A teacher taught "The Five Strong Men of Langya Mountain" like this: When a company of the People's Liberation Army got up early every day to call the roll, the company commander shouted: "Ma Baoyu!" No one answered; "Ge Changlin!" Still no one answered; "Song Xueyi", "Hu Delin" and "Hu Fucai" have still not received a reply. I didn't hear "arrived" until the name of the sixth soldier. Why didn't the first five soldiers "arrive" Where did they go? Since they shouldn't "arrive", why does the company commander call their names every day? Because they are five strong men who died in Langya Mountain! Then the teacher asks the students to read the text and compare who can tell the story completely. Students became interested in the atmosphere of the competition, read independently, and soon understood the story and felt the style of the characters. Reading guidance is a process in which students, under the guidance of teachers, independently use existing knowledge and experience according to the essential characteristics of things, and conduct complex analysis, synthesis, abstraction and generalization in their minds to solve new problems. In this process, the internal contradiction between students' growing consciousness demand and their consciousness level is constantly emerging-solving-reappearing-solving. Therefore, the design of reading guidance course should constitute a gradual and cumulative development level, so that students can constantly generate the motivation to explore and think about the content and ideas of the text step by step in the best reading mood. This is a feedback system. When students read independently under the guidance of teachers, there must be feedback information on teachers. The instability of primary school students' thoughts and feelings, interest desire and psychological factors, as well as the imbalance of their respective knowledge level and thinking ability, determine the diversity and complexity of these feedback information. Therefore, teachers must give full play to their teaching wit, guide correctly, and skillfully point out the ways to keep students' reading psychology smooth. Encourage students to solve their own difficulties. For example, in the class of "Flying over Luding Bridge", students don't know much about the figurative sentences in the article and think, "Isn't swinging a fun game?" Obviously, this does not take into account the "swing" in the specific language environment. The teacher can explain this: What does the swing here mean? (Thirteen iron ropes are hanging in the air) What's the danger of swinging here? What does "swinging" mean here? Under the orderly guidance of the teacher, the students' thinking broadened and finally understood this sentence. Third, evaluation and guidance-cultivate the quality of thinking. Thinking quality mainly includes the degree and depth of thinking, the independence and criticism of thinking, and the flexibility and logic of thinking. They limit the quality of students' independent reading. In order to cultivate students' good ideological quality, students' autonomous reading ability should be evaluated and guided at any time. Evaluation and guidance should reveal the learning rules according to the characteristics of teaching materials.