Keywords: strategies to improve the effectiveness of Chinese reading teaching in primary schools
Reading teaching is the foundation and sublimation of Chinese teaching. Improving the effectiveness of Chinese reading teaching in primary schools is a new requirement under the background of new curriculum reform, aiming at exerting the charm of Chinese subject and improving the reading level of primary school students. Teachers should fully understand the meaning of reading. Both the mastery of basic knowledge and the organizational ability of knowledge points are based on students' effective reading. Therefore, teachers should sum up experience in teaching practice and improve the effectiveness of Chinese reading teaching in primary schools. Specifically, they can start from the following aspects.
First, pay attention to reading before class and strengthen preview before class.
Primary school students' ability to process written information is not perfect. For primary school students, previewing reading articles before class is an important way to improve the effectiveness of reading. By previewing the text, we can achieve "targeted" and let primary school students bring questions into the classroom to realize the process of autonomous thinking, which is also an important link to test students' autonomous learning ability. Pupils have a strong curiosity and thirst for knowledge. Teachers should grasp this development characteristic of primary school students, make students realize the importance of reading before class and stimulate their thirst for knowledge, which is also the premise of effective reading. Teachers should also guide students to clarify their doubts in the reading process, such as not understanding individual new words and phrases, not understanding a certain segment, etc. In addition, teachers should also teach students to use reference books to look up their own confused words. It can be said that primary school students can greatly improve their learning efficiency by reading before class, clarifying problems in the preview process and bringing them into the classroom. On the one hand, teachers can carry out more targeted teaching, on the other hand, primary school students can quickly grasp the key points of the article and master the key contents in limited classroom time.
Second, create a reading environment and change the reading place.
The traditional classroom atmosphere of Chinese reading in primary schools is dull and lacks vitality, which seriously suppresses the learning enthusiasm of primary school students. In order to change this situation, teachers must create a good reading environment, change reading places, and let students complete reading tasks in a relaxed and pleasant atmosphere. A good reading environment can promote primary school students to read efficiently. Teachers can set up "book corner" and "reading area" in the classroom, so that students can choose their favorite books to read in a good reading atmosphere. In addition, the place of reading teaching need not be limited to the classroom, which is the main position of teaching but not the only choice. Therefore, teachers should be brave enough to subvert the traditional reading teaching mode and enrich students' reading places. Library, reading room, computer room, etc. Are all good choices. Teachers can regularly change primary school students' reading places, stimulate students' reading enthusiasm, add freshness to reading classes, bring happy reading experience to primary school students, and make them feel the pleasure of reading and realize happy reading, which is also designed according to the characteristics of primary school students' physical and mental development.
Third, set reading tasks and enrich reading methods.
Pupils are competitive and have unstable attention. Teachers should make full use of this characteristic of primary school students, reasonably set reading tasks, add "task reading" to reading classes, break through the disadvantages of traditional reading teaching, make students change from passive to active, change their passive and boring psychology in the past, and promote students' effective reading. Specifically, teachers can set some questions for students before class, so that students can find answers in the reading process, communicate with each other in class, strengthen classroom interaction, help students concentrate and prevent students from being distracted. In addition, teachers can use multimedia resources to play articles and demonstrate reading for students, and can also play related videos to mobilize students' multi-sensory participation in the reading process, saving time, improving efficiency and enhancing the freshness of reading classes.
Fourth, strengthen group cooperation and realize research-based learning.
Group cooperative learning is an effective way to realize inquiry learning and give full play to students' initiative. Through group cooperation, we can not only strengthen cooperation and communication between students, but also save time, share reading experience, learn from each other's strong points and achieve common development. Teachers should base themselves on students' reality, comprehensively consider students' performance, classroom performance, personality characteristics, learning ability and other factors, and make scientific and reasonable grouping. Teachers can let the group members read aloud in different roles, deepen their reading impression, deeply understand the reading content, and guide students to strengthen intra-group communication, which can effectively help students find the missing problems in the reading process. Teachers should encourage students to express their reading comprehension boldly, improve their expressive ability, form a good cycle, and promote the improvement of reading effectiveness.
Fifth, optimize homework design and strengthen discipline integration.
According to the instruction of the new curriculum reform, teachers should optimize reading assignments, "lighten the burden" for primary school students and carry out meaningful Chinese reading teaching in primary schools. It can be said that optimizing homework design is the key to improve the effectiveness of primary school reading teaching, and teachers should let primary school students finish homework efficiently in Chinese reading class. Reading homework should be life-oriented, practical and interesting, and it can also realize the integration of disciplines. For example, when a teacher talks about the article "The crow drinks water", students can draw the article and guide them to throw stones into the bottle according to the content of the article. The water level in the bottle rises, so that the crow can finally draw the content of the water and develop the students' ability of "drawing and reading". At the same time, in this way, students can intuitively and vividly deepen their understanding of what they read, stimulate their interest and arouse their views on what they read.
In a word, reading teaching, as an indispensable part of Chinese teaching, is a favorite learning content of primary school students and should be highly valued by teachers. Only by fully understanding the development characteristics of primary school students and making appropriate development plans for students can teachers really promote the effectiveness of reading teaching, make students like reading, realize the teaching goal of "happy reading" and make students' reading a happy process. Teachers should stimulate students' reading interest through various methods, give full play to students' reading value, and lay the foundation for cultivating all-round high-quality talents.
References:
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