Data expansion:

The theoretical origin of Chinese reading in primary schools can be traced back to the following aspects.

1, Linguistic Theory:

Linguistics is an important foundation of Chinese teaching, which studies the structure, function and usage of language. Linguistic theory provides language knowledge and understanding for Chinese reading, including vocabulary, grammar and sentence structure.

2. Reading comprehension theory:

Reading comprehension is one of the core contents of Chinese teaching. Reading comprehension theory studies people's cognitive and thinking processes during reading, including understanding and interpreting texts, reasoning and judging. Among them, the cognitive development theory put forward by psychologist jean piaget and the interactive reading theory put forward by educator Luis Rosenblat have had a far-reaching impact on Chinese reading teaching in primary schools.

3. Pedagogical theory:

Pedagogy theory provides guidance and support for Chinese reading teaching in primary schools. The teaching principles put forward by educators, the research results of educational psychology and learning theory have an important influence on the design and implementation of Chinese reading teaching in primary schools.

4. Textbook research:

The theoretical origin of Chinese reading in primary schools also includes the research and reform of teaching materials. Textbooks are important resources for teaching. For Chinese reading teaching in primary schools, the compilation and design of teaching materials need to be based on relevant theories and research results to meet the needs of students' cognitive development and reading ability improvement.

Therefore, the theoretical sources of Chinese reading in primary schools mainly include linguistic theory, reading comprehension theory, pedagogy theory and textbook research. The development and application of these theories provide theoretical support and guidance for Chinese reading teaching in primary schools.

Overview of research status:

1, pay attention to emotional factors:

It is found that emotional factors play an important role in cultivating primary school students' interest in Chinese reading. Teachers and parents can stimulate and cultivate primary school students' interest in Chinese reading by creating a pleasant reading environment and choosing reading materials suitable for students' interests.

2. Diversified reading forms:

Research shows that the development of primary school students' interest in Chinese reading needs various forms of reading experience.