Keywords primary school Chinese; Read the whole book; Teaching countermeasures
Primary school is the key period to cultivate students' good reading habits. Under the new curriculum standards, it also puts forward higher requirements for primary school students to read the whole book. It is very necessary to read the whole book in primary schools. However, from the teaching practice, the whole book reading teaching in primary schools is not optimistic, and there are still many problems. This mainly focuses on the fact that teachers do not attach importance to the whole book reading teaching, treat the whole book reading as extracurricular reading, and treat the two equally. Therefore, if teachers want to fundamentally improve the efficiency of the whole book reading teaching in primary schools, they need to be able to enhance the importance of the whole book reading and carry out the whole book reading teaching from the actual needs of students.
First, the problems existing in the whole reading teaching of Chinese in primary schools
(A) the whole book reading teaching content related issues. In the process of reading teaching, teachers need to be able to recommend books that can be read to students. However, from the current reading teaching of the whole book, most teachers only recommend useful books for their students occasionally, and students also rely on the books recommended by teachers to a great extent. In other words, students will passively read the books that teachers ask them to read, and students can't effectively read independently, especially some middle and lower class students. Secondly, when the teacher recommended books to the students, he did not make a careful teaching plan for the students. Teachers often think that when they recommend their books to students, they have already completed their teaching tasks. The effect of this kind of reading teaching is not good, because students can't improve their reading ability more effectively under this kind of teaching, and the subjects chosen by teachers are relatively single, which limits students' vision to a certain reading range and affects their all-round development.
(2) Problems related to the whole book reading teaching method. In reading teaching, many teachers have a misunderstanding that teachers will frequently ask questions to students in teaching, which will greatly interfere with students' reading. In reading teaching, teachers' teaching does not require teachers to tell the content from beginning to end in class, but can stimulate students' interest in reading on the basis of teaching students in accordance with their aptitude and help students develop good reading habits under the influence of these interests. However, in actual teaching, teachers often ignore the cultivation of students' good reading habits. Examination-oriented teaching is still the main teaching goal in teaching, which seriously affects the cultivation of students' good reading habits.
Second, the related problems of the whole Chinese reading teaching in primary schools.
(A comprehensive integration of reading teaching resources. In the whole book reading teaching process, schools should constantly integrate teaching resources to carry out the whole book reading teaching. This kind of teaching task is mainly completed by Chinese teachers. Teachers of other disciplines need to be able to actively participate in the development of teaching resources, put forward their own opinions on the development of school-based curriculum for whole book reading, and actively participate in the discussion process. In the process of developing the whole book reading teaching resources, Chinese teachers should be given priority to, supplemented by other teachers, so as to raise the whole book reading teaching to a higher level, and relevant education departments can also play a leading role and provide teachers with stronger teaching motivation. Paying more attention to the scientific nature of teaching in the process of reading the whole Chinese book can provide more teaching experience for teachers. At the same time, parents should also create a good teaching atmosphere for students in reading teaching, and encourage students to participate in the reading process with a more positive attitude in this good reading atmosphere, so as to improve their reading ability more effectively.
(2) Constantly stimulate students' interest in reading and cultivate good reading habits. It takes a long time to cultivate a good habit, so teachers need to be able to constantly motivate students in such a long-term process, create a relaxed reading atmosphere for students, and make students love reading more under the impetus of this good atmosphere. Therefore, in the actual teaching process, teachers can set up bookcases and reading corners for students, which can make students communicate and communicate more freely and constantly exercise their thinking ability. Teachers should ensure that students can have a reading class every week, so that students can read in the way they like. For example, some students are used to reading silently, but others like reading aloud, so teachers need to be able to meet students' reading and learning needs without affecting their learning. In this way, students can read effectively in their favorite way. Secondly, in the process of Chinese reading teaching, teachers can also use some spare time, such as lunch break, to teach reading, so that students can use these scattered time to read at a deeper level, which also allows students to plan their own reading, so that students can adjust their reading progress and improve their reading ability.
(C) the use of the whole book reading activities to strengthen in-depth reading. In the whole reading process, teachers can actively carry out reading activities for students, which can enable students to strengthen in-depth reading. For example, for some classic books, students should read these reading texts deeply and repeatedly, so that students can better grasp the essence of the books, understand and understand the author's writing intention, and appreciate some subtle languages in the texts. Therefore, in the process of reading the whole book, teachers need to be able to carry out diversified reading activities for students, thus effectively improving students' reading ability and promoting the healthy development of reading the whole book.
Third, the conclusion
There are still many problems in the actual teaching process of reading the whole Chinese book in primary schools, which requires teachers to constantly stimulate students' interest in reading, change teaching concepts and use diversified teaching strategies to carry out teaching activities. This can also play a positive role in promoting students' reading learning and effectively improve students' reading ability.
References:
[1] Zhao Fulou. Perfecting the Chinese reading system in primary and secondary schools-"whole reading" forces the reform of Chinese reading teaching [J]. Chinese teaching newsletter, 20 17(25):23-26.
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Problems and countermeasures in the whole reading teaching of Chinese in primary schools
Problems and countermeasures in the whole reading teaching of Chinese in primary schools
Chinese reading is listed as the key teaching content in the compulsory education stage, so in the process of Chinese teaching in primary schools, parents and teachers attach great importance to Chinese reading teaching for students. However, it is not difficult to find that there are still many problems in the teaching process of Chinese reading books in primary schools. Only by finding out the existing problems and actively exploring effective countermeasures can we effectively improve the overall teaching level of Chinese reading in primary schools and promote the healthy growth of students.
Keywords primary school Chinese; Read the whole book; Teaching countermeasures
Primary school is the key period to cultivate students' good reading habits. Under the new curriculum standards, it also puts forward higher requirements for primary school students to read the whole book. It is very necessary to read the whole book in primary schools. However, from the teaching practice, the whole book reading teaching in primary schools is not optimistic, and there are still many problems. This mainly focuses on the fact that teachers do not attach importance to the whole book reading teaching, treat the whole book reading as extracurricular reading, and treat the two equally. Therefore, if teachers want to fundamentally improve the efficiency of the whole book reading teaching in primary schools, they need to be able to enhance the importance of the whole book reading and carry out the whole book reading teaching from the actual needs of students.
First, the problems existing in the whole reading teaching of Chinese in primary schools
(A) the whole book reading teaching content related issues. In the process of reading teaching, teachers need to be able to recommend books that can be read to students. However, from the current reading teaching of the whole book, most teachers only recommend useful books for their students occasionally, and students also rely on the books recommended by teachers to a great extent. In other words, students will passively read the books that teachers ask them to read, and students can't effectively read independently, especially some middle and lower class students. Secondly, when the teacher recommended books to the students, he did not make a careful teaching plan for the students. Teachers often think that when they recommend their books to students, they have already completed their teaching tasks. The effect of this kind of reading teaching is not good, because students can't improve their reading ability more effectively under this kind of teaching, and the subjects chosen by teachers are relatively single, which limits students' vision to a certain reading range and affects their all-round development.