Our school is located in the countryside. Because children in these mountainous areas use dialects in their daily lives and communicate with their parents, society and even teachers, they rarely have the opportunity to use Mandarin, which leads to their low comprehensive language ability. In addition, the aging of teachers in rural schools is very serious at present, and most of them are old teachers who teach Chinese in primary schools. They only ask students to read aloud, but lack the guidance for students to read aloud, which leads to students' unsmooth reading of the text, adding words, dropping words, misspelling and lack of emotion. Therefore, it is urgent to improve the Chinese reading ability of rural primary school students. Combined with Chinese teaching in recent years, I think we can improve students' Chinese reading ability from the following aspects:
First, pay close attention to pinyin and lay a solid foundation for reading aloud.
Influenced by the local language environment, students in rural schools rarely speak Mandarin in their lives, and their oral English is heavy when reading texts, which is difficult to change in a short time. To improve students' reading level, the most important condition is to read the pronunciation correctly first. For example: n and l are not divided; There is no difference between front nasal vowels and back nasal vowels; The pronunciation of the head is Lao Dai, and the welcome pronunciation is Yin Huan. When teaching these contents, junior teachers can ask students to make cards to help them distinguish and strengthen their memory. When dealing with these problems, senior teachers should correct and strengthen their exercises in time. Teachers should persevere, teach openly and correct from time to time. Only by reading the right article can you read smoothly and feel. Therefore, paying close attention to pinyin teaching and literacy teaching in lower grades is the premise of improving rural primary school students' reading ability.
Second, model reading the text, edify and infect students.
Although the new curriculum reform has been going on for several years, many teachers' ideas have not changed, and they only pay attention to imparting knowledge and neglect the cultivation of ability. To improve students' reading ability, Chinese teachers should first improve students' reading ability. As the saying goes, if you want to give students a drop of water, you must first have a bucket of water. When the teacher's reading reaches a certain level, he will demonstrate reading for students with vivid and beautiful language in class, so that students can be influenced by beauty, thus subtly influencing students and stimulating their reading interest.
Third, create situations to deepen students' understanding.
Some texts in Chinese textbooks are far from the life of rural children, and these texts are difficult for students to understand. For such a text, teachers can create situations to help students deepen their understanding. For example, when I was teaching the first volume of the fifth grade, The Destruction of Yuanmingyuan, the text used a lot of space to write about the glorious past of Yuanmingyuan, but students could not imagine the beautiful scenery described in the text with their existing life experience. In class, I used multimedia courseware to show students these beautiful scenery and pictures of precious cultural relics, which stimulated students' emotions. After students fully understand, they express their understanding and experience through their own reading. Therefore, creating situations is an important means to improve students' reading level.
Fourth, deepen understanding and stimulate reading emotion.
Chinese teaching in primary schools under the new curriculum reform focuses on cultivating students' reading ability, which requires students to feel in reading and sublimate their emotions in reading after understanding. Looking back on my Chinese teaching career in recent years, I have always attached great importance to cultivating students' reading ability. When training students to read aloud, I always ask students to express their understanding and feelings through reading aloud. For example, I am instructing students to read aloud and walking in the garden, just like roaming in the distance, enjoying the scenic spots at home and abroad; Wandering around, as if in a fantasy realm. In this sentence, I ask my classmates first, do you want to go out for a walk in this garden? Who can express it through your reading? The first classmate gets up and reads faster. I asked who enjoys these beautiful scenery more than him and doesn't want to come out? Students will understand that read this sentence slowly. I asked again: who was completely intoxicated by these beautiful scenery and forgot to come out? At this time, the students' interest in reading was aroused, and they all scrambled to read and read their feelings and experiences through their own reading. In Chinese class, I insist on training students to read aloud in this way, which greatly improves students' reading ability, and it is also in this way that students' reading ability and understanding ability can promote each other.
Fifth, carry out activities to create a display platform.
The cultivation of students' reading ability should not be confined to the classroom, but should extend from the classroom to the extracurricular. In order to further improve students' reading ability, I often carry out some small in-class activities, such as poetry reading, story telling, speech contest, etc., to create a platform for students to show themselves and praise some students who have performed well and made great progress in time. These activities not only improve students' reading level, stimulate students' interest in learning Chinese, but also enable students to accumulate more extracurricular knowledge. At the same time, it also makes my Chinese teaching easier.
Reading aloud teaching runs through Chinese teaching in primary schools. Reading the text correctly, fluently and emotionally is a long-term training process. As long as our teachers can change their ideas, correctly understand the importance of reading training, improve their reading level, and have patience, perseverance and scientific reading training, I believe that the situation of poor reading of rural primary school students will be improved.