Research on Chinese reading teaching in primary schools Part I: Research on Chinese reading teaching in primary schools.
Listening, speaking, reading and writing are indispensable in Chinese teaching. Reading is an important way of Chinese teaching in primary schools, and grammar, pinyin and important reading cognition are all formed in this period. Students can not only understand the profound meaning of the text, but also improve their language level by reading aloud. However, in the past, Chinese teaching paid insufficient attention to reading aloud. Without enough reading training, many students have not learned the correct reading methods, and the effectiveness of reading teaching has not been fully exerted. It is naturally difficult to improve the teaching quality of Chinese in primary schools. Chinese teachers in primary schools should actively carry out new teaching activities, study the effectiveness of reading teaching and find effective strategies to improve classroom reading teaching.
First, the primary language classroom reading teaching deficiencies
1. Students' reading has no purpose. Pupils are young, and their independent knowledge structure and thinking ability have not yet formed. Learning knowledge mainly depends on the teacher's slow guidance. Reading aloud is not simply reading the text, but also needs the careful guidance of the teacher. When guiding students to read the text, we should not only require the speed and quantity of reading, but also pay attention to the quality of reading. We should not only teach students to read, but also tell them why they should read a sentence, a paragraph or an article. Targeted reading can effectively stimulate students' thinking, mobilize students' thinking ability and help students really understand a text.
2. There is not enough reading time. A class is only 40 minutes, which requires the teacher to allocate time reasonably. Many teachers don't master the class time well, and the explanation of basic words and knowledge points takes up a lot of time, leaving little or no time for reading aloud. This leads to insufficient reading time, students can't get exercise from reading and can't give full play to the advantages of classroom reading teaching.
3. Fixed classroom mode, reading is boring. The traditional class mode is that teachers write and students remember; The teacher said, students listen. The same is true of reading teaching. Teachers often only regard reading as the transition of the formal content of the whole class, leading students to read a sentence and translate a sentence. Teachers and students read mechanically like completing an irrelevant task, which is boring and does not give full play to students' initiative, so that students can experience the pleasure of reading, which is easy to cause students' class fatigue and inefficient classroom teaching.
Second, improve the effectiveness of primary school Chinese classroom reading teaching related strategies
1. Define the purpose of reading aloud. According to the knowledge points of each text, teachers have different grasp of the key and difficult points of the article. Teachers should make clear and specific reading goals according to different learning contents, tell students what the purpose of reading a text is, what is the difference between the first and second times, and think in a targeted way in order to fully understand an article. 2. Reasonably arrange the allocation of class hours and increase the reading time. "If you read a book a hundred times, you will understand its meaning." Reading a large number of articles is naturally of great benefit to students. Teachers should arrange class time reasonably, learn words in reading aloud, learn the main idea of the article, pay attention to the effect of reading aloud, and improve the efficiency of reading aloud teaching.
3. Give full play to students' initiative. Students are the main body of the class and also the main body of reading aloud. Teachers should improve students' enthusiasm for reading aloud in class. By creating situations, students' interest in reading aloud can be stimulated and the classroom atmosphere can be activated. For example, in Ansai waist drum class, teachers can match the melody of waist drum when students read aloud, so that students can feel the emotion and beauty of the whole article with the music. For articles with more role dialogues, students can read aloud in different roles, enliven the classroom atmosphere, let students fully display their personalities and experience the different feelings of different roles, so as to grasp the author's ideological theme. Adopt diversified reading methods according to students' characteristics, and give full play to students' initiative.
