In our daily study, work and life, many people have written papers. With the help of papers, we can effectively train our ability to use theory and skills to solve practical problems. I believe many people will find it difficult to write papers. The following is a paper on the problems existing in Chinese reading teaching in primary schools and the solutions. For reference only, welcome to read.

As an important teaching content of Chinese course, reading has always occupied a very important position in Chinese teaching activities in primary schools, and its teaching optimization strategy has naturally become the common goal of many teachers. Based on this background, this paper briefly analyzes the problems existing in the current Chinese reading teaching in primary schools, and puts forward some strategies around "how to optimize", such as designing hierarchical goals, paying attention to interest cultivation, properly combining life, rationally using information technology, and adjusting assessment methods, hoping to bring valuable help to teachers in carrying out related work.

Keywords: primary school Chinese; Reading teaching; Optimization strategy; Research and analysis;

Chinese is composed of language and writing, which is a unique literature and art of the Chinese nation. Learning this part of knowledge through reading will not only help to improve one's literary accomplishment, but also promote the inheritance of national culture. Chinese has always occupied an unshakable position in primary school curriculum, and it is a subject that students must actively study and master. However, due to improper teaching methods, unreasonable teaching objectives and other factors, the performance of some primary school students in current Chinese reading is not very ideal, which affects the realization of the overall educational objectives of the subject. This means that it is imperative to explore the optimization strategy in combination with the actual situation.

First, the current problems in primary school Chinese reading teaching

By analyzing the current situation of Chinese teaching and students' development in primary schools, we can find that there are some problems, such as students' low enthusiasm, improper teaching methods, boring classroom learning atmosphere, serious imbalance between reading and writing, which greatly affects the implementation and promotion of overall education, and also limits the development of primary school students' reading comprehension ability, thus restricting their sustainable development of Chinese. In particular, some teachers adopt improper methods, which make classroom activities too limited and lack practical significance, make students in a passive learning state, affect their learning experience and interest, and hinder the development of "optimizing educational effects".

Second, analyze the ways to optimize Chinese reading teaching in primary schools.

(A) innovative teaching objectives, the implementation of hierarchical teaching

For the optimization of Chinese reading teaching in primary schools, hierarchical training and target innovation are essential [1]. To put it simply, influenced by learning attitudes, personality differences, personal abilities and other factors, there are certain differences in the performance of different students in Chinese reading activities, which also leads to a problem-if teachers always organize learning activities "equally" and design "unified" goals, there will inevitably be "some students can achieve their goals, and some students can't complete their tasks", which is also the reason why the traditional Chinese reading teaching in primary schools is not effective. Therefore, from the perspective of "optimizing Chinese reading teaching in primary schools", teachers can also innovate teaching objectives, reasonably divide students into different levels according to their performance in daily activities, set different goals and arrange differentiated tasks for students at different levels, and provide differentiated guidance at the same time. Enable students to choose tasks that are more suitable for them under the guidance of goals that are more suitable for them, and gradually complete them and enter a higher level under the guidance of teachers. Holistic teaching can naturally achieve the goal of "optimization".

(2) Respect students and pay attention to interest.

The new curriculum reform increasingly emphasizes students' dominant position in learning activities, and holds that only by taking primary school students as the masters of learning activities can they really stimulate their interest in learning and optimize the effect of reading teaching. This also means that in addition to hierarchical teaching, teachers should further improve their respect for students' reading subject status and strengthen the cultivation of students' interest. Once students' subjective status is fully respected and teachers' trust and care are felt, they will form more and more positive learning attitudes and become more and more interested in Chinese reading.

However, in the traditional mode, some teachers do not pay much attention to the cultivation of students' interest and respect for students' subjective status, limit their teaching to the contents of textbooks and require students to read rigid words. Over time, students' interest "retreats" because they always read passively in the face of rigid words. Therefore, with the goal of "optimization", teachers need to start with respecting students' dominant position, appropriately select some extracurricular interest materials and show them to students together with the text of the textbook, encourage them to read the articles independently while viewing the interest materials, and analyze the internal relations of their interest materials. If the process of "reading articles" is transformed into the process of "finding differences in interesting elements and textbook texts", students' interest and initiative in learning will inevitably be higher and the overall teaching effect will be better.

(C) the appropriate combination of life, to promote reading teaching

Life is a huge treasure house of knowledge. It is also an important choice to design reading education activities in primary schools in combination with life. Although primary school students have not been exposed to Chinese knowledge in depth, they have accumulated rich life experience, and most of the knowledge in Chinese textbooks at this stage is closely related to real life. This means that if students can transfer their life experience to reading articles and analyze the emotional connotation of articles, they will certainly achieve better learning results. However, in practical work, some teachers usually guide students to read the text directly and analyze its emotional connotation, and rarely introduce life elements, which invisibly increases the difficulty of students' reading and analysis, and also affects the efficiency and effect of overall education. Therefore, under the guidance of "optimization", teachers should also make adjustments in "life-oriented teaching", rationally integrate life elements, and encourage students to read and understand articles in combination with life experience [2]. Even if conditions permit, students can be brought directly into real life and encouraged to observe life before participating in reading and learning activities.

With the help of information technology, the situation helps to understand.

