in the form of read\u00ading clubs such as group coop\u00ader\u00ada\u00adtion, group dis\u00adcus\u00adsions, and shared dia\u00adlogues has become the main method of class\u00adroom teach\u00ading.<\/span>
\n
\nAt this point, there are two types of read\u00ading instruc\u00adtion in the class\u00adroom. One main\u00adtains the tra\u00addi\u00adtion\u00adal text\u00adbook-cen\u00adtered teach\u00ading mod\u00adel, empha\u00adsiz\u00ading the mas\u00adtery of knowl\u00adedge and skills. The oth\u00ader focus\u00ades on the cul\u00adti\u00adva\u00adtion of read\u00ading abil\u00adi\u00adty and the learn\u00ading of read\u00ading meth\u00adods through a read\u00ading strat\u00ade\u00adgy teach\u00ading mod\u00adel. The dif\u00adfer\u00adences between the two are main\u00adly reflect\u00aded in:<\/span>
\n(1)     <\/span><\/span><\/span><\/b>
\n
\nDif\u00adfer\u00adent teach\u00ading objec\u00adtives<\/span><\/b>
\n
\nText teach\u00ading aims to devel\u00adop stu\u00addents\u2019 lis\u00adten\u00ading, speak\u00ading, read\u00ading, and writ\u00ading skills, and to help them acquire accu\u00adrate lan\u00adguage knowl\u00adedge. Read\u00ading instruc\u00adtion focus\u00ades on cul\u00adti\u00advat\u00ading stu\u00addents\u2019 inde\u00adpen\u00addent read\u00ading skills, enabling them to use read\u00ading to solve prob\u00adlems in their dai\u00adly lives and devel\u00adop crit\u00adi\u00adcal think\u00ading skills.<\/span>
\n <\/span>
\n(2)     <\/span><\/span><\/span><\/b>
\n
\nDif\u00adfer\u00adent teach\u00ading meth\u00adods<\/span><\/b>
\n
\nIn terms of teach\u00ading meth\u00adods, text instruc\u00adtion is teacher-led, with the class\u00adroom pri\u00admar\u00adi\u00adly focused on expla\u00adna\u00adtion, mark\u00ading, and revi\u00adsion. Stu\u00addents fol\u00adlow the teacher, who sets learn\u00ading goals and stan\u00addards. Read\u00ading instruc\u00adtion, on the oth\u00ader hand, shifts learn\u00ading back to the stu\u00addents, plac\u00ading them at the fore\u00adfront and encour\u00adag\u00ading them to ask ques\u00adtions and engage in dis\u00adcus\u00adsion. Teach\u00aders offer var\u00adi\u00adous strate\u00adgies and meth\u00adods to help them under\u00adstand the text and con\u00adstruct mean\u00ading, ulti\u00admate\u00adly aim\u00ading to devel\u00adop stu\u00addents\u2019 inde\u00adpen\u00addent learn\u00ading abil\u00adi\u00adties.<\/span>
\n <\/span>
\n(3)     <\/span><\/span><\/span><\/b>
\n
\nRead\u00ading in dif\u00adfer\u00adent ways<\/span><\/b>
\n
\nText\u00adbook instruc\u00adtion empha\u00adsizes word-by-word read\u00ading, aloud read\u00ading, and aes\u00adthet\u00adic read\u00ading. It focus\u00ades on the mean\u00ading of the text, ful\u00adly explor\u00ading and grasp\u00ading the author\u2019s key per\u00adspec\u00adtives and mean\u00adings. Read\u00ading instruc\u00adtion typ\u00adi\u00adcal\u00adly pri\u00ador\u00adi\u00adtizes silent read\u00ading, employ\u00ading a vari\u00adety of read\u00ading meth\u00adods: skip\u00adping, scan\u00adning, and skim\u00adming. Some\u00adtimes, repeat\u00aded inten\u00adsive read\u00ading is also includ\u00aded, and some\u00adtimes, an explorato\u00adry approach is adopt\u00aded. It empha\u00adsizes per\u00adson\u00adal under\u00adstand\u00ading of read\u00ading and the con\u00adnec\u00adtions between texts, books, and peo\u00adple.<\/span>
\n <\/span>
\n(4)     <\/span><\/span><\/span><\/b>
\n
\nThe nature of the read\u00ading mate\u00adr\u00adi\u00adal is dif\u00adfer\u00adent<\/span><\/b>
\n
\nTex\u00adtu\u00adal instruc\u00adtion pri\u00admar\u00adi\u00adly focus\u00ades on mod\u00adel essays, taught one by one. These essays have been revised, adjust\u00aded, and reviewed by experts, result\u00ading in a rel\u00ada\u00adtive\u00adly sim\u00adple and con\u00adsis\u00adtent struc\u00adture and approach. Read\u00ading instruc\u00adtion encour\u00adages chil\u00addren to engage with authen\u00adtic read\u00ading mate\u00adri\u00adals, work\u00ading with books one by one. These read\u00ading mate\u00adri\u00adals are com\u00adplete and retain the author\u2019s per\u00adson\u00adal style, result\u00ading in con\u00adsid\u00ader\u00adable vari\u00ada\u00adtion in argu\u00adment, struc\u00adture, and plot. While each stu\u00addent may read a dif\u00adfer\u00adent book, they can still learn togeth\u00ader on the same top\u00adic.<\/span>