4. Improve reading ability. When reading aloud for the first time, it is mainly to guide students to perceive the content of the article as a whole, have a preliminary understanding of the article and grasp the idea of the article at the same time. Teachers can give students simple reading tasks, so that students can think while reading. Generally, a short passage needs to be read five or six times, because the cognitive ability of primary school students is limited. When students are allowed to read aloud independently, teachers should give appropriate guidance, and if students make mistakes in reading aloud, they should correct them in time. In reading aloud, students can draw what they don't understand, and finally summarize and solve related problems. In the process of re-reading, students should focus on clarifying the structure of the article, analyzing the functions and internal relations of each part of the article, and gradually deepen it. After reading the article for the first time, the teacher doesn't have to tell all the answers to the students' questions. Instead, we should guide students to explore their own answers when they reread, encourage students to analyze problems from multiple angles, encourage students to exert their imagination, cultivate their thinking ability and improve the efficiency of classroom reading. When reading an article, you should read it carefully and deeply understand the author's thoughts and feelings. Teachers need to guide students to understand the emotions contained in the article and try to express their emotions in their own language, so as to improve students' perception and reading comprehension. Individual students can't give full play to the effectiveness of classroom reading, so teachers can choose the way of reading together. Reading together helps teachers find out the problems of reading words or pronunciation in the whole class and focus on correcting them. At the same time, it solves the timid psychology of students with low reading ability, makes them actively read in a relaxed environment, helps to establish students' reading confidence, enhances their perception of language and characters, and improves their reading ability.
5. Read aloud in combination with real life. Good articles come from life. Sometimes students can't accurately understand the article and the author's thoughts and feelings after reading the text aloud. When reading aloud, teachers can guide students to think with their own life reality, so it is not difficult to understand the article. For example, in the lesson "Young Rundi", students can study the text with friends in their hometown and recall different childhood stories and similar interesting stories from the author. In short, teachers should attach importance to classroom reading teaching, constantly innovate reading teaching methods, cultivate students' interest in reading, give full play to students' individual freedom, improve their reading level and skills, choose different reading methods for different types of articles, and improve the effectiveness of primary school Chinese classroom reading teaching.
Author: Wang Shuqing Unit: Education and Sports Bureau of lanshan district, Linyi City, Shandong Province.
Research on Chinese reading teaching in primary schools Part II: Discussion on Chinese reading training in primary schools.
In Chinese teaching in primary schools, it is one of the important goals to cultivate students' reading ability, improve their reading comprehension ability and promote the development of students' comprehensive Chinese ability through specific reading training. In the process of reading training, reading excellent poems, strengthening the training of intonation, rhythm, rhythm and other elements, and grasping reading emotions will promote the in-depth understanding of the content of the article. As a teacher, on the one hand, we should emphasize the cultivation of reading ability, at the same time, we should strengthen students' reading training, pay attention to the tone and feelings of reading characters in reading training, and improve students' reading ability through repeated reading. Starting from several aspects of Chinese reading teaching in primary schools, this paper expounds the positive role of reading training in improving reading teaching quality, promoting students' comprehensive quality and achieving effective teaching purposes.
First, experience the feelings through reading aloud and accurately grasp the tone of reading aloud.
We should deeply understand the content of the article, accurately grasp the emotions expressed in the article, strengthen students' reading training, understand the content of the article through repeated reading, and appreciate the thoughts and feelings contained in the article. By reading aloud, we can express our feelings with sound and express our feelings accurately. Only in this way can we understand the rich emotions contained in the article, clarify the hierarchical structure of the article and promote the development of students' reading ability. In the process of reading training, teachers should guide students to start with words and sentences, take the emotional changes of the article as clues, and accurately grasp the tone and intonation of reading, which has a positive effect on understanding the theme of the article. For example, when reading the text "Poplar", first, through repeated reading training, students can understand the rich emotions of the dialogue between the characters in the article, fully understand the inner spirit of the characters, and promote students' understanding of the theme. In the specific reading training, the teacher may wish to read in different roles, so that students can figure out the changes of dad's facial expression and psychology in each reading content, fully realize the persuasiveness in seriousness and kindness, and let the characters live in the students' hearts.
Second, penetrate reading skills through language taste.
Reading is the main source for students to acquire knowledge, and it is also an effective way to taste the language of articles, enrich students' emotions and promote students' comprehensive Chinese ability. In the process of reading training, we should taste the language, infiltrate reading skills and carefully analyze sentence fragments, which are all links in reading teaching.
