Whether in school or in society, everyone has the experience of writing papers and is familiar with them. Thesis is a means to study some academic problems. I believe that writing papers is a headache for many people. The following is my collection of primary school Chinese reading teaching papers, for reference only, I hope to help you.
A brief analysis of primary school Chinese reading teaching thesis 1 abstract;
Group reading teaching has certain value and significance in primary school Chinese teaching, and plays an important role in primary school Chinese teaching. At present, Chinese teachers in primary schools in China have fully realized the importance of group reading. For example, improving the teaching quality of group reading and students' reading speed can improve students' reading ability in an all-round way and lay a good foundation for their long-term development. On the basis of analyzing the significance of Chinese group reading teaching in primary schools, this paper discusses its teaching countermeasures.
Key words:
Primary school Chinese; Group reading; Teaching countermeasures
Group reading plays an important role in improving primary school students' reading ability and cultivating their thinking ability, and is deeply loved by primary school Chinese teachers and primary school students. Under the background of continuous innovation of teaching methods and continuous improvement of students' dominant position in the learning process, teachers should improve the arrangement and organization of group literature teaching in combination with the progress of Chinese teaching and the main body of text content to meet the needs of primary school students' Chinese learning and realize the goal of innovative teaching of primary school Chinese teachers.
1, the significance of primary school Chinese group reading teaching
1. 1 Expand the reading horizons of primary school students: In primary school Chinese teaching, all primary school Chinese teachers require students to read more books and read good books. If students can persist in group reading for a long time, they can effectively improve their reading ability, thus improving their reading ability. However, at present, in the actual Chinese teaching in primary schools, the teaching materials in reading teaching are only the contents of Chinese textbooks, which limits students' participation and measurement. Therefore, at present, the teaching task of Chinese teachers in primary schools is to increase students' extracurricular reading. For example, teachers can let students freely read extracurricular articles related to the course content a few minutes before class, which can not only improve students' extracurricular reading, but also expand primary school students' reading horizons and knowledge.
1.2 Improve students' reading speed: At present, we are in an information society. If students want to keep up with the times, they must obtain advanced and rich information. To achieve this goal, improving students' reading speed can effectively increase students' information. At present, in actual teaching activities, some Chinese teachers in primary schools will slow down their lectures according to students' actual learning situation in order to ensure the quality of lectures. Although this teaching method can make students fully understand the content of primary school texts, it also greatly inhibits the improvement of students' reading speed.
1.3 Cultivating students' thinking ability: At present, Chinese teaching in primary schools is influenced by traditional teaching ideas. Chinese teachers in primary schools mostly adopt the teaching mode of single article, only imparting theoretical knowledge to students, and students are in a passive state in the learning process. In addition, in order to complete their teaching progress in a limited time, teachers often ignore the problems of students in the process of listening to lectures. Teaching for the sake of teaching limits students' thinking ability. Then group reading can effectively cultivate students' thinking ability. When primary school teachers assign relevant group reading tasks to students, they ask students to think actively in the reading process and find out the answers to the questions, which can subconsciously improve students' thinking ability.
1.4 Cultivating students' correct reading style: Under the background of new curriculum reform, Chinese education in primary schools pays more and more attention to guiding students' reading style. However, in the actual Chinese teaching, the Chinese teacher explains the whole class around the same article, and the content mainly focuses on the knowledge in the article, completely ignoring the guidance of students' correct reading methods. Group reading teaching can help teachers guide students to read independently, effectively improve students' analytical ability and inductive ability, and also enable students to have a correct reading style.
2. Chinese reading teaching countermeasures in primary schools.
At present, the textbooks used in primary school Chinese are arranged according to similar themes, and each unit can be taught as a group text. On this basis, students can be taught at grade level.
2. 1 Topic-based reading: The central topic embodies the teaching objectives and is the center of the group reading class. In the lesson preparation stage, teachers should set a good topic and grasp the difficulty of the topic. This topic should be both challenging and learnable. The choice of topics needs to be combined with the understanding level and acceptance ability of primary school students. Pupils' knowledge level is limited and their views on things are not comprehensive enough. Teachers should fully understand the characteristics of primary school students and reasonably choose one or several topics in group reading classroom teaching. The choice of topics should be enlightening, which can inspire students' thinking, fully mobilize students' thinking ability, and let students put forward their own views and opinions from different angles. Theme-based reading refers to a group reading activity that enables primary school students to follow their own study plan and teaching plan on the premise of theme according to their current reading ability level. This reading activity has two ways: one is perfect reading. On the basis of students' usual Chinese learning performance, including students' mastery of different topics, teachers guide some subjects with weak mastery to read in groups; Second, the lifting type. On the basis of improving students' reading ability, teachers give reading guidance by expanding different subjects. This way is a high-level reading guidance on the premise that students have the corresponding ability and basic knowledge. For example, when teaching the Collection of Spears and Shields, teachers can guide students to read on different topics, so that students can find contradictory but unified phenomena in their own lives and collect relevant materials for reading. From this process, we can learn relevant knowledge and the truth of dealing with people. Teachers should carry out group reading teaching according to different topics, so that students can sum up knowledge independently, analyze and integrate it, and let students acquire knowledge in the process of collecting knowledge.
