Study On The Correlativity Of The Classroom Teaching Links In Teaching Of Reading In Elementary School

With the development of the reform in education, great and unprecedented changes have taken place in education field. It is an indisputable fact that there exists inefficiency and confusion in teaching of Chinese. Whether teaching links, as the basic units of teaching process, are correlative has direct influence on the effectiveness of teaching. In elementary school, nowadays, classroom teaching links in teaching of Chinese reading has three kinds of poor correlativity: 1) little correlativity; 2) non-correlativity; 3) wrong correlativity.Applying mainly case study method, this thesis tends to analyze the correlativity of teaching links in teaching of Chinese reading in elementary school. In order to meet the needs of improving the poor correlativity in classroom teaching links, this thesis tries to find the common features of the good correlativity in teaching links by studying excellent classroom teaching cases that have been given by some famous and special-class teachers as well as some excellent Chinese teachers. And on this basis, with relative teaching theories, this thesis will put forward some detailed strategies to implement teaching so as to improve the efficiency in classroom teaching of Chinese reading in elementary school and to promote the development of teaching research and the professionalization of teachers.