What is the guiding role of reading poems in the morning for reading low-level Chinese in primary schools?

The new curriculum standard of primary school Chinese points out that the purpose of evaluation is: 1. Pay attention to students' academic performance and discover and develop their potential; 2. Understand the needs of students' development, help students know themselves and build their self-confidence. 3. Give play to the educational function of evaluation and promote the development of students at the original level. 4. Cultivate teachers' analysis and reflection on their own teaching behavior. In view of this, according to the reality of our school, taking the final Chinese test paper of primary school 1-6 grade as an example, this paper looks at the relevant requirements of the evaluation suggestion of the new curriculum standard of primary school Chinese. Through the analysis of the Chinese examination paper of primary school 1-6 grade, we can easily see the purpose and characteristics of its proposition. The proposition of the whole set of test papers is based on the new curriculum standard of primary school Chinese, closely following the teaching materials but not rigidly adhering to the teaching materials, which embodies the "triple" principle, that is, emphasizing the foundation (basic knowledge and skills), ability (literacy, writing, reading, writing and accumulation) and innovation (creatively solving problems by using the learned knowledge), thus achieving the "three-dimensional" goal. The characteristics of the test questions are as follows: 1. The examination and evaluation of basic knowledge are aggravated: Chinese is a basic tool subject, and it is very important for students' lifelong development to lay a good foundation from an early age. As far as Chinese teaching in primary schools is concerned, the most important thing is to lay a solid foundation, make clear requirements and have solid training. In this set of questions, the examination of words and phrases can be described as comprehensive: choosing correct pronunciation, reading pinyin, combining similar words, supplementing idioms, selecting and filling related words, writing sentences as required, shortening sentences, expanding sentences, figurative sentences, personification sentences and other sentence transformations, as well as punctuation and looking up dictionaries. Therefore, students should be allowed to read, practice and use sentences in class in the future, so as to lay a solid foundation for improving students' Chinese literacy. 2. The orientation of "Chinese teaching should pay attention to accumulation" has been made: the grade papers of this quality inspection all pay attention to students' Chinese accumulation. For example, in the second grade, four small questions complete idioms, in the second quarter of the fourth grade, "be good at accumulating", "write words related to people and water", and complete "fog locks mountains and rivers", which makes you feel wonderful. "Please recall what you are required to recite this semester and complete sentences. The above questions come from textbooks, and the forms of questions are different from textbooks. To a certain extent, they promote students' language accumulation, pay attention to the cultivation of language sense, are conducive to the formation of students' Chinese literacy, reflect the requirements of the "new curriculum standard", and have a clear guiding role in future Chinese teaching. 3. The examination and evaluation of oral communication ability has been carried out: Chinese curriculum standards clearly point out that oral communication ability is an essential ability for citizens now, and it is necessary to cultivate students' listening, expressing and coping abilities so that they can have the literacy of civilized and harmonious interpersonal communication. This set of questions focuses on the examination and evaluation of oral communication ability, such as "My little mouth can really talk" in grade two, "I can talk" in grade three, "I can talk and do" in grade five and "What I want to say most is ……" in grade six. Therefore, in our teaching, cultivating students' oral communication ability can not be ignored. 4. "Reading aloud" and "emotional reading aloud" are the soul of Chinese learning and an important way to cultivate students' Chinese literacy. For example, in the first grade, "reading and filling" is bigger than anyone else; Content of the sixth grade test questions: "Thinking while reading" in The Story of Birds is an examination of students' comprehensive Chinese reading ability, including comprehension ability and observation ability, as well as knowledge accumulation, knowledge transfer and knowledge expansion. What does this little story tell us? Please try to write it in the epigram. We know that the improvement of reading ability is a slow job, and what is needed is slow reading. There is a process of digestion and understanding in reading, which can be internalized into Chinese literacy and improve the ability to analyze and solve problems. This reminds us that in Chinese teaching, instead of "teaching textbooks" and doing problems blindly, we should really "teach with textbooks", teach methods, cultivate students' ability, provide students with opportunities for Chinese reading