For primary school students, reading aloud is an essential course, which is very important for cultivating students' language ability. In Chinese teaching, there are some problems in reading teaching at this stage, which affect the primary school students' understanding of reading and the improvement of reading ability. This paper first analyzes the problems existing in Chinese reading teaching in primary schools at present, and puts forward some optimization strategies for these problems.

Keywords reading teaching; Primary school Chinese; Problems; Optimization strategy

Strengthening students' reading education in primary school is conducive to students' deeper understanding of the text, and also plays a better role in promoting their language development [1]. In the process of reading aloud, students can cultivate their own sentiment and constantly improve their Chinese ability through understanding the content of the article. As the saying goes, never tire of reading, which shows its meaning. With high-quality reading, students' Chinese scores can also be improved [2]. Based on primary school reading teaching, this paper studies the existing problems in current teaching and optimization strategies.

First, the problems in reading teaching

evaluation methodology

At present, most teachers have realized the significance of reading aloud to improve students' Chinese performance, but in the specific implementation process, students' reading evaluation has not been significantly improved. Most teachers encourage students to improve their reading skills or reading level by encouraging them [3]. Although this practice can enhance students' initiative, enthusiasm and self-confidence in the early stage of reading, with the deepening of students' reading, their interest and enthusiasm for reading will gradually fade. For teachers, abstract language is often used in evaluation, such as you are really good, you are great and so on. Although it can motivate students in a short time, it is not targeted enough, and students can't really find the improvement of their own abilities.

(B) Teaching guidance issues

With the gradual deepening of the application of the new curriculum standard, most Chinese teachers have realized the dominant position of students in learning and paid more attention to the cultivation of students' learning ability in daily teaching. In daily teaching, teachers will leave classroom time for students to read aloud, but they lack guidance. Specifically, in the limited classroom time, if students take up a lot of time to read independently, they can enhance their initiative and enthusiasm for reading. However, due to the occupation of classroom time, teachers will be lacking in explaining to students, and students will not be able to understand the thoughts and feelings of articles from reading over time, which will do more harm than good for Chinese learning [4].

(3) the level of understanding

The lack of understanding of reading aloud is mainly reflected in students. For primary school students, they prefer to read some story books or comic books, but they are not interested in reading words. If teachers don't let students know the importance and significance of reading aloud first in the teaching process, students can only passively accept reading teaching, but can't improve their Chinese ability from mechanical and repeated reading.

Second, the optimization strategy of reading teaching

(A) the creation of reading situations

If teachers simply rely on reading materials to explain reading content to students, it will definitely affect students' interest. Teachers can create a relaxed reading environment and a democratic and harmonious reading atmosphere through students' daily life and popular elements. For example, when explaining the process of Qiantang River tide, teachers can let students know the wonderful scene of Qiantang River tide through videos, and let students know the magnificent scene of tide after watching videos. After watching the video, the scene of the tide can be engraved in the students' minds, thus helping them to understand the thoughts and feelings expressed in words in a deeper level during reading. This way of creating situations aims to make students understand the author's writing intention in a deeper level through the combination of words and pictures.

(B) focus on demonstration teaching

One of the ways to improve students' Chinese reading ability is to improve their reading experience, which needs to be based on their understanding of the article. In class, teachers should not take most of the time as students' independent reading, but should let students know the main content and central idea of this article first, and then let students further master the idea of the article by means of demonstration reading and teachers' emotional play. Under this requirement, firstly, teachers should improve their Putonghua level, and secondly, they need to turn the limited words into rich ideas, so that students can master the tone and speed of speech and read the feelings to be expressed in the article through their own demonstration reading.

(3) Reading aloud for different roles

For primary school students, longer words will lead to a decline in reading interest. Therefore, when encountering story-based textbooks, teachers can let students play different roles in the process of reading, thus enhancing their reading interest and their ability to express their thoughts and feelings in reading. Specifically, for example, in the teaching of "Little Gecko Borrowing Tail", several students can play the role of Little Gecko, expressing the innocence and cuteness of Little Gecko at first, the sadness when its tail is broken, and the excitement and joy when it lends a new tail. You can also choose several students to play other roles, such as the mother of gecko, swallow, cow and fish. , thus enriching the story and making the classroom atmosphere relaxed and active.

Three. Concluding remarks

To sum up, in primary school Chinese reading teaching, teachers should first realize the importance of reading teaching, and secondly, through the improvement of teaching content, let students gradually love reading and be willing to take the initiative to improve their reading ability. Teachers should constantly learn from teaching experience and improve the problems existing in reading teaching at this stage, so as to continuously improve the classroom quality of reading teaching.

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