“共享閱讀，同愛世界”——上海中學國際部中文閱讀月
時間：2022-01-27 20:56:29
G4-5：中文閱讀月
Chinese Reading Month
在過去的一個月時間里，上海中學國際部浦西校區(qū)四、五年級母語漢語課程學生圍繞中文閱讀展開了一系列家?；雍蜕钊胙杏懀屚瑢W們徜徉在書海，領略文字的魅力。
In the past month, the Puxi campus fourth and fifth-grade native Chinese classes carried out a series of home-school interactions and class discussions on reading in Chinese. Students engaged in the reading month and explored the fascination from the books.
四年級——親子共讀
Fourth grade-Parent-Child Book Reading
四年級閱讀月以“共享書香”為主題，發(fā)起了親子共讀的倡議。四年級漢語組邀請家長和同學們共同從本學期的推薦書目中挑選一本心儀的書并一起閱讀，完成親子閱讀手冊。
The fourth-grade reading month “Share the Books” advocated parent-child reading. Fourth-grade Chinese teachers invited students and parents to choose a favored book from the suggested Chinese reading list and then they read and finished the reading booklet together.
在閱讀月的第一周，同學們先對書籍的基本信息、故事情節(jié)、人物特點進行了梳理。隨著閱讀的深入，同學和家長們展開了一輪“親子互動大比拼”：針對書籍內(nèi)容，父母和孩子互相為對方出題、回答題目并批改對方的答案。在閱讀過程中，同學們總結了部分和家長們相同的觀點，也勇敢地表達了不同于大人的見解，展現(xiàn)出四年級學生獨立的思考和批判性思維。
In the first week of the reading month, students sorted the book’s basic information, plotline, and main characters. Along with the reading, students and parents compete with each other on the book content. They designed questions for each other, answered them, and then checked the answers as a teacher. In the process, students also concluded the same opinion they had as their parents and expressed different views, presenting independent thinking and critical thinking skills.
閱讀后，同學和家長對此次親子閱讀進行了反思和評價，大家紛紛給予好評。有家長認為通過這次活動，孩子對閱讀的興趣有了質(zhì)的提高，閱讀手冊幫助孩子循序漸進地思考、歸納、總結。也有家長認為這次活動促進了親子溝通，同孩子能進行觀點上的深入溝通交流，并希望在今后可以幫助孩子將書中所學更多地運用到實際生活中。
After the whole reading activity, students and parents had a reflection on these activities, giving plenty of likes and thumb ups. Some parents said through this activity, children significantly improved their interests in reading. The reading booklet helped children learn how to think, conclude, and summarize step by step. Some parents believe that these activities promoted parent-child communication to discuss their own opinions and views deeply. Parents hope that children can apply what they learn from the book to realities in the future.
五年級——整書閱讀
Fifth grade-Whole Book Reading
五年級以“整本書閱讀”的理念展開閱讀月的活動。五年級S班和H班分別選擇了《耗子大爺起晚了》和《小學生汪曾祺讀本》作為閱讀材料。
Fifth grade carried out the reading activity around the idea of “Whole Book Reading.” S and H level students choseThe Mice Gets Up LateandThe Proses of Wang Zengqi for Elementary Studentsas reading materials, respectively.
在午間閱讀時間，S班的同學們?nèi)巳耸峙跻槐尽逗淖哟鬆斊鹜砹恕罚蚪蛴形兜刈x著作者童年居住在頤和園的生活趣事。葉廣岑的文字京味兒十足，同學們尤其喜歡模仿文中的對白，儼然一個個小北京人兒。同學們邊閱讀邊完成對應章節(jié)的問答題目，題目由淺入深幫助同學們回顧總結文章中的重要情節(jié)，同時也在引導同學通過文中細節(jié)體會主人公的情感，領略文字的魅力。
During the lunch reading time, students in S level were immersed in the reading environment and enjoyed the author’s childhood story in the Summer Palace with great interest. The author Ye Guangcen’s word has a strong personal style with Beijing accents, and students love imitating the dialogues with the Beijing accent just as the local people do. Students also need to finish the multiple-choice questions based on the chapter, which helps students review the main plot step by step. Meanwhile, students learn to empathize with the main characters through the details in the questions and appreciate the words.?
H班的同學們潛心鉆研了作家汪曾祺的諸多散文作品并為自己喜愛的篇章打上“五星好評”，分享給其他同學。汪曾祺先生的文字簡單卻不失趣味，同學們在讀書筆記中摘抄下精彩句段，并分析其中的妙處。在《自然風味》這一篇章中，同學們領略到“一花一葉總關情，一飲一啄皆有心”的世間美好，也追隨作者的腳步用文字記錄下生活的美好。
H level students analyzed the proses of Wang Zengqi, rated their favored passages, and shared with peers. The words of Wang are intriguing but straightforward. Students copied the fascinating words that moved them in their reading booklet and analyzed the greatness. In the “Taste of Nature” chapter, students realized the beauty of the world as written in the book. “A petal of a flower, a piece of leaf, a sip of a drink, a bite or a peck are all related to one’s mind and heart.” Students further expressed their passion for life with their own words, just as Wang.?
通過整本書閱讀，五年級的同學們從作家們簡潔平實卻富有溫度的文字觀察著周圍的世界，領略人生百態(tài)，感悟生活情趣。
By reading the whole book, fifth-grade students took a close look into the surrounding world. In the simple and warm words, they feel the vicissitudes and happiness of life.
在閱讀的過程中，孩子們不再是被動的閱讀者，而是在家長的陪同、老師的指導下成為主動的信息獲取者和思考者，并將書中所學反觀自己的日常生活，真正做到為我所用。
In the process of reading, students are no longer passive readers. Instead, they become a thinker who actively gains information and knowledge. Students try their best to reflect on their daily lives and make connections with what they learn in the books.?
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