A Case Study On Chinese Reading Teaching In Senior Grades Of Primary School From The Perspective Of Students’ Understanding

Regarding as the core of Chinese teaching,reading teaching would realize the cultivation of students’ reading interest and habits,as well as the improvement of reading ability.“Understanding” has become an important value pursuit in teaching currently,and some scholars in the field of education have already begun to study the reading teaching from the perspective of “understanding”.Based on the existing research results,there are two findings to this research question: one is the teacher-center instead of student-center in reading teaching;the other is that “understanding”,as a key word,has entered the vision of various researchers.However,these researches mainly focus more on the macroscopic theoretical discussions on understanding and reading teaching,but less practical studies.Thus it can be seen that it is particularly important to study the reading teaching from the vision of “students’ understanding”.“Students’ understanding” is different from general understanding which refers to the students’ understanding of texts,teachers and students by taking language as the medium in the context of Chinese classroom teaching,and here,students are the understanding subject.“Students’ understanding of text” means that the students,as the main body of understanding,constantly deepen their cognitive structures with their own original experience,thoughts,ideas on the basis of the text’s perception,analysis and experience,and then innovate the meaning of the text.Meanwhile,it emphasizes the students’ unique and personalized understanding based on personal experience and students’ understanding of teachers refers to students’ understanding of the content taught by teachers,which is the understanding of “self-understanding” of teachers’ texts.“Students’ understanding of students” refers to students’ understanding of other students’ speech in class,and it is the understanding of other students’ “self-understanding” of the text.The theoretical significance for discussing the teaching of Chinese reading from the perspective of students’ understanding can deepen the reform concept of Chinese course and enrich the teaching theory of Chinese reading.The practical significance lies in providing referential examples for the implementation of Chinese reading teaching and playing a practical guiding role in the further improvement of teachers’ teaching ability.In this case study,the research object intended to select high-quality teachers in high-quality primary schools as the case to extract more advantages and reference significance.Taking class A in F Primary School as the case,this study mainly adopted instrumental case in qualitative research,and specifically,observation method,interview method and text analysis method to depict objectives,content,and process in detail in teachers’ reading teaching from the perspective of students’ understanding,and then the final understanding effect of students in case class was summarized and presented.The individual teacher’s reading teaching characteristics were summarized and improved from the perspective of students’ understanding and the existing problems of individual teachers’ reading teaching were pointed out in this study.The objective in teachers’ reading teaching oriented beyond the objective of “reading” in the course,and its internal orientation logic was reflected as a smooth transition from understanding to application.In terms of selecting reading teaching content,it paid attention to the relevance between reading and students’ understanding,and new teaching content was constantly generated in the process of students’ text understanding.The characteristic of circularity was showed via the process of the case in teachers’ reading teaching.At the same time,we can see that teachers pay more attention to the mutual transformation of the understanding between teachers and students or among students in teaching process.In the reading teaching,the students in the case class could reflect two aspects of characteristics(co-development of “knowing” and “feeling”,and cultivation of comprehensive understanding ability of text).Meanwhile,there were also some problems of this case in the reading teaching : teachers lacked the awareness of presenting the goals of reading teaching;students had limited options to choose reading and learning content;the opportunity of teacher-student interaction was out of balance;there was a contradiction between “adult experience” and “children experience”;teachers lacked the ability to master the boundaries of individualized understanding.Through a discussion on the reading teaching of case teachers from the perspective of students’ understanding,we can obtain the following enlightenment: first of all,campus reading culture and management system shall be used to promote the virtuous cycle of reading teaching;secondly,the expansion and construction of students’ “pre-understanding” in reading teaching shall be paid attention to;thirdly,a “support” shall be built to promote students’ understanding in the reading teaching;fourthly,students shall be encouraged to conduct an evaluative and creative understanding to improve the level of text comprehension;fifthly,students shall be encouraged to express their understanding in the interaction and collaboration between teachers and students or among students.Through the overall analysis and discussion,we believe that promoting students to achieve “self-understanding” can reflect the essence of reading teaching;the choice of reading teaching content is restricted by students’ understanding;the reading teaching process from the perspective of students’ understanding is a dialogue process among students,teachers and texts;students can achieve the multiple development of knowledge,ability and emotion through the guidance of teachers in reading teaching.