The Study Of Chinese Reading Teaching In Primary School Under The Network Environment

Nowadays is the era of Network information explosion. Whether students can obtain useful information in large amounts of information over the network reading is very important. With the continuous developments of educational technology, tremendous changes have happened in the traditional Chinese Reading Teaching in Primary School. To complement the theory of Chinese Reading Teaching in Primary School under the Network Environment, in order to allow teachers can have a better Chinese Reading Teaching in Primary School under the Network Environment.In this study, I select the representative of Hangzhou primary teachers and students to make a self-made questionnaire and analyzed the situation of Chinese Reading Teaching in Primary School under the Network Environment. In conclusion, the main situation of Chinese Reading Teaching in Primary School under the Network Environment is good. But still have some shortages as follows:First, teachers lack a strong sense of using network resources in classroom practicing.Second, the ability of teachers to use all types of search engines teaching resources is weak. Third, the awareness of teachers to build Chinese reading repository is weak. Fourth, the teachers abilities to use the means of newly network reading teaching are limited.Fifth, Teachers use a single type of network reading teaching resources. Sixth, teachers lack of awareness to training students to form network reading habits. Seventh, teachers ignore the students’ expectations of network reading instructions after class. Eighth, teachers rarely training students to master reading skills related to the network reading.We propose the following measures for the current situation:First, teachers improve their understandings of the network reading teaching and increase the intensity of use Second, teachers actively participate the training activities to promote information technology capability. Third, teachers use the network to cultivate students to form network reading habits. Fourth, teachers have a targeted use of network resources in the reading teaching class. Fifth, teachers consciously to build the network reading teaching platform after class.