\n <\/span>
\n(5)     <\/span><\/span><\/span><\/b>
\n
\nDif\u00adfer\u00adent eval\u00adu\u00ada\u00adtion con\u00adtent and meth\u00adods<\/span><\/b>
\n
\nTyp\u00adi\u00adcal\u00adly, assess\u00adments of text-based teach\u00ading focus on rel\u00ade\u00advant knowl\u00adedge and skills, with ques\u00adtions close\u00adly tied to the text and often hav\u00ading stan\u00addard answers. How\u00adev\u00ader, assess\u00adments of read\u00ading abil\u00adi\u00adty should focus on var\u00adi\u00adous lev\u00adels of under\u00adstand\u00ading, empha\u00adsiz\u00ading stu\u00addents\u2019 crit\u00adi\u00adcal think\u00ading and reflec\u00adtion, and using a vari\u00adety of texts as the basis for the ques\u00adtions.<\/span>
\n
\nFrom the above per\u00adspec\u00adtive, it seems dif\u00adfi\u00adcult for text\u00adbook teach\u00ading to escape the curse of \u201cteach\u00ading.\u201d For exam\u00adple, regard\u00adless of the type of text, elim\u00adi\u00adnat\u00ading unfa\u00admil\u00adiar and dif\u00adfi\u00adcult words and phras\u00ades is always the pri\u00adma\u00adry pri\u00ador\u00adi\u00adty in read\u00ading activ\u00adi\u00adties (euphemisti\u00adcal\u00adly called build\u00ading vocab\u00adu\u00adlary). How\u00adev\u00ader, from a read\u00ading per\u00adspec\u00adtive, unfa\u00admil\u00adiar and dif\u00adfi\u00adcult words and phras\u00ades are only one of the chal\u00adlenges that may arise dur\u00ading the read\u00ading process. To be effec\u00adtive, learn\u00ading and accu\u00admu\u00adlat\u00ading vocab\u00adu\u00adlary and phras\u00ades must be embed\u00added in real read\u00ading.<\/span>
\n
\nText instruc\u00adtion focus\u00ades on stay\u00ading close\u00adly aligned with the text. The goal is to help stu\u00addents grasp and under\u00adstand the learn\u00ading impli\u00adca\u00adtions (the rel\u00ade\u00advant knowl\u00adedge and con\u00adtent) of the text through instruc\u00adtion. Read\u00ading instruc\u00adtion is more stu\u00addent-cen\u00adtered, encour\u00adag\u00ading ques\u00adtions and engag\u00ading in dis\u00adcus\u00adsions focused on their con\u00adcerns. We also pro\u00advide stu\u00addents with a vari\u00adety of strate\u00adgies to prac\u00adtice, allow\u00ading them to find the most appro\u00adpri\u00adate method to help them under\u00adstand the text and con\u00adstruct their own mean\u00ading. Dur\u00ading instruc\u00adtion, we focus on what skills and strate\u00adgies stu\u00addents, as read\u00aders, should prac\u00adtice and mas\u00adter dur\u00ading their actu\u00adal read\u00ading process to tru\u00adly improve their read\u00ading skills. There\u00adfore, instruc\u00adtion\u00adal design is pri\u00admar\u00adi\u00adly based on a read\u00ader\u2019s per\u00adspec\u00adtive. For exam\u00adple, to grasp the tex\u00adt\u2019s con\u00adtent, what steps does a real read\u00ader take before read\u00ading to help them more eas\u00adi\u00adly under\u00adstand the text? Dur\u00ading read\u00ading, how do they appro\u00adpri\u00adate\u00adly use strate\u00adgies to grasp the tex\u00adt\u2019s mean\u00ading, appre\u00adci\u00adate the text, or respond to it with their own per\u00adspec\u00adtives? After read\u00ading, we encour\u00adage stu\u00addents to reflect on the strate\u00adgies they employed (or learned) to facil\u00adi\u00adtate com\u00adpre\u00adhen\u00adsion. There\u00adfore, the focus of class\u00adroom teach\u00ading is not only to under\u00adstand the con\u00adtent of the work and learn the rel\u00ade\u00advant Chi\u00adnese lan\u00adguage knowl\u00adedge in the text, but more impor\u00adtant\u00adly, to hope that stu\u00addents can learn how to under\u00adstand an arti\u00adcle and how to appre\u00adci\u00adate an arti\u00adcle.<\/span>
\n
