In reading teaching, teachers should not replace students in reading practice, but should let students actively participate in reading, so that students can deepen their understanding of reading in rich thinking and emotional activities, cultivate their personal feelings and thinking ability, thus edifying their emotions and obtaining aesthetic pleasure. This also shows that the implementation of students' dominant position in reading teaching is the sustainable development of their Chinese literacy.

First of all, teachers can create a harmonious teaching atmosphere and highlight students' dominant position.

Harmonious and democratic teaching atmosphere is helpful for students to better enter the role, and it is also the premise of cultivating students' subjective consciousness, which not only helps students to reduce their mental stress in learning and relieve classroom fatigue. Emotional teaching method is that teachers create various situations in the classroom and resonate with teachers' emotions. And love is the foundation of emotion. Teachers should first integrate their sincere feelings into classroom teaching, teach with correct teaching attitude, loving expression and friendly language, so that students can concentrate on listening to the teacher in a warm atmosphere. Mr. Lu Xun said: "It's one thing to have a sense of beauty; The beauty of sound, the sensitivity of ears, the second; Formal beauty is the sense of eyes, and the third is also. " Smiling can bridge the gap between teachers and students and build a bridge of mutual understanding between teachers and students. In class, when you walk onto the podium with a smile on your face, the children's emotions will be assimilated. They will listen to the teaching with a comfortable attitude, feel the joy of being inspired, and feel the joy of success, which will help to stimulate their interest in learning, thus stimulating their strong thirst for knowledge in their love for the teacher's classroom, and finally prompting them to actively explore and learn.

Second, teachers can give full play to students' reading subjectivity by asking questions with ideological value.

With the deepening of the new curriculum reform, teachers' awareness of problems in the classroom is getting stronger and stronger. In Chinese class, teachers often hear students ask, "What have you read?" "What did you realize after reading this passage?" . Students actively think and express their opinions, and teachers no longer ask for a unique answer, which fully embodies that reading is a personalized behavior and highlights students' subjectivity. However, many teachers regard these questions as "master keys" and blindly use them regardless of the characteristics of the text, time and place, and the actual class. As a result, what students think and see is superficial, teachers lack further guidance, and the teaching effect is not ideal. What's more, some teachers often regard "dialogue" as a kind of "question and answer" phenomenon. Do you know, right, yes, good and other uninspiring questions fill the whole classroom, and the equal dialogue between teachers and students is understood as a formal question. These questions do not inspire students' thinking. Students can answer according to the facts in the textbook, and the answers to most questions are unique and do not need too much intellectual thinking. Such questions can't inspire students to think positively. Therefore, teachers should not ask too many questions, but they should be of discussion value, which is conducive to students' comprehensive thinking and overall grasp of the text. With the development of students' reading ability, the questions designed by teachers must give students more space to think and feel, and must trigger students' emotional input, so as to trigger students' profound feelings, experiences and explorations. Only in this way can students' subjectivity in reading be brought into full play.

Thirdly, teachers can establish students' dominant position by stimulating their interest in learning.

Interest in learning plays an important role in students' learning activities. Interest is the best motivation for students to learn. Colleagues and interests are closely related to students' emotions. Positive emotions help students to better grasp what they have learned. Of course, negative emotions will also resist students' interest in learning. The fundamental purpose of teaching is not to teach students to answer and master conclusions, but to train students' thinking development ability and stimulate students' interest in the process of exploring and solving problems, so as to actively seek, discover and solve new problems. The new curriculum standard emphasizes that Chinese is a practical course, and we should pay attention to cultivating students' practical ability. To cultivate students' practical ability, we should constantly develop and make full use of Chinese education resources in schools, families, nature and society, especially those vivid and realistic materials, so that Chinese content can become the living water of classroom teaching. In the classroom implementation, it is necessary to broaden students' learning space, increase students' Chinese practice opportunities, strengthen the connection and communication between teaching and life, turn monotonous reading and answering questions into colorful Chinese practice activities, let every student use his head, move his mouth and do it, and let the small classroom connect with the world.

Fourthly, teachers expand and cultivate students' reading initiative through some extracurricular reading.

Pupils' self-boasting ability has not reached a certain level. At this time, teachers should attach importance to the role of students' preview before class, so as to lay a solid foundation for the smooth development of classroom teaching activities and the improvement of teaching effect. First of all, teachers should cultivate students' good preview habits, which is incompatible with the requirements of the new curriculum concept. In teaching, teachers should put forward specific requirements for students' preview activities, especially for students to develop the habit of preview before class, draw up the preview focus and improve the preview pertinence. Secondly, teachers should pay attention to the guidance of students' scientific preview methods. Although some primary school students are enthusiastic about Chinese learning preview, the methods are not scientific enough, which also restricts the preview effect, which requires teachers to strengthen the guidance of scientific preview methods. The three-step preview method of "reading, thinking and remembering" promoted by many teachers in teaching is a very successful preview method. Students understand the content through in-depth reading of textbooks, explore problems in depth, and test the learning effect in practice. In addition, teachers should also guide students to write down the contents that need help in the preview process, so as to lay the foundation for inquiry teaching.

5. Teachers can give full play to students' main role by encouraging them to innovate boldly.

In teaching, if teachers want to cultivate innovative talents to adapt to modern society, everything should start from students and guide them to learn to discover, analyze and solve problems. In practice, how to develop students' subjectivity requires teachers to constantly stimulate students' thinking and emotions in teaching, and to stimulate their creative sparks, so as to give full play to their subjectivity. Aristotle once said, "Thinking begins with doubt and surprise." This shows that only when there are questions and problems can there be thinking and innovation. Therefore, in the process of reading teaching, teachers should encourage students to ask more questions, so as to give them scientific guidance.

In teaching, teachers should also cultivate students' thinking of seeking common ground while reserving differences. Only when there is difference can there be innovation. Therefore, in reading teaching, teachers should discuss, think and seek solutions to problems, so as to cultivate students' innovative thinking.