2.2 Task-based reading: Task-based reading refers to guiding students to read in groups according to the actual progress of Chinese teaching and the tasks in teaching. In practical teaching, in order to make it serve teaching, we can do it from two aspects. First, preview type. Teachers assign reading tasks to students in advance according to the content of the text, so that students can read similar articles and understand the content of the articles, laying a good foundation for text learning; Second, review the extended type. After the completion of the teaching task, teachers can carry out extracurricular reading activities according to the students' performance in the learning process and their mastery of the text knowledge, so that students can improve their knowledge level and fully understand and master the teaching content. For example, in the teaching of Only One Earth, teachers can ask students to read group articles on environment and ecology after class, so that students can understand the current ecological environment and environmental protection and let primary school students fully understand the crisis in the text. But also let primary school students experience the pollution around them and let them fully understand the situation of the earth, so that they can naturally complete the study of the text.
2.3 Make full use of the strategy of group reading: In classroom teaching, in addition to the required texts, teachers can choose comparative articles for comparative reading. In comparative reading, we should pay attention to guide students to discover the similarities and differences of articles, fully spread students' thinking ability, let students deeply understand, see learning methods and rules in differences, and improve their appreciation ability of Chinese articles. Associative reading is that students connect with their own experiences and experience the emotions of different articles. For some excerpted texts, teachers can guide students to read the full text, so that students can pay attention to the author's material selection and emotional expression. After carrying out group reading in class, it can expand extracurricular reading, guide students to read articles of related genres or authors, expand students' reading scope and improve their reading ability.
3. Conclusion
People's reading methods in life and work are mainly divided into single reading, multiple reading and whole book reading. In order to make students have multiple reading skills, we can carry out group reading teaching in primary school Chinese teaching, effectively update the thinking of primary school Chinese teachers in reading teaching, innovate the teaching mode of primary school Chinese reading, broaden students' reading horizons and improve their reading ability, thus effectively improving their reading ability. Above all, this paper focuses on the significance and teaching countermeasures of primary school Chinese group reading teaching, in order to provide corresponding reference for peer workers.
References:
[1] Li. A Study on Teaching Strategies of Chinese Group Reading in Primary Schools [J]. Academic Weekly B, 20 14, (1): 60-60.
[2] Li Hui. Connecting with life and clicking on teaching —— Practical exploration of Chinese reading teaching in primary schools [J]. Academic Weekly, 20 15, (4): 169.
[3] Chen Ling. Exploration on the construction of the characteristic course of "group reading" in primary school Chinese [J]. Examination Weekly, 20 14, (54): 37-38.
[4] Gan Yulin. Interpretation of Chinese reading teaching in primary schools under the concept of group reading [J]. Selected Works of Young Writers, 20 16, (25): 170.
[5] Du Juan. On the relationship between primary school Chinese and group reading [J]. Oriental Education, 20 15, (6): 188- 188.
[6] Yi. On the teaching value and strategy of group reading in primary schools [J]. Reading and writing (beginning and end), 20 15, (16): 72-72.
A brief analysis of primary school Chinese group reading teaching papers II. Chinese reading in junior high school is an important classroom to expand students' knowledge, train students' thinking and improve students' interest in learning. Traditional reading teaching articles are few and precise, and students have a narrow vision, so there is no room for thinking about similar articles. The appearance of group reading broke the limitation of single text teaching, made students move from classroom to extracurricular, and realized the reading vision of focusing on classroom and moving towards society and family. The classroom of group reading needs careful, intelligent, correct and selective selection to stimulate students' enthusiasm and interest in learning and benefit students effectively. The author will discuss the strategy of combination selection from the following aspects.
First, choose articles with the author as the center
Different writers have different literary styles. Chinese reading in junior high school can start with the authors selected in the textbook, carefully screen the authors' articles and select representative works, so that students can have a deeper understanding of the authors' style. For example, in the first volume of the seventh grade, Lao She's Winter in Jinan was selected as the Chinese textbook, so teachers can choose Lao She to write Spring in Daming Lake and Appreciation of Baotu Spring in Jinan, so that students can study together and see how Lao She describes Jinan from different angles, thus improving students' writing level. You can also choose Lao She's essays, such as Spring Festival in Beijing, Planting Flowers, Grassland and Cats, etc. Through group reading and study, students can have a deeper understanding of the selection of textbooks and the styles of famous writers, learn the styles of famous writers, and accumulate knowledge and insight.
