Because the teaching time of Chinese in primary schools is limited, extensive reading should be classified according to the actual time in class. The purpose of extended reading before class is mainly to stimulate the enthusiasm and interest of primary school students. For example, if the content of the course is about tadpoles looking for their mothers, students can be assigned tasks at the end of the last class and asked to recall their attachment to their mothers in daily life. It is hoped that students will prepare a short story related to finding their mother before the next class, and preview their reading with reference to the textbook, so as to encourage students to communicate with their parents after class, and let their mothers give lectures to students to help primary school students preview and understand reading.
Expanding reading before class can effectively stimulate primary school students' interest in learning and lay an effective foundation for formal classroom learning. In the actual reading process, students often encounter problems that are difficult to solve in classroom extended reading. At this time, teachers should regard primary school students as the main body of learning and education, and their identity should be transformed into an effective guide to answer questions and guide students to study and explore independently.
The ultimate goal of Chinese is to apply it to social life. Chinese education is inseparable from the effective use of social practice and life practice. In the teaching process, teachers should consciously mobilize students' enthusiasm, effectively use all kinds of resources inside and outside the classroom, and extend the tentacles of Chinese to all aspects outside the classroom.
Second, expanding reading should follow the principles of moderation and timeliness.
Extended reading and Chinese classroom teaching complement and promote each other, but they cannot replace each other. In the process of extracurricular reading, we must expand according to the principle of moderation and moderation, and effective extracurricular reading should promote each other with the teaching content in the classroom.
Teachers should expand teaching in the process of expanding in and out of class and use it to stimulate primary school students' interest in learning. In the process of expanding application, we should be able to break through the original limitations of textbooks and innovate as much as possible in improving reading ability and effectively surpassing learning ability.
Modern multimedia teaching technology and picture books and reading materials inside and outside the classroom are very rich, so in the process of expanding and utilizing curriculum resources, we should skillfully use the expanded resources to carry out reading teaching inside and outside the classroom. Teachers should let students experience more vivid and broad civilization in the actual teaching process, and through repeated exchanges and collisions, the splendid culture of the motherland will be deeply imprinted in the hearts of primary school students.
Third, various forms of extracurricular activities.
The new syllabus and curriculum standards point out that it is a basic quality of people to like reading and feel the pleasure of reading, and it is also one of the main tasks of Chinese teaching in primary schools. It is not enough to learn Chinese and experience the beauty of reading only by relying on the limited reading and classroom content in class, but to expand reading through colorful and open extracurricular activities, so as to better carry out Chinese education in the form of reading guidance and openness.
In the actual learning process, we can make use of reading reports, introducing good books, exchanging ideas, story meetings, and interaction among students to continuously cultivate the comprehensive interest of primary school students in extracurricular reading and develop their memory and oral expression ability. For example, in the teaching process, reading competitions among groups can be carried out, so that primary school students can choose specific reading materials themselves. Teachers can provide students with the scope of reading books, and then let students read independently and have a story-telling competition and experience exchange, and judge the best reading group through the competition and give appropriate rewards.
In the process of expanding reading after class, we should pay attention to the hierarchy of reading content. Because primary school students have certain individual differences in intelligence development level, family status, reading foundation and so on. Teachers should not only encourage students to study actively, but also encourage students to study individually in the actual reading process. Every pupil's reading focus and interest are different, so teachers should pay attention to the individual differences of pupils and meet the diverse needs of pupils of different ages and interests.
In the actual process of extracurricular reading, teachers should pay attention to the teaching and accumulation of some famous aphorisms and good sentences, encourage students to sum up their reading emotions after reading, expand extracurricular activities through colorful entertainment activities such as keeping diaries and making up fairy tales, and continuously improve primary school students' learning interest and thinking ability. This kind of flexible learning for stratified education meets the requirements of the new syllabus. In the process of extracurricular reading, we should effectively combine the advanced teaching concept of hierarchical education to carry out educational behavior, provide extracurricular differential counseling for students with obvious personalized differences through the completion of different content assignments, and pay attention to arranging different levels of homework for students with different levels.