Use Knowledge To Construct Teaching To Promote The Study Of In-depth Reading Of Primary School Students

Knowledge building is a kind of innovative instruction idea in the field of learning science,advocating that students should read and write like an expert.In primary school’s ’science’ knowledge building experiment class,reading has the following problems:from the view of attitude,reading is often neglected by teachers and students;from resources,there are few professional materials and students only have a single way of obtaining information;from the perspective of teaching,reading more stays in the guidance of the concept and lacks the effective promotion strategy;from the effect,students’ reading target is to find the answer.To sum up,students’ reading level is relatively shallow.The researcher selects a Class3,Grade4 class in Nanjing small-class school as a practical point to form a research team with science teachers,to analyze the problems of shallow reading in real instruction.Drawing lessons from the knowledge building theory and its technical environment to iterate the design of reading strategy,and ultimately promote students’ deep reading.From the perspective of design-based research(DBR),with the development of the instruction,the study generates three reading strategies,each strategy has different degrees of iteration and promotion in the three rounds of instruction:First,to create a reading environment,introduce online and offline resources,and use push resource to arouse students’ reading interest.With the teaching progress,students’ externalities and diversified expressions of reading views,such as video shots,mindmaps and models can be further regarded as students’spontaneous output.Second,inquiry-based reading.In the process of independent group research,questions and guesses precede reading.Reading is not only a positive cognitive process,but also a process of verifying guesses,a process of mutual benefit and mutual validation with research methods such as observation and experiment.Third,represented by the collaborative reading,reading strategies are designed as scaffolds embedded to the online and offline discourses such as multi-level questions,difference between author’s view and personal view,using evidence to demonstrate their reading point of view and so on.Interactive networks from individuals and groups to the community can help students move forward on a group basis.The iterative process within the strategy makes the strategy richer and more concrete.The three strategies themselves also correspond to the basic process of knowledge building instruction.These ultimately have played an important role in promoting students’ reading level from inspectional reading to analytical reading,and even to thematic reading.The research collects the data from class records,online notes,questionnaires,interviews.It quantifies and analyzes the students’ reading opinions.A certain amount of reading provides a guarantee for the improvement of the reading level.The study mainly analyzes the effect of knowledge building instruction on deep reading from the perspective of reading level.This study adapts Julianne Doto’s coding table related reading,and uses the content analysis method to analyze the students’ reading level in different periods.Finally,it’s found that,first,knowledge building believes that reading should be integrated with knowledge innovation activities.Second,there is a hierarchy of deep reading in knowledge building instruction.Compared with elementary reading and inspectional reading,these two types of shallow reading,analytical reading and thematic reading are deep reading.Third,knowledge building can enhance the level of scientific reading.Researchers and teachers can use three reading strategies to promote students’ deep reading.First,build a generative and dynamic knowledge-based reading environment.Second,carry out inquiry-based reading and clarify the main body of knowledge building reading activities.Third,collaborative reading can help architect,interpret and evaluate reading resources.