A Comparative Study On The Teaching Of Native Language Reading In Chinese And Mongolian Primary Schools

With the development of society,information technology is increasingly developed.It is a basic way of life for everyone to have a high reading ability and master flexible reading methods.Reading is an important and effective way to improve personal language expression ability.In addition,intellectual enlightenment,moral cultivation,formation of various qualities,cultivation of three outlooks,and development of comprehensive ability at the initial stage of an individual all benefit from the energy reading provides.Reading teaching is the key means for primary school students to improve their comprehensive Chinese and Mongolian literacy,and it is also the focus of primary school native language teaching.For the middle and upper grades of primary schools,the focus should be shifted to understanding reading content rather than being limited to literacy,writing and other aspects.Chinese and Mongolian teachers in the middle and upper grades of primary schools need to pay more attention to students’ understanding of key sentences,summarize the whole article,and grasp the key and difficult points.Students can understand their thoughts and feelings by reading key sentences in the article,causing students to think about and experience the content of the reading materials,gradually form correct values,and promote students to love reading and be able to read.Reading is necessary for children’s growth and development as an important means to understand the outside world.The reading ability not only determines children’s ability to obtain information from reading but also indirectly affects their communication.It is important to help other subjects learn efficiently by cultivating students’ Chinese and Mongolian literacy and improving their reading comprehension ability and reading level.Therefore,we should strengthen the management and guidance of native language reading in primary schools,cultivate students’ comprehensive listening,speaking,reading and writing abilities,and improve their core literacy to promote their more comprehensive development.Through literature analysis,case study,questionnaire and interview,comparative analysis and other research methods,the paper sorts out the current situation of Chinese reading in primary schools of China and Mongolia,including their respective development status,development highlights and shortcomings;And through comparative analysis,to explore the similarities and differences in primary school native language reading between China and Mongolia and analyze its influencing factors,including the following aspects.The introduction mainly introduces the background,current problems and research significance of the research topic,clarifies the purpose and content of this study,proposes research methods suitable for this study according to the research content,develops corresponding research routes,and proposes the difficulties and innovations of this study.The first chapter is a literature review.It mainly combs and summarizes the relevant literature from six aspects,including the connotation of reading and reading teaching,the teaching objectives of primary school native language reading,the teaching contents of primary school Chinese and Mongolian textbooks,the reading responses of primary school students to Chinese and Mongolian texts,the comparison of primary school native language between China and Mongolia,and the main achievements and reference significance of existing research.The second chapter,the definition of core concepts and basic theoretical research,first of all,defines the core concepts involved in the research,including the meaning of reading and reading teaching;Secondly,it summarizes and sorts out the basic ideas of reading teaching,including reading teaching philosophy,reading teaching content,reading teaching methods and models,and reading teaching evaluation;Finally,the theories supporting this study are summarized and introduced,including dialogue theory,activity theory,constructivism theory,the theory of the zone of proximal development and life education theory.The third chapter is the research design.Determine the research object,purpose,methods,tools and process of this paper,and the research framework of this paper according to the research content.The fourth chapter is a comparative study of the teaching objectives of native language reading for primary school students in China and Mongolia.Through the collection of native language reading teaching objectives in primary schools in China and Mongolia respectively two native language reading teaching objectives in primary schools,through comparison,analysis of the similarities and differences between the two.The fifth chapter compares Chinese language reading teaching ciriculium content in primary schools in China with the same ciriculium content in for Mongolian language in primary schools in Mongolia.The reading content of native language textbooks for primary schools in China and Mongolia is analyzed from three aspects: the statistics of the number and types of reading texts,the nature and value orientation of reading texts,and the dimensions and requirements of reading teaching objectives;Then,it makes a comparative analysis of the similarities and differences in the reading contents of native language textbooks for primary schools in China and Mongolia and explains the reasons.The sixth chapter is the comparison of reading responses to different texts of native language texts in primary schools in China and Mongolia.The text of language practice takes the Wonder of Jingpo Lake as an example to make a comparative analysis of Chinese and Mongolian reading.First,the reason for text selection is clarified;Secondly,it introduces the characteristics of the text;Then,the text is investigated and analyzed from the perspectives of students and teachers;Finally,the similarities and differences of the survey results are analyzed.The poetry texts take My Motherland as an example to make a comparative analysis of Chinese and Mongolian reading.First,the reason for text selection is clarified;Secondly,it introduces the characteristics of the text;Then,the text is investigated and analyzed from the perspectives of students and teachers;Finally,the similarities and differences of the survey results are analyzed.In the emotional experience category,a comparative analysis of reading between China and Mongolia is made by taking "Little Fox Buys Gloves" as an example.First,the reason for text selection is clarified;Secondly,it introduces the characteristics of the text;Then,the text is investigated and analyzed from the perspectives of students and teachers;Finally,the similarities and differences of the survey results are analyzed.The seventh chapter is a case study of primary school students’ reading in China and Mongolia.First,determine the text to be read;Secondly,define the scope of primary school students;Then,taking Chinese and Mongolian primary school students as research models,the characteristics of students A,B,C and D in text reading are analyzed;Finally,the author makes a comparative analysis of the reading responses of primary school students in China and Mongolia and explains the reasons.The eighth chapter analyzes the factors influencing the similarities and differences in Chinese reading teaching in primary schools in China and Mongolia.Choose the influencing factors from five aspects: curriculum standards,native language textbooks,teaching process,students’ characteristics and cultural traditions;Then,the author puts forward a scale to measure the influencing factors,designs a questionnaire and collects data;Secondly,use the statistical analysis method to conduct an empirical analysis on the influencing factors,and finally summarize and analyze the results.Chapter nineth,research conclusions,enlightenment and suggestions.It summarizes and analyzes the full text and presents relevant suggestions and prospects.Through the core issues of this study,we can see that based on the analysis of the objectives of native language reading teaching in primary schools in China and Mongolia,the content of native language reading teaching in primary schools in China and Mongolia,the reading responses of different text types of Chinese texts in primary schools in China and Mongolia,and the native language reading cases of primary school students in China and Mongolia,we analyze the factors that affect the similarities and differences in native language reading teaching in primary schools in China and Mongolia.Through relevant analysis,the author puts forward relevant suggestions on Mongolian primary school Mongolian reading teaching from the aspects of teaching content,classroom teaching design and teaching evaluation.In terms of teaching content,Mongolian primary school Mongolian reading teaching should attach importance to the introduction of extracurricular reading and extension of Chinese teaching by widening reading materials,broadening vision,stimulating students’ reading interest,and gradually cultivating reading habits,Shaping healthy and all-round development of student’s personality.In classroom teaching,teachers need to constantly improve their educational and teaching skills,provide more reading methods for students,make reading more interesting,and help students master the application process flexibly.Attach importance to teaching evaluation and actively improve teaching efficiency;The evaluation of students is flexible and diverse,rich in content,which can make the classroom atmosphere warm,harmonious and vibrant so that students can see their progress bit by bit and feel the joy of success.This sense of achievement will stimulate students to move forward,greatly improving the quality and effect of teaching.