(1) Choose sentences with strong feelings and strengthen reading training. In every article, there are some sentences that reflect the author's strong thoughts and feelings in a certain aspect. Teachers may wish to guide students to grasp these sentences with strong feelings and read them carefully and repeatedly, which will help students accurately grasp the feelings of the article and promote students to further understand the theme of the article. For example, when reading the article Farewell to Relatives, teachers can seize the article Farewell to Relatives! Goodbye, dear land! ""Goodbye, dear friends! Our hearts will always be with you! " Let students read these emotional sentences repeatedly and fully understand the profound friendship between the volunteers and the Korean people, which will help students understand the theme of the article and better understand the essence of the article.
(2) Choose meaningful sentences. When reading training materials, guide students to grasp profound sentences, which are often important knowledge points, including some philosophical vocabulary. By guiding students to read aloud repeatedly, think in reading and understand in discussion, students can understand the theme deeply.
(3) Choose sentences that describe wonderful things. Narrative and expository texts often contain a lot of rhetorical devices, such as metaphor, parallelism, personification and exaggeration. For these wonderful sentences, only by reading them repeatedly can we read the momentum and connotation, which is also a good way to learn language expression methods. Choosing these wonderful paragraphs well plays an important role in strengthening students' sense of language and enhancing their perception of language and writing.
Thirdly, listening can promote reading and improve students' reading ability in an all-round way.
Reading aloud is an effective way for students to deeply understand the content of the text and strengthen language, vocabulary and sentence training. At the same time, listening can promote reading. Training the basic skills of listening, speaking, reading and writing is also an effective means to improve reading level and promote students' comprehensive ability. Listening to promote reading, teachers can choose the content of demonstration reading according to the teaching content. Through emotional demonstration reading, let students listen and imitate quietly, including affectionate reading training, enrich students' language knowledge and enhance their sense of language. Therefore, it is an effective means to improve students' language practice ability to experience these beautiful sentence patterns, vivid fragments and diverse language features through demonstration reading. For example, when reading and training the text "Grassland", the language of this lesson is beautiful, full of images and pictures. Through teachers' demonstration reading, students are guided to have rich associations, and students are brought into the grassland through reading, so that they can appreciate the beauty of grassland scenery and the praise and nostalgia for grassland people.
Fourth, flexible use of diverse reading methods to stimulate students' interest in reading.
According to the reading training materials, teachers can flexibly adopt various reading methods, such as role-playing, individual reading, group reading, free reading, role reading, etc., to stimulate students' reading interest, so that students can accurately grasp the thoughts and feelings of the article, have interesting expressions and better understand the content of the article. For example, when learning The Emperor's New Clothes, when the students have a clear understanding of the personality characteristics of each character in the article, the teacher may wish to let the students read aloud in different roles. First, the students list the characters: the emperor, the liar, the old minister, the small official and the child. When reading aloud, we can read out the characters' personality and identity through the language features, so that other students can fully perceive the characters' characteristics from the intonation, and help students understand the character and the center of the article contained in the language expression. In various forms of reading training, it is the expected goal of reading training to let students feel the language better, accumulate language materials, understand different language ways, accurately express their views and feelings in language, and make language expression develop well. In a word, reading is an important teaching content in Chinese teaching in primary schools. In the process of reading teaching, highlighting the core link of reading is also an effective way to improve the quality of reading training. In the process of reading aloud training, it is not only helpful for students to understand the text deeply, but also an effective measure to cultivate students' sense of language and promote their comprehensive ability.
Author: Liu Xunbo Unit: Tongyu Town Central Primary School, Binhai County
Research on Chinese reading teaching in primary schools Part III: Discussion on the effectiveness of Chinese reading teaching in primary schools.
Reading aloud is the main method of Chinese teaching in primary schools and plays an irreplaceable role in improving the efficiency of Chinese classroom teaching in primary schools. Reading aloud can not only deepen students' understanding and memory of what they have learned, but also cultivate students' emotions, so that both students and authors can have a * * * sound, improve students' reading ability and language expression ability, and then improve students' comprehensive quality.
