The focus of English curriculum reform is to change the tendency that English courses pay too much attention to the explanation and teaching of grammar and vocabulary knowledge, while ignoring the cultivation of students' practical language use ability. It emphasizes that the course should start from students' learning interest, life experience and cognitive level, advocate learning methods of experience, practice, participation, cooperation and communication and task-based teaching methods, develop students' comprehensive language application ability, and make the process of language learning become students' positive emotional experience, active thinking and bold practice. The process of improving cross-cultural awareness and forming autonomous learning ability. English reading teaching in primary schools, as an attempt to cultivate primary school students' language application ability, should also be based on this. It should not only complete the task of imparting language knowledge and developing students' language ability in traditional reading teaching, but also deepen the connotation and extension of the text, extend the spatial scope of the text to people and things in life, teach students to know their own lives, cultivate students' self-confidence, self-reliance and self-improvement, and develop students' personality.
The essence of teaching process is the cognitive process and development process of students under the guidance of teachers. The process of students mastering knowledge and skills is a step-by-step process from simple to complex. Reading teaching should also follow this law. We can make students acquire perceptual knowledge through "leading in reading training".
First, the import perception of teaching materials.
Teachers can choose different lead-in methods according to different classroom types and contents, which can stimulate students' interest in learning, enlighten their minds and make them feel that English classes are studious, studious and interesting.
(1) Set the situation and ask questions, so that students have the need to read and read purposefully. Reading is the attraction of understanding written information, which is dominated by some purpose or need. After reading the text, students will feel more natural and friendly, and they will naturally be more acceptable when learning.
(2) Talk about related topics, or show related pictures and objects. To stimulate students' interest in reading, deepen their understanding of the background of the reading object, and relax their nervousness before reading.
(3) It helps to eliminate the obstacles of new words that may affect students' understanding. You can learn new words and phrases by combining the old with the new and creating scenes and games for new words.
These links can make students in a positive state of preparation, read with purpose and desire, change passive reading into active reading, and also help to form reading skills and improve their understanding ability.
Second, read aloud-understand the textbook.
1) Question-reading guidance: Let students read the text freely with questions and play hide-and-seek with the answers hidden in the text, which not only helps to understand the general content of the text, but also helps to cultivate students' autonomous learning ability; It can not only cultivate their ability to quickly capture key information, but also generate correct answers, so as to enhance their self-confidence in reading and constantly stimulate students' interest in reading.
2) Task intensive reading: A strong sense of purpose is the key to successful reading. Therefore, the design of reading task is essential. Smith and Eli once pointed out: "Only when children are given tasks as difficult as their abilities and levels will they learn best." Thus, the task of design must be moderate. Intensive reading of the text is the most critical link in a class, not only to read the text thoroughly, but also to understand the text; We should not only clarify the main context of the text, but also systematically learn the language, sentence patterns and text structure. Promoting reading by task meets the requirements of intensive reading, which can make students' reading thinking more active and effectively promote their reading comprehension ability.
Understanding textbooks is a dialectical process of combining perceptual knowledge with rational knowledge. Students have a perceptual knowledge of the reading object, which lays the foundation for understanding the textbook.
Reading comprehension means that students read the text at multiple levels by themselves under the guidance of teachers. Generally divided into two steps:
(1) Listening: In primary school, this process is a major way of skimming. Students can understand the main idea of the article through listening and make clear the main content of the article.
(2) Intensive reading: At this stage, you can arrange tasks first (grasping details/guessing meaning, etc.). ). These tasks should be graded, so that students can read with specific tasks, seek answers in the process of reading, and enter the study from shallow to deep, and students will have a greater sense of accomplishment after reading. In this process, teachers can also inspire students to guess the meaning of words according to the context or using word formation knowledge.
Third, training-consolidating knowledge and applying it.
Reading and training are inseparable. Optimizing the combination of various training methods can often effectively guide multi-level and multi-angle reading, so as to read the text alive and gradually cultivate its reading strategies.
1) Performance-live reading: After intensive reading, in order to check the students' understanding of the article, the group can go deep into the text again through performance+reading aloud, and express the content of the text intuitively through performance, thus reading the text alive and improving the students' comprehensive language use ability.
2) Competition-speed reading: It is an indispensable task to cultivate students' speed reading ability. Although there is no requirement for students' speed reading skills in primary school, it is necessary to train them as a skill and skill. On the basis of fully understanding the text, let students read the text by time (the time spent within the specified number of times) or by quantity (the number of times they read the text within the specified time) by means of competition, which can not only deepen their memory of the text content, but also pave the way for future reading and learning. This kind of competition just caters to students' interests, and it is also a good idea for them to have two or three minutes to read the speed and fun in the competition.
This is the output stage. After students understand the textbook, they need to do various forms of training in order to firmly remember what they have learned and prevent forgetting. This is also an extension of reading. It is necessary to help students observe and extract specific facts and information closely related to the topic, and then guide them to reorganize the information, complete the performance and discussion of related topics, and let them have a preliminary perception of the situation in which knowledge points are applicable.
Reading is the embodiment of comprehensive application of English knowledge. Correct reading teaching methods are conducive to improving students' reading skills and cultivating good habits. Only by studying students' cognitive characteristics and reading strategies can we formulate practical reading teaching methods, and English teaching can achieve the goal of quality education and lay the foundation for students' lifelong development.
When teaching English reading, we must follow the cognitive rules of primary school students, make full use of the language materials provided by the text, and cultivate students' good reading habits through various teaching methods. At the same time, various lively activities are carried out to explore the language imagination with cross-cultural background and social content in the teaching materials, and combined with these language phenomena, the knowledge of culture, language and cognition is widely imparted to students, so as to really improve their English application ability. At the same time, listening, speaking, reading and writing should be considered as a whole and trained as a whole, which can not only achieve the teaching purpose of reading, but also maintain students' interest in reading, improve their reading ability and lay the foundation for high-level reading in the future.
;