How to Improve the Effectiveness of Reading Teaching

Chinese reading teaching is an important part of Chinese teaching. It is a profound knowledge with strong artistry, and it is also an important standard to measure a high-quality classroom. Therefore, under the guidance of teaching theory, we must constantly practice, summarize, improve and innovate ourselves, skillfully use effective strategies in classroom teaching, and constantly improve the quality of Chinese reading teaching. Here, I will talk about it in combination with my actual teaching experience. First, it is the effective basis of reading teaching to concentrate on reading materials and carefully design teaching plans. The first thing of effective classroom teaching is to concentrate on reading textbooks and carefully design teaching plans. Designing teaching plans not only refers to simple lesson preparation, but also needs to design accurate and effective teaching objectives, prepare students, prepare teaching methods and prepare learning methods. 1. Carefully design teaching plans-design accurate and effective teaching objectives. The effectiveness of teaching objectives is an important prerequisite for the effectiveness of classroom teaching. The design of effective teaching objectives first requires accuracy and clarity. In a text, in a class, as long as you know roughly what knowledge you need to understand and use, what kind of ability should be cultivated in listening, speaking, reading and writing, and to what extent, etc. You should try to be detailed and clear. Similarly, the goal of cultivating students' thinking quality and moral emotion should be clear. For example, in the teaching process of Beautiful Xisha Islands, the teaching goal is 1, and we can experience the charm of Xisha Islands from three aspects: legend, precious resources and beautiful scenery. 2. Understand the function of the central sentence in the second and third paragraphs. 3. Recite the second and third paragraphs. In this way, the three-dimensional goals in a class are well reflected and implemented, and effective teaching goals provide a strong guarantee for effective classroom teaching. 2. Carefully design the teaching plan-the teaching method of lesson preparation must choose the appropriate teaching method according to the specific content and characteristics of the textbook. In primary school Chinese reading teaching, different genres, such as narrative teaching, expository teaching and poetry teaching, have different methods. Even if it is the same genre, such as narrative writing and narrative writing, the teaching methods will be different. For example, reading aloud should not be used too much in the teaching of expository writing, and lecturing should not be used too much in the teaching of poetry. The choice of teaching methods must start from the teaching content, avoid those flowery, and never dilute the learning of the text content with the display of teaching methods. 3. Carefully design lesson plans-prepare students. Students are the masters of learning. Any teaching method should adapt to students' basic conditions and personality characteristics, and students should welcome and accept it. Every effective teaching design should fully presuppose students, make them ready, and the teaching plan should be suitable for students' characteristics and learning situation. Only by fully considering the characteristics of students, passionate classes and fruitful classes can generate show the spark of passion. Second, optimize the classroom teaching structure and do a good job in the classroom. Suhomlinski once said: Only when every student can concentrate on an arduous and exciting mental work can educators be regarded as having fulfilled their lofty mission. What are the specific methods to optimize the classroom teaching structure? 1. Interesting ways to guide classes to lay an effective classroom teaching As the saying goes, everything is difficult at the beginning, and a good beginning is half the battle. Careful teaching lead-in not only aroused students' interest, but also opened their minds, paving the way for improving the effectiveness of reading teaching. When teaching "Looking at Lushan Waterfall", using the music background of guzheng, ask: When students talk about poets, who do you think of first? (Li Bai) Yes, Li Bai's poems reached the peak of the heyday of ancient poetry. His poems can be described as exquisite, and later people call them poetic immortals. Today, we are fortunate to follow in the footsteps of the great poet Li Bai and enjoy the famous Lushan Waterfall. Do you want to go? (willing! The students shouted loudly, their interests were mobilized at once, and the whole classroom became lively. 2. Combine guided reading with autonomous reading to improve the quality of classroom reading teaching. Autonomous reading refers to students' independent study and understanding of texts by using existing knowledge. Teaching reading is to inspire, guide and explain students, guide students to understand the text and carry out reading training. In the practice of reading teaching, reading teaching serves for autonomous reading. Autonomous reading is not only the basis of reading teaching, but also the goal of reading teaching. On the one hand, through reading teaching, teachers give students necessary explanations, doubts, demonstrations and comments, guide students to think positively, and master basic reading skills and correct reading methods. On the other hand, the improvement of students' autonomous reading ability strengthens students' dominant position and gives teachers feedback, so that teachers can adjust and improve the contents, steps, methods and progress of follow-up teaching in time and promote better teaching and reading effects. Of course, self-study should define learning objectives, study deeply, think positively, question and discuss. Teachers should make reasonable arrangements in reading methods, steps, norms and psychological training. Let students practice and practice fully. Autonomous reading and reading guidance are two interrelated and interactive aspects in classroom reading teaching, and they are indispensable. Their function is to improve students' understanding ability. 