Second, choose the prose centered on "genre"
Focus on genre, put the works of the same genre together, and let students know how to write this genre. There are six genres of articles: narrative, argumentative, expository, prose, novel, poetry and so on. In the process of selecting articles, Chinese teachers can choose articles of the same genre with moderate difficulty according to the requirements of the syllabus. At the same time, teachers can also mix argumentative essays from ancient times to modern times, so that students can understand the richness of argumentative essays. For example, you can put together the argumentative essays of ancient masters such as Su Shi, Han Yu and Ouyang Xiu, the works of modern masters such as Lu Xun, Liang Qichao and Qian Zhongshu, and the argumentative essays of foreign masters for students to appreciate, and at the same time carefully explain one or two of them, so that students can understand the different styles of different times, countries, regions and writers, so as to enrich their horizons.
Third, choose the article centered on "Wen Tong"
The so-called "same text" means articles with the same theme or even the same title. There are a large number of "same texts" in literary works, and even more than one person writes the same topic, but the writing angle and content are different. Teachers can make great use of "the same text" in literary works in junior middle school Chinese reading teaching, so that the dialogue between classics and "explaining texts with texts" can play an unexpected role. Classic works are always internally matched, especially articles with the same theme. In the process of explaining articles, Chinese teachers sometimes cannot explain the meaning and connotation of classic texts, so it is undoubtedly a wonderful move to make classics intertextual in junior middle school Chinese reading teaching. Yu Pingbo and Zhu Ziqing, famous essayists, both wrote "Paddle Shadows and Lights Shade Qinhuai River", which is a classic of "Wen Tong", and there are more works of "Wen Tong" in ancient poetry. The ancients liked to chant the same object, such as frontier poems. There is a school of frontier poems. Wang Changling and Gao Shi are both masters of frontier poems. In the same frontier fortress, Wang Changling has "a bright moon in Qin dynasty and a white jade saddle in Han dynasty" and "the moonlight on the battlefield is cold." Poetry, etc. There are also many farewell poems in Tang poetry, such as Wang Changling's Lotus Inn, Xin Qiji's Return to the River on a Cold Rainy Night, and Wang Wei's Song of the Acropolis and Light Dust on the Acropolis, which all express the poet's different feelings. These reading classics, whether for junior middle school Chinese ancient reading teaching or modern reading teaching, are rich in works, which appear in the classroom, not only stimulate students' interest, let students experience the happiness of reading, improve their reading ability, but also get twice the result with half the effort.
Fourth, the way to read and write articles in groups.
As mentioned above, it is an idea to select articles from the author, genre or even "the same language", but there will be many articles and many kinds, and how to combine them skillfully is also a problem faced by junior high school Chinese teachers. Based on the teaching experience and previous research, the author puts forward the following composition methods:
(A) ways to "expand and strengthen" the composition
As the name implies, expansion and strengthening means continuous improvement on a horizontal baseline to achieve the purpose of continuous strengthening. For example, there will be many articles on social topics, as well as many topics such as science and technology, Chinese New Year, specialties and dedication. Teachers can choose works that conform to the times according to the teaching objectives and read in groups according to the existing textbooks. It can also be based on the above-mentioned articles selected by the author, and gradually strengthened according to the depth of the articles. It can also supplement similar articles of other authors and cross them to supplement the author's lack of single style and expand and strengthen them.
(B) to "improve the supplement" to write articles.
According to the study of junior high school Chinese reading textbooks, it is not difficult to find that some types of articles are missing, such as articles on family education and self-awareness types. As we all know, junior high school students are in a rebellious period, and their self-awareness is not clear, which is easy to cause psychological obstacles, they don't understand family education, and they lack a correct understanding of family education. At this time, as a Chinese teacher, it is necessary to improve and supplement this type of article, guide them to correctly understand the problems faced by adolescence and the shortcomings and advantages of family education, correctly communicate with parents, express their feelings and help them grow up. It can be said that many writers have created their own family stories and their own growth experiences. These stories are very interesting and have strong educational significance. Inspirational works such as Letters from Fu Lei and Biography of Celebrities can be recommended by teachers to guide students to grow up healthily! Group reading is flexible and eclectic, and teachers can freely combine different texts to achieve the purpose of expanding, strengthening, perfecting and supplementing and improving students' reading level. However, when choosing articles, the goal should be clear and spiral according to the difficulty level, and it must not exceed the students' understanding and reading ability, otherwise some boring articles will reduce students' interest in reading, which is counterproductive. Group reading is a creative discovery in Chinese reading teaching today, which puts forward higher requirements for Chinese teachers. For junior high school Chinese teachers, we should focus on the curriculum requirements and standards, improve their own quality and reading ability, provide students with good reading materials in the selection of essays and compositions, and select literary masterpieces and classic works to ensure that the composition is not difficult, just right and readable, which can not only stimulate students' reading interest, but also achieve the goal of improving students' reading level and effectively implement the goal of group composition teaching serving reading teaching. The reading freedom and creativity of group composition are strong, and the composition is even more unique. This is to select suitable materials in the vast ocean of literature, which requires high writing skills. In this paper, the author puts forward several methods of combination selection, hoping to play a role in attracting jade, and also hope that the academic community will study more.
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