practice, and let students understand, experience and feel in reading, so that their reading ability will be gradually improved. Chinese is a comprehensive subject. To achieve this goal, the most important thing is to pay attention to the integration of propositions. It is necessary to broaden the idea of proposition, expand the space of proposition, break the boundaries of disciplines, link disciplines with life, endow the test paper with rich and diverse functions, try to make the limited test paper a carrier of the integration of listening, speaking, reading and writing, the integration of three-dimensional goals and the integration of knowledge in and out of class, and comprehensively examine students' Chinese ability. At this point, for the examination of reading part, I think we should strive to achieve the principle of "jumping out of the text" and let students learn to use and transfer their comprehensive ability in life. How to set reading questions is often regarded as an important standard to measure the "technical content" of a Chinese test question. This is a daily - happened thing. In the usual tests and exams, the reading part that can really test students' reading ability and level often plays an important role. In the setting of reading questions, we should agree with the idea of "jumping out of the text to test the text", that is, "knowledge is learned in class and from extracurricular", in other words, the test materials of reading questions should be completely taken from extracurricular. At the same time, from the perspective of teaching orientation, if the reading questions in the test paper come from the classroom, it is easy for teachers to guess and bet on the questions during class or review. This may cause the eyebrows and beards to be caught in the teaching process, regardless of the key points, and there is no detailed explanation and analysis of the topic; Or cause repeated training and sea tactics during the review period, which wastes students' time and energy for no reason and increases their academic burden. Judging from our daily teaching situation, some teachers often prepare dozens or even hundreds of in-class paragraphs for students to practice and even recite standard answers for one of the test questions. Can our children never tire of learning such review and teaching? Example: There is a problem in reading candle (grade four): fill in an ancient poem sentence related to the spirit of candle on the horizontal line. Examination questions are combined with extracurricular activities in class, and the value orientation is that Chinese teaching should be based on the text and moderately surpass the text. For the principle of "jumping out of the text to test the text", perhaps some of our teachers will question: Is our text teaching unnecessary? Teachers who have this idea are actually caused by a lack of understanding of the connotation and essence of reading. Reading questions test not only several knowledge points in reading materials, but also children's reading ability and understanding level through reading materials. The formation of this reading ability and level is a spiral process, step by step, accumulated over time, dripping into ice, can not be achieved overnight. Every text, unit and textbook in our textbook has been repeatedly demonstrated and carefully scrutinized by experts from all walks of life. According to the characteristics of students' psychological development, these texts with different contents and genres have formed a series of teaching materials with systematized knowledge structure and serialized ability training. Through the study of one text after another and the implementation of one knowledge point after another, the purpose is to form students' good reading ability. Because of this, there is a saying that "teaching materials are examples". On the other hand, if we abandon the text and just pursue the so-called extracurricular reading blindly, it will only be the end point, and Chinese will be like a broken kite, unable to grasp, losing its direction and destination, let alone scientific and efficient Chinese teaching. A good test paper should first objectively reflect the achievement of students' learning goals in a stage, so that students can see their main achievements in Chinese learning at a stage and know their future efforts; Secondly, it is necessary to embody the basic concept of Chinese teaching under the background of the new curriculum and play a correct guiding role in teachers' teaching. " "Curriculum Standard" points out: "The purpose of Chinese curriculum evaluation is not only to examine the degree to which students have achieved their learning goals, but also to examine and improve students' Chinese learning and teachers' teaching, improve curriculum design and perfect teaching process, so as to effectively promote students' development. "I believe that under the guidance of the new requirements of the Curriculum Standard for Chinese Literacy for Primary School Students, studying new ideas of proposition and exploring new strategies of review will surely make Chinese examination truly an objective tool to evaluate Chinese learning, an effective motivation to stimulate students to learn Chinese, and make practical contributions to the overall improvement of students' Chinese literacy.