For a long time, there are three prominent problems in Chinese reading teaching in primary schools: first, the reading volume is obviously insufficient, and textbooks have basically become the only text for students to read; Second, too much emphasis on the teaching of complete reading knowledge is helpful for students to master knowledge systematically, but it often limits students' storage of knowledge and leads to the rigidity of knowledge; The third is the ability to read linearly. For example, according to the requirement of "how to read an article", reading ability can be divided into the following aspects: explaining words in context, summarizing the meaning of paragraphs in sections, summarizing the main content of the article and summarizing the central idea of the article. This arrangement not only leads reading teaching into a dead end of complicated analysis and mechanical training, but also violates the law of the development of students' reading ability, resulting in students blindly relying on teachers' teaching and indoctrination, becoming a "reservoir" of knowledge and losing the healthy development of their personality.

Chinese Curriculum Standards tries to correct the disadvantages of the times and emphasizes the development of individuality in the process of independent reading. It is clearly pointed out: "I have independent reading ability, pay attention to emotional experience, accumulate rich, and form a good sense of language." Learn to use a variety of reading methods. Can initially understand and appreciate literary works, be influenced by noble sentiments and interests, develop personality and enrich the spiritual world. "This kind of reading teaching can not be achieved by indoctrination and mechanical training. It requires students to become the real reading subjects, teachers are the organizers and guides of students' reading, and there is an equal dialogue between teachers and students. The concept of the new curriculum reform urgently needs us to change the concept of teachers and classroom teaching. Therefore, under the guidance of the Municipal Education Association, our school declared the subject of "Individualized Reading Guidance Research" in order to implement teaching research, truly achieve the ultimate goal of changing teachers' teaching methods and students' learning methods, and make them go deep into classroom teaching, improve teaching efficiency, construct learning methods and corresponding teaching methods, cultivate innovative spirit and practical ability, cultivate innovative talents, improve teachers' comprehensive quality, and make teachers change from booksellers to scientific research teachers. In the research process, respecting students' individuality, paying attention to students' individual differences, paying attention to students' learning interests and learning methods, and guiding students to study actively and individually have been recognized by teachers and students, which has had a positive impact and laid a practical foundation for the new curriculum reform.

Second, the theoretical basis of the research

1. Mr. Ye Shengtao, a famous educator, once said: "Guidance is to let students try their best to find it, and the death rate is not waiting for the teacher to teach themselves." It is particularly important to guide students' personalized reading and teachers' effective guidance. "Do everything possible to let students seek for themselves". The first essence of personalized reading is independent reading. Without the reader's autonomy, the so-called personalized reading is certainly impossible. Independent reading is the premise of creative reading, and only creative reading is truly personalized reading. Therefore, in reading teaching, teachers mainly cultivate students' autonomy and independence in reading, so that they can read independently and creatively. This is the theoretical basis of our research on this subject.

2. Based on the reading ability and level of primary school students, teachers need to ask appropriate questions in time to promote students' understanding and grasp of the text content, and on this basis, guide students to develop appropriate associations and imagination through exquisite questions to express rich and unique feelings and experiences. Secondly, when students express their personalized experiences and feelings, teachers need to listen and give appropriate feedback to protect and promote the enthusiasm of students to express their unique feelings. At the same time, they need to guide students to examine and adjust their association and imagination according to the original intention of the text and the author.

3. Making full use of Chinese educational resources in real life, optimizing the Chinese learning environment and constructing the connection between inside and outside the classroom can enhance the communication between inside and outside the school, so that students' acquisition in the Chinese classroom can extend outside the classroom, thus truly becoming their learning ability and enabling students to learn and use Chinese in a vast space.

4. The definition of "personalized reading". Personalized reading is a process of fully considering each student's reading psychology, centering on students' own reading and learning, and guiding students to feel, understand, evaluate and appreciate texts in an exploratory and creative way. This is an independent, experiential and critical reading practice.

