The Research And Practice Of The In-class Extended Reading Of Chinese Language Teaching In The Elementary School

Reading is a kind of basic ability to learn, work and live. It plays an important part in the accumulation of students’ language and the construction of culture.In the traditional elementary school reading teaching, the teaching goal is not very clear. Most teachers consider the content of the textbook as the only material for teaching. Also, explaining too many points in a class leads to poor quality and low efficiency of reading teaching. Based on this phenomenon, the paper analyzes the existing defects of the current Chinese language textbooks and the present situation of traditional reading teaching. It explores the sources of the problems and puts forward the reform strategies. It attempts to conclude the characteristics of the extended reading of Chinese language teaching in the elementary school after a certain period of practice. And it does some research on choosing reading materials and carrying out the strategies. It aims to achieve the teaching goals and improve the class efficiency to reduce the burden of the students and help them learn Chinese better.This paper is divided into four parts:The first part mainly states the background, purpose and significance of this research, summarizes the domestic and foreign related research and analyzes the present situation of the research. It also defines the concept of the extended reading in class.The second part analyzes how to choose the in-class extended reading resources by combining teaching practice. It focuses on the strategy to analyze the aims of learning stages, units, texts and classes according to the curriculum goals and the practical situation of the students. According to different teaching goals, the reading resources can be classified as five types -"background materials, topic materials, the accumulation of materials, writing materials, samples". And it also emphasizes the strategy to control the number of the in-class reading resources according to the teaching goals.The third part focuses on how to carry out the in-class extended reading. First, it discusses the starting point of the extended reading:such as some key points of the texts, the good points of some sentences, the weaknesses of the knowledge and the writing methods. Second, it explores how to choose the proper opportunity to carry out the extended reading with topic reading materials. When it is arranged before the class, it lays a foundation for the learning of the texts. When it is arranged during the class, it can be used to overcome the key points and difficulties of the teaching. When it is arranged after the class, it is helpful to the comprehension of the text content. Third, comparison extended reading teaching, and probes into the strategies:read the text was compared with the original, the same works each author’s works of the same theme is reading, reading comparing different author’s works of the same subject matter. Four.it suggests combining the extended reading with the writing teaching to achieve the teaching goals efficiently.The fourth part is the analysis of the results of this research and the plan of the next step of the research.