1. Overall planning of the school
School administrators should be able to grasp the overall situation of reading on campus, integrating the school's library resources, combining online and offline reading activities, and cooperating with the teachers' reading instruction to carry out reading on campus.
First of all, school administrators should be able to understand the situation of reading on campus, such as: the participation of students in reading at each grade level, the interaction between teachers and students in reading, etc. Based on these situations, they should develop appropriate incentives. According to these circumstances, the development of appropriate incentives for teachers to create a good reading teaching environment. It is suggested that schools can try to use some professional campus reading platform, using the advantages of the Internet to facilitate big data analysis of the reading situation, and then serve the campus reading.
Secondly, schools should rationally integrate book resources. At present, the teaching pressure of teachers is also increasing with the development of education and education reform, how can teachers easily participate in the construction of campus reading is particularly important. If the school in addition to the rich book resources, can also be combined with the corresponding supporting book reading resources, then it can greatly reduce the teachers in the bibliographic recommendation of the work in this area.
Moreover, the school should take the initiative to carry out campus reading activities. In view of the poor results of elementary school language reading teaching, fail to effectively develop students' reading ability, should be carried out in the process of reading activities to cultivate students' interest in reading, cultivate students' good reading habits, give full play to the initiative of the students, effectively cultivate students' reading ability, and create the conditions for the students' future good development.
In addition, the school should cooperate with teachers to teach reading. In due course, according to the school's reading overall situation and teachers reading teaching content want to cooperate, according to the school-based features or current events, the launch of the corresponding reading topics, not only can organically combined with the reading itself, but also enrich the campus culture, so that the campus reading to become a part of the construction of campus culture.
2. Teachers' reading instruction
How can we stimulate students' interest in reading? In addition to the attractiveness of the books themselves, some incentives are particularly important. For example: Whenever a student finishes reading a book, shares a reading note, or participates in a reading activity, he or she can get the corresponding points, and when the points accumulate to a certain value, the student can enjoy some privileges or get some material rewards.
With interest in reading as a prerequisite, how do we help students find the right books to read? Even if students are at the same age, they may have different reading ability levels due to factors such as their home environment, as well as different personalities and interests, so the books that are suitable for each student will not be exactly the same. Teachers can organize a reading test to understand the general situation of different students' reading ability, and combined with the students' reading interest to guide, for each student to recommend suitable for their own books, so that the reading teaching will be twice as effective.
If the students have begun to read actively, then the teacher's guidance is extremely critical, after all, most of the students cognitive level is not yet mature, the reading list is more based on their own interests to choose, not easy to broaden their horizons. Moreover, when choosing books, students may not consider their own reading ability level, and if they encounter a succession of content that is not easy to understand may produce a sense of frustration, leading to a gradual loss of interest in reading. Therefore, teachers need to be more comprehensive and objective in their grasp of students' reading directions.
In addition to your second question, I understand that the Center for Research on Children's Reading and Learning at North Normal University is currently conducting a reading proficiency assessment for schools as a whole. If you are a school, you can try to apply, so that you can first understand the reading ability level of students in your school, and then make the next step of campus reading arrangements accordingly.
On the subject of assistive tools, the above article also mentions that you can try out some of the more specialized campus reading platforms, and there are quite a few campus reading platforms on the market at the moment, so schools must pay attention to the professionalism of the platforms when they are screening, such as the academic background, and whether or not they have the support of a team of experts. Before a friend's school in the use of Qingqing campus reading platform, the platform has a team of experts from the North Normal University academic guidance and development, and there is a constantly updated book reading resources, you can learn about it. Of course, if there are other suitable similar products, you can also try to understand the use.