The Research Of Reading Teaching Strategy In The Chinese Comparative Reading In Senior Grade Of Primary School

Reading is the main means of accumulation and application of individual language knowledge,and language is a particularly effective and key tool created by individuals for organizing their thinking.As far as Chinese teaching is concerned,Chinese teaching is not only the goal and requirement of quality education,but also an effective tool to cultivate learners' core literacy and promote the development of individual language thinking.It can be said that Chinese learning is absolutely inseparable from the development of thinking,and the improvement of thinking ability must be based on Chinese.The process of individual thinking development is the process of gradual transformation from the low-level equilibrium level to the high-level equilibrium state under the continuous effect of the two mechanisms of "adaptation" and "assimilation".Assimilation is more quantitative change,while adaptation is more qualitative change.The development of comparative reading teaching activities in higher grades of elementary school puts "assimilation" and "adaptation" in the language.The dialectical unity in the field of text reading teaching is of great significance to cultivate the thinking ability of senior primary school students and improve the quality and efficiency of reading teaching.The practice of education and teaching has proved that the development of comparative reading teaching activities in higher grades of primary school is helpful for the students of higher grades to make a systematic comparative analysis of the works with the same subject matter,different views and different ways of expression.In the process of comparative reading,the students of higher grades of primary school systematically comb,analyze and reproduce the old knowledge.So as to stimulate pupils' interest in reading,promote the development of pupils' thinking ability and enhance their reading ability and level,it will lay a solid foundation for the smooth realization of the goal of cultivating the core literacy of Chinese at the primary stage.In this paper,based on cognitive theory,recent development zone theory and constructivism theory,and taking Pingshan Primary School in Luquan County ofKunming City as an example,we use literature research,classroom observation,case study,questionnaire survey and other research methods to comprehensively and systematically analyze the senior grade of primary school.On the basis of cognitive theory and the theory of the latest development zone,this paper reveals the unreasonable choice of teaching contents,the unsatisfactory choice of comparative points,the inappropriate choice of comparative reading methods and the imperfect comparative reading in primary school Chinese comparative reading teaching.Based on the analysis of the main causes of these problems,this paper puts forward specific improvement strategies from four aspects,and puts forward some suggestions to promote the development of comparative reading teaching activities in senior primary schools from the perspectives of teachers,students,schools and parents.The safeguard measures have certain reference value for solving the outstanding problems in the comparative reading of Chinese in the senior grades of primary schools,improving the teaching quality of reading and promoting the smooth realization of the goal of cultivating the core literacy of Chinese in primary schools.