The emergence of information technology has injected more vitality into social life and brought more choices to basic education. Combining it with innovative Chinese teaching in primary schools can also play a role in optimizing teaching. In particular, it can be applied to situation creation to create a more realistic learning situation for students, which can make students "immerse themselves in the articles they read" and greatly promote the efficiency and quality of the overall education work. By analyzing the traditional Chinese reading teaching in primary schools, we can also find that students' lack of enthusiasm and little gain are closely related to the lack of suitable learning situations, which limits their understanding of the emotional connotation of the article. Therefore, in order to optimize Chinese reading teaching in primary schools, teachers can also use information technology and media tools to create or restore real text story situations, so that students can feel "immersive" and provide more help for learning physiology and understanding articles.

(5) Clarify the value of cooperation and encourage group learning.

Cooperation ability is a kind of talent ability that is paid more attention to in today's society, and it is also an important content of the task of cultivating core literacy talents in basic education. This also means that Chinese reading teaching in primary schools should pay attention to the cultivation of students' cooperative learning ability and optimize the overall education with the help of cooperative learning [3]. The poor effect of Chinese reading teaching in primary schools under the traditional mode is inseparable from ignoring the value of group cooperation. Due to the limited personal ability, students often encounter some problems in the process of reading articles independently, and group cooperation can help them solve this problem to some extent. But in fact, most teachers ignore the organization of "cooperation" and do not give students enough opportunities to "solve problems in cooperation", which leads to a backlog of problems and an increase in confusion, and ultimately affects students' performance and gains in the whole reading activity. Therefore, in the new educational environment, with the goal of "optimizing teaching", teachers need to make clear the value of cooperative learning, divide students into different groups consciously and purposefully, and encourage them to cooperate to solve various problems encountered in reading. In this way, with the effective solution of the problem, students can establish more firm self-confidence, form better independent cooperative reading ability, have higher learning enthusiasm and gain, and achieve the goal of "optimization".

(6) Design diversified activities and enrich teaching forms.

Pupils also have the characteristics of divergent thinking, lively personality and easy to be attracted by more colorful activities. The richer the learning forms and activities, the more they can enhance their learning motivation. This means that in the process of optimizing reading, teachers can also start with "enriching teaching forms" and design more diversified reading activities. Analyzing the current educational situation, it is not difficult to find that some teachers have not designed enough rich learning activities, but only instilled in students what they need to master through reading. In this way, students' independent thinking is limited, their learning experience becomes more negative, and naturally they cannot have better learning performance in class. Therefore, in the brand-new educational environment, with the goal of "optimizing Chinese teaching in primary schools", teachers can also design more interesting activities, such as story interpretation, situational dialogue, question-and-answer interaction, reading contest and so on. Let students have more different opportunities to contact with articles, express their reading feelings in class and dig deep into the emotional connotation of articles, so as to promote students' in-depth learning in rich forms.

(7) Effective combination of reading and writing, writing helps reading.

Reading and writing are two important components of Chinese curriculum, which are inseparable and complement each other. In order to make reading teaching more effective, writing activities should be properly integrated. However, by analyzing the previous Chinese teaching model in primary schools, we can find that some teachers have not effectively integrated the content of "writing" into the "optimization" work. This reminds primary school Chinese teachers to properly use "combination of reading and writing" to optimize primary school Chinese reading teaching, so that students can write new articles full of personal characteristics in combination with reading themes [4]. In this way, the process of writing is also the process of thinking about the "theme". Students can transfer their writing feelings, form a deeper understanding and grasp of the theme and connotation of the articles they read, and complete the optimization task with high quality. Moreover, it is also a good way to write a review. Let students recall what they have read and the experience of "reading" by writing their feelings after reading, which is the process of consolidating reading and can also promote the improvement of students' reading ability and quality.

(8) Flexible assessment and adjustment to promote growth.

Although "examination" is no longer the only goal of Chinese teaching in primary schools, examination and evaluation is still an important content to improve the effectiveness of teaching and optimize the curriculum, which is directly related to the design and participation of teachers and students in subsequent learning activities. To put it simply, through assessment and evaluation, teachers can accurately grasp their own shortcomings in reading teaching, and students can also know where their knowledge is not in place. Both sides can adjust their "shortcomings" and improve their teaching or learning ability step by step. In this way, the ability of teachers and students is constantly improved, classroom cooperation is more and more tacit, the overall teaching is naturally optimized, and the efficiency and quality of education can also achieve a qualitative leap. In the process of optimizing teaching, Chinese teachers in primary schools should also pay enough attention to examination and evaluation. On the basis of the above-mentioned "stratification", we should adopt differentiated assessment methods for different students, closely observe their academic performance, and conduct comprehensive assessment, so as to guide students' positive adjustment and personal development with objective evaluation.

To sum up, Chinese is of great learning value for primary school students, and it is also the only way for cultural inheritance. In order to cultivate talents who can better meet the needs of contemporary social development, Chinese teachers in primary schools should pay enough attention to the optimization of reading teaching, actively optimize the overall teaching structure by adjusting teaching objectives and methods, cultivating students' interests and organizing various activities, so as to better promote students' learning and understanding of Chinese knowledge and lay a solid foundation for their sustainable development in the field of Chinese in the future.

Three. refer to

Pan Yulan. Optimizing Reading Teaching Based on Four Convergence Points [J]. Chinese Teaching Newsletter D (Academic Journal), 2019 (11): 54.

[2] Gao Guohua. Optimization Strategies of Chinese Reading Teaching in Primary Schools [J]. Western Quality Education, 20 19( 19):245.

[3] Yu Xuefen. On the Optimization Strategies of Chinese Reading Teaching in Primary Schools [J]. Rural Education in China, 20 19( 15):97.

[4] Huang Jianli. Thoughts on Optimizing the Teaching of Chinese Reading in Primary Schools [J]. Educational Modernization, 2017 (51):173.

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