3. Effective question preset. Teaching is an art, and classroom questioning is an effective way to optimize classroom teaching and improve teaching art. Effective questioning is an engine to induce students' thinking, which can open the door of students' thinking, stimulate students' emotional sparks, enhance emotional communication between teachers and students and improve classroom teaching efficiency. Good questions can drive a class, and good questions need to be designed and generated in the class. Teachers' questions should guide the whole text, affect the whole body, stimulate students' desire to explore the unknown, let students participate in the teaching process like listening to silent commands, start a dialogue between teachers and students, realize the communication with the text, and taste the connotation of the language, so as to turn plain into wonderful, turn decadent into magical and greatly improve. For example, when teaching the Beautiful Xisha Islands, where did you experience the charm of the Xisha Islands? Start with the full text, find the key points from each paragraph, and learn to perceive the full text as a whole. This kind of effective questioning is the key to improve the effectiveness of reading teaching. 4. Questions in intensive reading. Intensive reading is to guide students to accurately grasp the content and hierarchical relationship of key parts of the article, understand the meaning of key sentences, understand the expression methods and further understand the thoughts and feelings, so as to grasp the main points of the article. The problems involved in this link are the key and difficult points of the textbook, and they are often the vague points of students' understanding, including the profound questions left by students after asking questions at different levels. Teachers should point out the difficulties and then guide students to learn by themselves. Teachers should guide students to re-read key paragraphs in indirect ways where students are vague and can't ask questions, so as to inspire students to find problems that they have not found or can't ask. For example, when he was teaching the lesson "Fragrance of Petals", he finally asked, "Why should I buy a pot of Chinese rose with dew on my mother's window?" Although the children have some feelings after learning the text, it is only superficial. Under the guidance of this question, the students broadened their thinking and stimulated their interest in discussion. For these questions, the teacher will guide the students to read the text intensively and discuss them by themselves. In this way, through discussion and exchange, students' innovative consciousness is continuously enhanced. 5. Reflection and questioning after learning the article. French educator Dido said: "The essence of teaching art is not to impart skills, but to inspire, awaken and encourage." Therefore, when summing up the full text, teachers should guide students to read the full text, understand and feel the content of the full text, the relationship between paragraphs and the means of expression. Give affirmation and praise to students who take the initiative to question, encourage students to question again, put forward different opinions and find ways to solve them. On the other hand, in the process of students' independent inquiry, it is impossible to acquire the theoretical knowledge of the whole system at once, and it is impossible to use scientific methods every time in the process of exploring knowledge. Therefore, after autonomous inquiry learning, teachers must guide students to reflect on their own behavior and acquired knowledge, and ask: What have we learned? What have I read? What is the most successful inquiry method? Through reflection, the scattered knowledge will be sorted out and refined to form a system, so that students' thinking will rise to a certain height, certain cognitive strategies will be formed, scientific inquiry methods will be mastered, and the level of students' independent inquiry will be improved. Thirdly, the combination of reading and writing is the key to improve the effectiveness of reading teaching. Reading teaching should enable students to deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotion. Therefore, paying attention to students' reading practice is the key to improve the effectiveness of reading teaching. In reading teaching, we must deal with the relationship between reading and sentiment, reading and writing, and achieve the combination of reading and understanding, reading and writing. When teaching "Bear Everything with a Smile", after the students realized the power of Sang Lan by talking about their feelings, while the students were enthusiastic and the classroom atmosphere was active, I assigned my homework from the perspective of reading and writing: Write down your feelings at the moment. In this way, while the iron is hot, with the help of students' sublimation experience, writing training is conducive to improving students' ability to learn and use Chinese, reflecting the instrumentality of Chinese, thus improving the effectiveness of reading teaching.