Three. The content of the research project

1. Construct personalized reading teaching mode in Chinese classroom.

2. Construct the questioning strategy, evaluation strategy and feedback strategy of personalized reading.

3. Research on the expansion of extracurricular personalized reading.

Four. Research objectives of the project

1 can help teachers master the correct strategies to guide students' personalized reading and handle the relationship between curriculum objectives, text meaning and personalized reading.

2. Improve students' ability to feel, understand, appreciate and evaluate, and realize the deepening and individualization of thinking.

3. Effectively improve teachers' teaching behavior and students' learning behavior in classroom teaching, so that both of them develop along a good trend and find the most effective ways and means.

Implementation of verb (abbreviation of verb) project research

(A) fully prepared and carefully organized

In April 2006, under the guidance of Director Chen Wen, our school applied for the research of this topic, and at the same time, our school leaders also gave strong support to this topic. Principal Geng Qinglian gave instructions and organized a special discussion on how to carry out this topic among all teaching departments and key Chinese teachers. Meeting decision: 1. A research group was established, with Liu Yueming as the team leader and Mao as the project leader. 2. The person in charge shall draw up the overall research plan and determine the list of members of the research group. (Attachment: Application Form), approved by the Provincial Education Association in July 2006. The leader and moderator of the research group have participated in the training of the Provincial Education Association and held their posts with certificates.

(b) Focused and gradual implementation.

We divide the theme experiment into four stages:

Preparatory stage: (April 2006 to June 2006)

(1) theoretical learning. The team leader and the project leader will lead all the members of the research group to learn the educational theory related to this project, organize teachers to go out for training selectively, and consolidate the theoretical literacy of teachers participating in the research.

(2) Collect relevant information, analyze, classify and screen out valuable information, so as to better determine the research topic and make the research direction more clear.

B) Theme determination stage (July 2006)

A research group was set up to design the topic, aiming at cultivating students' personalized reading ability, forming positive personality quality and improving teachers' ability to guide students to carry out personalized reading.

C) Implementation stage (August 2006 to August 2008)

Refine the project work, put the responsibility on people, use various research methods to study the teaching process, do a good job of summing up practice, collect and sort out information, and write the results report and research experience in time.

D) Summary stage (September 2008 to February 2008)

All members improve the final summary, give good lectures, sort out research materials, identify results, and prepare to further promote excellent experience.

(C) solid research, the courage to practice

Our research group has carried out solid research work around the formulated plans and programs. The first is based on the reform of classroom teaching methods and the improvement of efficiency. We stipulate that the research group should make a research activity plan at the beginning of each semester according to the research content and the actual situation of teachers, conduct collective discussion and exchange activities every two weeks, listen to each other and evaluate each other in class. Classroom teaching implements collective preparation before class, teachers try to give lectures, collective evaluation and reflection, and then classroom reflection, forming a relatively perfect teaching plan. Secondly, in the face of the reform and exploration of extracurricular tutoring, actively organize colorful reading practice activities, such as "campus reading festival" and "parent-child reading". To form an educational synergy with the family community, stimulate reading interest, optimize reading atmosphere, and promote the progress of personalized reading.

The effectiveness of the special study on intransitive verbs

In the past three years, with the care of the leaders of the Municipal Education Association and the efforts of all members of the Chaoyang Primary School Teaching Department and the research group, various activities of the research project have been carried out smoothly. We dare not say what achievements have been made in the research of the subject, but our reading classroom teaching has at least been improved, which is in line with the concept of curriculum reform, which is consistent with the purpose and starting point of our research. The summary is as follows:

(A clear "personalized" reading the basic connotation.

1, autonomy

The first characteristic of personalized reading is autonomy. Emphasizing students' autonomy in reading activities does not mean that teachers should give up the right to guide reading activities. The teacher's role is not to analyze the text instead of students, but to set some open questions, provide some clues and prompt reading activities in time. The key point is to let students read the text by themselves and make reading a personalized behavior.