Keywords: primary school Chinese classroom; Reading aloud teaching; Teaching effectiveness
Although many schools have realized the importance of reading aloud in Chinese class, there are still many problems in reading aloud in Chinese class in primary schools. Chinese teachers must analyze the causes of these problems in detail and take timely adjustment countermeasures to achieve effective teaching.
First, the analysis of the current situation of Chinese classroom reading teaching in primary schools
In the process of reading aloud, primary school students are practicing their language. No matter what the form and content of the article are, these contents will eventually be transformed into the knowledge that students have mastered. Primary school students are in a critical period of growth and development, and primary school is a critical period for students to learn languages. Only by ensuring the effectiveness of Chinese reading teaching can Chinese teachers better meet students' learning needs. However, influenced by traditional teaching concepts, many schools are adopting traditional Chinese reading teaching models and concepts. Instilling teaching mode reduces students' enthusiasm and enthusiasm for reading, can't attract students' attention, and teaching efficiency is low. The ultimate goal of classroom reading teaching in primary schools is to improve students' ability to use language, make students apply what they have learned, cultivate pupils' emotions, enrich students' knowledge reserves and promote their growth and development. Therefore, Chinese teachers should not only pay attention to the quantity of classroom reading, but also pay attention to the quality of Chinese classroom reading teaching. Teachers should let students actively participate in Chinese classroom reading teaching, give full play to students' subjectivity in learning, let students feel the fun of learning from classroom reading and stimulate students' interest in learning. However, some Chinese teachers think that classroom reading is only an insertion link in Chinese teaching and fail to realize the importance of Chinese reading. Usually, Mr. China will ask the students to read the article in chorus. After reading, the teacher will analyze and explain the content of the article. Students can't participate in reading teaching. Students can only record what the teacher explains, and they can't understand the feelings expressed by the author at all. The professional level and comprehensive quality of Chinese teachers have great influence on the teaching effect of Chinese classroom reading. However, judging from the structure of many primary school teachers, there is a lack of professional Chinese teachers in schools. Most of the existing Chinese teachers have switched from other majors to Chinese teaching, and teachers lack practical experience in reading teaching. In addition, Chinese teachers in many schools are older, have poor ability to accept new knowledge and new things, and have outdated concepts.
Second, improve the effectiveness of primary school Chinese classroom reading teaching strategies
(A) enrich the teaching content of reading aloud
In order to ensure the effectiveness of Chinese classroom reading teaching in primary schools, Chinese teachers must make a reasonable reading teaching plan according to the characteristics and actual situation of each student, make clear the teaching objectives, make full use of the teaching resources of the school, and provide students with reading learning space to the maximum extent. Chinese reading teaching in primary schools should be extended on the basis of textbooks. However, Chinese teachers should pay attention to the fact that the content of reading teaching must be close to students' real life, not divorced from students' reality, and should reflect the interest of reading teaching and improve students' enthusiasm and enthusiasm for reading. Under the new curriculum standard, Chinese teachers must change the traditional reading teaching concept and teaching mode, enrich teaching methods, optimize teaching content and improve teaching system.
(B) to guide students to perceive the content of reading aloud
When students read an article aloud, only by reading it repeatedly can they understand the content of the article and experience the feelings that the author wants to express. In Chinese classroom reading teaching, students' first reading is very important, and teachers need to guide students to read aloud, so that students can deeply perceive the reading content. When reading an article, students must pronounce it correctly, understand the meaning of the article, and sort out the context of reading the article. Before reading teaching in Chinese class, teachers must make good preparations for teaching and read and read articles repeatedly. Before students begin to read aloud, Chinese teachers need to set questions for students in combination with the content of reading aloud, so that students can read aloud with questions and attract their attention. In addition, Chinese teachers must reasonably control the frequency of reading articles, and the more times they read, the better. For short articles, teachers can ask students to read them three times, and for articles with more content, teachers can ask students to read them five times. Primary school students' understanding ability is still relatively weak, and it is inevitable that they will encounter many problems in the process of reading articles. Chinese teachers need to help students solve the problems encountered in reading and improve the effectiveness of Chinese classroom reading. Teachers can let students mark the problems they don't understand in the article, and solve the problems in the form of group discussion first, so that students can participate in teaching and stimulate their interest in learning. For problems that can't be solved, teachers can analyze difficulties and solve problems with students.
