"literature Circles" Mode Of Children's Literature Extracurricular Reading Teaching To Explore

The children are the owners of the unique spiritual and cultural, They brought many adultsocial pious decipher another culture password, Since the implementation of Chinese curriculumstandard, Children’s literature with its unique humanistic values and attractive language arts,Children’s literature reading in primary school language teaching has become the focus ofattention of the majority of teachers and students. Going into the learning time of the twenty-firstCentury, the traditional way of reading ideas and learning will be a big challenge,Obtaininginformation which quickly connected to the original recitation and memory learning to read isreplaced by the data collection, organization,integration,induction,use and innovation ability ofreading.Childers’s literature reading teaching has many such as neglect of Childers’s independentchoosing reading materials and their language practice ability and reading activities evaluationformalized. The class reading activities has become increasingly rich and colorful, but manyteachers lack of Childers’s literature to expand curricular and extracurricular reading guidancesystems theory and scientific models, the students’ Chinese accomplishment worries us.This paper introduces the "literary circle" teaching philosophy which emerged in the1980sin the United States and which has been quite mature. As a new method of reading instruction,its essence is a cooperative learning to solve the many problems of the traditional teaching ofreading. This paper attempts to introduce "literary circle" concept of teaching reading based onthe author’s initial attempt and discuss a bold and innovative way to explore a variant mode of“literary circle”—“children’s literature circle” finally some recommendations will be putforward in the implementation and application of the model.The first chapter will define theconcept, theoretical basis and principles to introduce the “literature circles”teaching mode. Thesecond chapter attempts to make a thorough inquiry from “literature circles” models to explore asuitable mode for China’s primary school. It is a leading to the children’s literature readinginstruction variant channel—“children’s literature”, which can adapt to the spirit of children’sunique needs and the learning time challenges. In the third chapter, the writer will creativelydiscuss from the selection of readings, role playing, multiple choice of discussion and evaluationmethods and put forward some good suggestions which are a blend of perceptual and rationalanalysis, and they aim to make the reading positively and happily for children The fourth chapterdiscusses the concrete operations of the “children’s literature”—how to design reasonable teaching cases and puts forward some relevant suggestions. At the same time, in theappendix, the writer also instruct a “children’s literature circle”. However, the current researchhas many deficiencies, there are many difficult places in translations, according to the situationof our country, the specific and scientific and systematic implementations of the “literaturecircles” teaching model are rarely.In a word, the “literature circles”teaching method around the world has a boomingdevelopment, a gradual change and also increases the range and the form of the application. As aflexible, new model of reading party, maybe there are many problems and difficulties toovercome the bottleneck, but if we can adjust, capitalize on the trend, communicate constantly,the variant “children’s literature circle” must be a quality selection for the children’s readingwhich can establish a good tacit, the pleasure of reading, Finally, the author wish the “children’sLiterature”a bright future.