The Status Quo And Countermeasures Of Independent Learning In Primary School Chinese Reading Teaching

Self-regulated learning usually refers to active,conscious,independent learning,as opposed to passive,mechanical,and receptive learning.Self-regulated learning is not only conducive to students to improve their academic performance,but also the basis of individual lifelong learning and lifelong development.It has therefore always been an important issue of common concern to educators and psychologists.While promoting the wave of reading for all,reading teaching at schools and families has slowly come into our sight.How to make Chinese reading teaching a better foundation for lifelong learning has become a problem that we have to think about.From the perspective of self-regulated learning,this article focuses on primary school Chinese reading teaching.Through the understanding of the status quo of selfregulated learning of students in reading teaching in elementary schools,the attribution analysis is carried out,and the corresponding countermeasures are put forward based on relevant theories.The full text consists of five parts.The first chapter is introduction.It mainly introduces the background,purpose,meaning,objects and methods of the research.This article focuses on the fifth grade teachers and students of S schools in Shanghai,and uses the literature method as a basis to conduct empirical research through questionnaires,interviews,classroom observations,and case studies.The second chapter is the research summary.Firstly,the predecessors summarized the definition of self-regulated learning,reading and reading teaching concepts;secondly,they reviewed the domestic and international development context of self-regulated learning;finally summarized the research status of self-regulated learning in reading teaching,and considered the existing research.to sum up.The third chapter is about the theoretical study of self-regulated learning in primary school Chinese reading teaching.Firstly,it combines the related theories of self-regulated learning and reading teaching to construct the connection between the two;then it defines the connotation and characteristics of self-regulated learning in reading teaching.It holds that the selfregulated learning in primary school Chinese reading teaching is mainly composed of students' learning motivation,learning preparation,learning strategies.The five aspects of academic support,learning assistance and learning feedback form the focus of learning and teaching from the point of view of the requirements of self-regulated learning for teachers and students,and then put forward the theory of the latest development zone,humanistic learning theory,and constructivist learning theory.Theoretical basis.The fourth chapter is an empirical study of self-regulated learning in primary school Chinese reading teaching.Questionnaires,interviews,case studies,classroom observations,etc.were used to summarize the status quo of student selfregulated learning in primary school Chinese reading teaching,and graphically presented tables,pie charts,and bar charts to illustrate the problems of autonomous learning in primary school Chinese reading teaching.Analysis of attribution from the perspectives of schools,teachers,students,and families(if teachers do not fully understand the theory of self-regulated learning,teaching models focus more on the traditional teacher-centered model,students' ability to control their wills,and various types of cognition The use of strategy is not skillful,etc.)The fifth chapter is about the countermeasures of developing students' self-regulated learning in the reading teaching of primary school Chinese.Combining these two aspects of learning and teaching,we will establish a self-regulated learning model in reading teaching and try to propose a set of practical methods from schools,families,teachers,and students themselves.(For example,schools should establish talents for student autonomy.)Concept,teachers should try to adopt new teaching models,students should actively monitor their own learning status,etc.).