(3) Guide students to enjoy reading articles.
Students are bound to encounter many problems when they read this article for the first time. If the teacher answers the reading questions after the first reading, the students' dependence will be enhanced and their thinking will not be exercised. Therefore, after the students finish reading for the first time, teachers can prompt them to read the article again, and think about the problems according to the teachers' prompts, so as to cultivate students' ability to analyze and solve problems independently and help them develop good study habits. In the process of reading the article repeatedly, teachers should play a guiding role to help students straighten out the context of the article, find out the relationship between paragraphs and understand the central idea of the article. In students' reading study, Chinese teachers should encourage students more, reduce critical language and enhance students' self-confidence in learning. Teaching evaluation is an important part of Chinese reading teaching in primary schools, and Chinese teachers must realize the importance of teaching evaluation. Chinese teachers should make reasonable teaching evaluation on students' reading process and learning results. Teaching evaluation can not only help students find their own problems in learning, but also help teachers find their own problems in teaching, so as to avoid taking timely adjustment countermeasures against existing problems, improve the efficiency of Chinese classroom reading teaching and meet students' learning needs.
(D) reflect the personality characteristics of students.
In Chinese reading teaching, teachers should guide students to carefully taste the reading content, so as to truly understand the author's feelings. Teachers should communicate with students in reading teaching, encourage students to ask questions and reflect students' personality characteristics. Since reading aloud is an essential part of Chinese teaching in primary schools, teachers must allocate teaching time reasonably and leave more time for students to read aloud. Reading aloud not only depends on the time of class, but also helps students develop good reading habits. Students can read aloud in their spare time to enrich their knowledge reserves. Chinese teachers can recommend some meaningful reading contents to primary school students according to their characteristics and actual situation, so as to broaden their horizons. Under the new curriculum standard, Chinese reading teaching in primary schools also puts forward higher requirements for Chinese teachers' professional level and comprehensive quality. Teachers must regularly participate in professional training and accumulate reading teaching experience in order to improve their professional level and comprehensive quality, improve their ability to accept new knowledge and new things, meet students' learning needs and realize their all-round development.
Third, the conclusion
The ultimate goal of classroom reading teaching in primary schools is to improve students' ability to use language, make students apply what they have learned, cultivate pupils' emotions, enrich students' knowledge reserves and promote their growth and development. However, many Chinese teachers think that reading aloud in class is only an inserted link in Chinese teaching, and they don't realize the importance of reading aloud in Chinese. The teaching content of reading aloud must be close to the reality of students' life, not divorced from the reality of students, and should reflect the interest of reading aloud teaching. Before students begin to read the article, teachers need to set questions for students according to the reading content, so that students can read the article with questions and attract their attention. In reading teaching, students can think about their own problems according to the teacher's hints, cultivate students' ability to analyze and solve problems independently, help students develop good study habits, meet their learning needs and achieve all-round development.
Author: _ _ Min Unit: Zhuanglang County Education Bureau
References:
[1] Sun Yang. A probe into the effectiveness of Chinese classroom reading teaching in primary schools [J]. Journal of Baoding University, 2013,05:108-12.
[2] Lin Yan. Strategies to improve the effectiveness of Chinese reading teaching in primary schools [D]. Jiangxi Normal University, 20 14.
[3] Wang Mingxia. A Study on Effective Strategies of Chinese Classroom Reading Teaching in Primary Schools [J]. Friends of Students (First Edition) (Part 2), 20 10, 06: 53-55.
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