Research On The Teaching Of Chinese Group Reading In The Upper Grades Of Elementary School

The reading has become more and more important in today's society.The reading education of Chinese primary school is mainly based on “single-text reading” and most teachers only use a less number of texts other than the teaching material.However,the emerged “multiple-text reading” is a education form of students and teachers “reading multiple texts in unit time based on same topic”.Such reading is different in texts number,education contents,students and teachers relation,evaluation contents,and other factors with “single-text reading”.“Multiple-text reading” plays an important role in developing students reading capacity and strengthening teachers teaching capacity.This thesis employs literature research,case analysis and other methods to discuss the concept,value,characteristics and key education factors of “multiple-text reading” and learn its characteristics,and employs questionnaire and deep interview to learn the current statues of reading education.Meanwhile,based on the reading capacity of senior classes' students of Xingning Experimental School,regulates “multiple-text” education plan and conducts practical activity in the senior classes of the school.The plan includes: establishment of scientific concept,sufficient preparation of the whole school teachers,students and their families,topic selection of multiple perspectives,deliberate text selection,and reasonable question design for “multiple-text”.Daily operation is conducted from two aspects,namely “based on teaching material” and “based on extracurricular text”,among which “based on teaching material” possesses “1+X” and “X+X” two methods,while “based on extracurricular text” possesses “extracurricular multiple-text” and “overall book reading” two methods.Missions of “preview expert”,“reading trace”,“extracurricular reading card”,and “reading notes” etc are set to conduct the primary stage preparation works of “multiple-text reading”.Based on the class performance,accomplishment conditions of various reading missions,Chinese test conditions,and reading competitions of students,teachers appraise and elect the “reading star” and “superior reading class”.“Practice is the criterion for testing truth.” The education practice is conducted according to the regulated plan and the effects will be concluded to rethink.It is found that “multiple-text reading” can reach the education effects,including mastering to the practical reading strategies of fast,comparison,and integration etc,improvement of reading speed and volume,and increase of reading capacity,which cannot be obtained by “single-text reading”.However,there are several problems like incomplete or plain reading of students.Meanwhile,the shortage of matching teaching material requires teachers to find proper extracurricular text which increase the teachers' burden.And the “multiple-text reading” has no corresponding test standard and the evaluation and text of “multiple-text reading” are optional and unscientific.The reading course theories,purpose,evaluation system,and faculties of “multiple-text reading” shall be completed and strengthened.Only by employing the basics of “single-text reading” and the assistant of “multiple-text reading” can manifest their most optimization effect.