English reading teaching in primary schools has always been a difficult point. We often invest a lot of time and energy in cultivating students' listening and speaking ability, while ignoring the cultivation of students' reading ability. You might as well take a look at my paper on English reading teaching in primary schools, hoping to bring you help!
According to the new English curriculum standard, the purpose of offering English courses in primary schools is to cultivate students' positive feelings in learning English, form a preliminary sense of English language, lay a good foundation for their pronunciation and intonation, and finally enable students to have the initial ability to communicate in the English they have learned. Through daily English teaching, I think that the cultivation of students' reading ability in primary school should conform to students' psychological characteristics and the cognitive law of primary school students' language learning, which can be divided into spelling, reading recognition, reading aloud and preliminary reading training according to grades. Let me talk about my own practice and experience in reading teaching:
First, the teaching purpose of reading teaching
It is not difficult for primary school students to read some simple essays, but as a primary stage, it is very important to master methods and form habits. According to the law of primary school students learning language, first of all, it is very important to cultivate spelling ability. In daily teaching, I find it difficult for many students to master the spelling of words, so we should pay attention to cultivating students to develop correct learning methods. For example, in actual teaching, I try to adopt the "direct pinyin method".
This is a method of spelling words according to the pronunciation rules of letters or letter combinations. It can not only internalize students' cognitive structure, but also cultivate students' ability to read and write words through hearing, and at the same time prevent students from forming bad habits such as rote memorization. Secondly, it is also important to cultivate students to form good reading methods and habits. Students in Grade 5 and 6 are very sensitive to pronunciation. Once they can't read correctly, they form a habit and are not easy to change. Therefore, standard recording should be used as much as possible in practical teaching, so that students can imitate it, thus cultivating students to form standard and authentic pronunciation and intonation. Then, teachers can help students master the standard pronunciation, intonation, stress, meaning group and rhythm in meaningful language flow through the explanation of reading skills. Thirdly, it is also important to cultivate students to form good reading habits and methods. Many students in Grade 5 and 6 have some bad reading habits and methods, such as moving their lips, reading in a low voice, pointing to what they are reading, constantly reading back, shaking their heads and so on. These habits directly affect the reading speed, thus affecting the reading effect. Therefore, in practical teaching, we should first cultivate students' ability to guess new words through topics, charts, contexts and word formation. Then help students master the ability to grasp keywords, such as paying attention to things (what), places (where), people (who), time (when), ways (how), why (why) and other keywords when reading. Only in this way can students develop good reading habits and methods, thus improving their reading ability.
Second, the teaching mode of reading teaching
At present, the requirements for "reading" in the primary school stage are roughly equivalent to the requirements of the first and second levels of English curriculum standards in the basic teaching stage.
According to the Basic Requirements for English Teaching in Primary Schools promulgated by the Ministry of Education, the requirements for the first-level reading language ability are: (1) being able to read pictures; (2) being able to read the learned words on the premise of recognizing objects; (3) Being able to read short stories with pictures.
The requirements in the second level are: (1) being able to recognize and read the learned words; (2) Can read simple words according to spelling rules; (3) be able to read the requirements or instructions in the textbook; (4) Be able to read simple information in greeting cards, etc. (5) Being able to read simple stories and essays with the help of pictures and develop the habit of reading in groups; (6) Be able to read the stories or essays you have learned correctly.
Therefore, according to the curriculum standards and daily teaching, I think English reading teaching in primary schools should be implemented in different grades. (1) In the fourth grade of primary school, listening and speaking are the main lines, and with the help of pictures, stick figures and teachers, the reading content is understood as a whole, from hearing to speaking, step by step. (2) In the fifth grade of primary school, first listen to the tape and read the model essay to get a general understanding of the characters, events and contents of the article. Then under the guidance of the teacher, read and explain the article, and have a more detailed understanding of the content of the article. Then read the article in groups or roles. After understanding the article, finish the exercises after class. (3) When I was in the sixth grade of primary school, I also read through the composition first, and I had a preliminary general impression of the composition. After reading through the article, you can solve the new words and phrases in the article according to the pictures or context, so as to prepare for the output of the language. After mastering the words, phrases and sentences in the text, go back to the text to further understand the whole article. Then ask the students to rewrite or imitate the passage as the output of the language. Listening, speaking, reading and writing are an organic whole, so in reading teaching, we should combine listening, speaking and writing according to students' actual situation to improve teaching effect.
Third, the teaching strategies of reading teaching
In teaching, different teaching strategies should be adopted according to students of different grades: for fourth-grade students, the teacher-student interaction strategy should be adopted. This strategy helps to stimulate students' interest in reading, enliven the classroom atmosphere, and make teachers and students actively participate and have a harmonious relationship. First, teachers lead out reading materials by telling stories vividly, using objects, playing recordings, multimedia demonstrations and other means, so that students can initially perceive and have interest in reading. Then let the students read with questions and understand the meaning and usage of some words and phrases under the communication of students and the explanation of teachers. You can also design some yes/no questions or simple multiple-choice questions for students to read repeatedly and experience carefully. Students can also perform and retell according to the characteristics of reading materials, and promote the internalization of language materials with the help of interactive vibration.
Fourthly, the teaching channels of reading teaching.
English reading teaching takes place in the classroom and after class. Through practical teaching, I found that the main channel of English reading teaching should be in the classroom, because text teaching in the classroom is an important way to cultivate students' reading ability. In teaching, teachers can guide students how to obtain facts, opinions and information from written information; How to understand different viewpoints and attitudes; How to appreciate; How to evaluate and so on. At the same time, teachers can also guide students how to use reference books. The training of these reading skills is very necessary and feasible for fourth-grade children's reading learning. However, classroom reading teaching alone cannot help students develop good reading habits and acquire strong reading ability. Therefore, extracurricular reading becomes an effective supplement to in-class reading. Therefore, we should encourage students of Grade 5 and 6 to read English newspapers and books after class, and at the same time, they can use the Internet to read online. Only in this way can students' reading skills acquired in classroom teaching be consolidated in extracurricular reading and their reading ability be further improved.
"Rome wasn't built in a day". Cultivating students' reading ability is a complex process step by step, so don't rush it. Interest is the driving force, developing good reading habits is the premise, and the necessary reading skills guidance is the key. Our teacher should train students to read letters, words and sentences, and then read stories and essays. From spelling, reading and reading, step by step, organically combined with listening and speaking, the reading ability of primary school students will be greatly improved, thus further improving students' comprehensive language use ability.
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