2. Creativity

Reading activity is a creative activity. Because readers' personal experiences are different, they interpret the text differently in reading activities. For reading teaching, teachers should leave more room for imagination and creation for each student. Teachers should encourage students to express their views with rich imagination and pioneering thinking on some problems encountered in reading.

Step 3 experience

Personalized reading is an experiential reading. Reading experience has two characteristics: one is emotion. The second is the whole. Teachers should, according to the characteristics of reading experience, let students read aloud and read with emotion in reading teaching, and analyze, appreciate and experience the text in reading, thus causing students to sing.

4. The degree of danger

Personalized reading is a critical reading concept. If students want to be innovative and have a unique experience in reading activities, they must first learn to critically accept and learn the text. In reading teaching activities, teachers should always set some goals so that students can ask questions, discuss and explain from different angles, which can cultivate students' divergent thinking.

(2) Seeking five strategies to implement individualized reading teaching.

Strategy 1: Let students really have the opportunity to practice independently.

Our students are people with personalities. As a teacher, we should pay attention to the potential, initiative and differences of students' development, ensure that students have time and space for independent performance and development in the classroom, and provide opportunities for each student to actively participate in classroom learning. Reading activities should let students put their main experience on reading the original text. When reading, on the basis of the original knowledge structure, read at different levels and complete the whole reading step by step. When guiding students to learn the text, our teacher asked them to finish the text study repeatedly through "five readings" for different purposes (reading well, reading well, reading well and reading deeply).

1, give enough time. Teachers can stipulate the reading time of each class according to the grade, learning situation and the characteristics of teaching materials, so that students can monitor their grades.

2. Full participation. Chinese classroom teaching should be a rehearsal ground to mobilize all students to participate, rather than a small stage for a few students to perform. Self-study reading, in particular, requires the whole class to finish reading and read well, and must not pretend to be reading, so as to retreat hastily.

Strategy 2: Let students stick to their unique reading experience.

In teaching, although the teaching steps are the same, the students' performance in the teaching process is quite different. Different ways of thinking activities, different ways of emotional activities and different strengths of will activities. Because everyone's knowledge and experience are different, the conclusions drawn after reading are different. So do it 1. Let students' own understanding of the text content replace the explanation and analysis of the textbook. 2. Let students think independently, not unify the answers. 3. Let students' own perceptual experience take the place of unified understanding and guidance.

When students have a personalized experience, teachers should not just be satisfied with it, but discuss with students which understanding is the most reasonable and why it is unreasonable. But what matters is not the conclusion, but the process. It is also necessary to guide students to analyze the process of interpreting the text, whether it is right or wrong, how to get it, prescribe the right medicine, speculate and comment, so as to improve the cognitive structure.

Strategy 3: Let students choose their reading methods freely.

1, encourage personalized reading methods suitable for their own development. The age characteristics of primary school students determine that their individual reading includes reading, speaking, drawing, writing, rowing, reciting and singing. As a teacher, we should not ask students in an adult and popular mode. As long as they are in a state of inner communication with words, they should support their personalized reading mode.

2. Advocate the reading atmosphere of cooperative inquiry. In reading teaching, we should cultivate students' problem consciousness, give them a learning platform, encourage them to ask questions at any time, give them time, create opportunities, guide them to explore independently and organize carefully.

Fourth, let students freely choose extracurricular reading materials and expand reading.

1, the word "fun" leads the way and is widely read. 2. Guide methods to ensure quality. In order to enable students to do a lot of extracurricular reading, it is necessary for teachers to give guidance on relevant reading methods. 1) Arrange skimming and speed reading training in advance to encourage them to try it. 2) Strengthen practical exercise. Carry out more reading activities to stimulate students' enthusiasm for extracurricular reading, so that reading ability can be exercised and improved in reading practice. 3) Instruct senior students to take notes.