\nRead\u00ading strat\u00ade\u00adgy instruc\u00adtion offers sig\u00adnif\u00adi\u00adcant advan\u00adtages over text\u00adbook instruc\u00adtion. Read\u00ading abil\u00adi\u00adty is holis\u00adtic; it\u2019s the process of con\u00adstruct\u00ading mean\u00ading through the inter\u00adac\u00adtion of the read\u00ader\u2019s pri\u00ador knowl\u00adedge and the infor\u00adma\u00adtion pre\u00adsent\u00aded in the text. Skilled read\u00aders uti\u00adlize their pri\u00ador knowl\u00adedge and flex\u00adi\u00adble strate\u00adgies to con\u00adstruct mean\u00ading. They mon\u00adi\u00adtor their ongo\u00ading com\u00adpre\u00adhen\u00adsion and adjust their strate\u00adgies when dif\u00adfi\u00adcul\u00adties arise. They select and adjust strate\u00adgies based on their knowl\u00adedge lev\u00adel. There\u00adfore, read\u00ading is an active process. The devel\u00adop\u00adment of read\u00ading abil\u00adi\u00adty is the process of read\u00aders devel\u00adop\u00ading read\u00ading strate\u00adgies to com\u00adpre\u00adhend text.<\/span>
\n
\nDis\u00adtin\u00adguish\u00ading between \u201clan\u00adguage instruc\u00adtion\u201d and \u201cread\u00ading instruc\u00adtion\u201d in Chi\u00adnese lan\u00adguage class\u00ades can be con\u00adfus\u00ading for teach\u00aders accus\u00adtomed to text\u00adbook-based instruc\u00adtion. Isn\u2019t Chi\u00adnese lan\u00adguage instruc\u00adtion about teach\u00ading stu\u00addents lis\u00adten\u00ading, speak\u00ading, read\u00ading, and writ\u00ading knowl\u00adedge and skills through texts? Why dis\u00adtin\u00adguish between \u201cteach\u00ading the text\u201d and \u201cteach\u00ading read\u00ading\u201d? Does\u00adn\u2019t teach\u00ading read\u00ading also involve teach\u00ading through texts?<\/span>
\n
\nThe rea\u00adson for mak\u00ading this dis\u00adtinc\u00adtion is that lan\u00adguage instruc\u00adtion on both sides of the Tai\u00adwan Strait is still large\u00adly text-based, with rel\u00ada\u00adtive\u00adly few instruc\u00adtion\u00adal designs focused on read\u00ading com\u00adpre\u00adhen\u00adsion. This is tru\u00adly unfor\u00adtu\u00adnate. Teach\u00aders dili\u00adgent\u00adly pre\u00adpare lessons and teach dai\u00adly, and stu\u00addents strive to learn. How\u00adev\u00ader, if the teach\u00ading objec\u00adtives and meth\u00adods are incor\u00adrect or devi\u00adate, all the hard work of both teach\u00aders and stu\u00addents will be wast\u00aded. Even more note\u00adwor\u00adthy is that in the 21st century\u2014a cen\u00adtu\u00adry of rapid infor\u00adma\u00adtion flow, when read\u00ading has become a fun\u00adda\u00admen\u00adtal skill essen\u00adtial for mod\u00adern citizens\u2014if our chil\u00addren do not lay a sol\u00adid foun\u00adda\u00adtion in read\u00ading dur\u00ading their basic edu\u00adca\u00adtion, their future com\u00adpet\u00adi\u00adtive\u00adness will be severe\u00adly chal\u00adlenged.<\/span>
\n
\nTai\u00adwanese schol\u00adar Ke Huawei<\/span>2001<\/span>) sum\u00adma\u00adrizes suc\u00adcess\u00adful read\u00ading com\u00adpre\u00adhen\u00adsion instruc\u00adtion\u00adal prin\u00adci\u00adples from abroad, which can serve as an impor\u00adtant ref\u00ader\u00adence for teach\u00aders when design\u00ading Chi\u00adnese lan\u00adguage instruc\u00adtion. The fol\u00adlow\u00ading are the key points: (1) The pri\u00adma\u00adry teach\u00ading objec\u00adtive is read\u00ading com\u00adpre\u00adhen\u00adsion; (2) Apply\u00ading what is learned in real life can enhance stu\u00addents\u2019 inter\u00adest in read\u00ading; (3) Through teacher demon\u00adstra\u00adtion, stu\u00addents can see the skills and appli\u00adca\u00adtion meth\u00adods that pro\u00admote read\u00ading com\u00adpre\u00adhen\u00adsion; (4) Instruc\u00adtion must be flex\u00adi\u00adble and empha\u00adsize dia\u00adlogue between teach\u00aders and stu\u00addents; (5) Stu\u00addents will only apply the skills after repeat\u00aded prac\u00adtice reach\u00ades a cer\u00adtain lev\u00adel of pro\u00adfi\u00adcien\u00adcy. The author believes that these prin\u00adci\u00adples are cru\u00adcial for teach\u00aders to keep in mind when design\u00ading lessons and are essen\u00adtial for Chi\u00adnese lan\u00adguage instruc\u00adtion to move towards true read\u00ading instruc\u00adtion.<\/span>
\n <\/span>
\n <\/span>
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