How can reading instruction ensure that what is taught is truly learned?
At the Primary and Secondary School Reading Teaching Achievement Forum, Ma Jian, expert of the Peking University research group and senior primary school teacher, shared insights on how reading teaching can move from task completion to learning outcomes.
Ma Jian highlighted the importance of outcome-oriented reverse teaching design, aligning curriculum standards, teaching activities, and evaluation from the start. Clear learning goals, he explained, are the foundation for ensuring that teaching leads to real learning.
He also emphasized the need for stylistic clarity in reading instruction, distinguishing fairy tales, fables, and myths to avoid blurred objectives. Building on this, he introduced gradient reading paths that support students’ imaginative development through progressively complex texts.
To make imagination teachable and assessable, Ma Jian presented scaffolding strategies that connect activities with concrete outcomes, ensuring that classroom work forms a meaningful learning loop.
In conclusion, he called for collaborative “gathered learning” among teachers, encouraging shared reflection and joint innovation to help students truly become readers.
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