Strategy 5: Let students make bold independent evaluation.

The whole process of students from evaluating others to autonomous learning, "no matter what its form, is a positive process." Compared with previous teachers, the traditional teaching method of passive acceptance by students can better reflect the main role of students. Therefore, advocating students' self-evaluation is an important content of personalized reading behavior.

1, to stimulate students' interest in learning evaluation.

2. Give students sufficient opportunities to participate in the evaluation (1) and sufficient time and space. (2) Teachers should learn to "listen". (3) Teaching students the methods of evaluation. We mainly use three methods to teach students the method of evaluation: first, we establish the routine of classroom evaluation. Secondly, guide students to master the basic forms and methods of evaluation. A, multiple evaluation, that is, let students take different methods to solve problems from different angles, the purpose is to cultivate students' multi-directional thinking ability. B, comparative evaluation, that is, when there are two different opinions on the answer to the question, let students compare, in order to cultivate students' ability to distinguish. C, supplementary evaluation, that is, after listening to other people's speeches, add your own views while agreeing, mainly to cultivate the integrity of students' thinking. D, suggestive evaluation, that is, to provide reference opinions for solving some problems, or to propose solutions for deficiencies, mainly to cultivate students' team cooperation spirit. E. Controversial evaluation, that is, raising objections to the answers to questions and arguing according to reason, is mainly to cultivate students to express their unique opinions boldly and cultivate innovative spirit. F, appreciation evaluation, that is, agree with other people's views, and explain the reasons for approval, mainly to cultivate students' aesthetic consciousness. H, creative evaluation, that is, to express their own unique views, mainly to cultivate students' innovative thinking. In addition, let students master the language of evaluation.

(3) Promoting the development of teachers and students.

Through research, teachers' scientific research ability and teaching ability have made great progress. In the research, many excellent lessons and wonderful papers have been produced. The teachers who participated in the research have gained a lot. Among them, Mr. Chen Hongming was rated as "Excellent Young Teacher in Jiangsu Province", "Top Ten Young Teachers in Jintan City" and "Key Teacher in Jintan City", and won the first prize in the quality class evaluation of the Provincial Education Association and the first prize in the excellent reading class in Jintan City. He has published more than ten papers and won provincial and municipal awards. Teacher Mao was rated as "Changzhou Teaching Expert" and "Jintan Key Teacher", and won the third prize of Changzhou Chinese Teachers' Basic Skills Competition, the first prize of Jintan Chinese Teachers' Basic Skills Competition and the third prize of Jiangsu Province twice, and dozens of papers were awarded above the municipal level. Teachers such as Liu Yueming, Liu Hongmei, Zhou Zhenlan, Qing Xu and Xia Juxian have published many papers and won provincial and municipal awards. In addition, Liu Yueming and Liu Hongmei successfully passed the title evaluation of "Senior Middle School Teachers" this year.

The real beneficiaries of this research are students. Students' reading ability has been improved obviously, and they like to express their unique opinions. Students' interest in Chinese is increasing day by day, and their oral expression ability has been improved unprecedentedly. In Chinese class, students can speak clearly and have their own unique opinions. Parents speak highly of their children's reading ability, and the teachers in our research group are also very pleased. There are also many students who have won prizes in reading competitions and composition competitions at or above the municipal level, and more than 10 student exercises have been published in publications at or above the municipal level.

Seven. Existing problems and deficiencies

The research under the guidance of "personalized reading" method is in line with the new curriculum and the development of students, and it is a new and beneficial new model of Chinese teaching. But in practical research, we also think that the first problem is to change our current examination system. Only in this way can our discipline have stronger vitality and be popularized faster and better. Therefore, the conclusion of the topic does not mean that our teaching reform will stop here, let alone the completion of the classroom teaching model. We hope to continue the experiment with all our colleagues and discuss with them.