Experimental Study On The Intervention Of Primary School Chinese Teachers In Parent-child Reading

Extra-curricular reading is an important way to improve students' language accomplishment and to shape students' sound personality.It is a useful supplement to Chinese language learning in class.Parent-child reading is an important part of children's extracurricular reading.Looking at the literature and practice at home and abroad,the vast majority of parent-child reading studies have focused on early reading,and the only research results on parent-child reading in primary school are also concentrated in the lower grades.There is very little research on middle-high grades,as far as The study of the problem that teachers are properly involved in parent-child reading is still blank.This project aims to solve the contradiction between individual development imbalances in reading and the limitations of class teaching system through teacher-involved parent-child reading experimental studies,and to better link in-class and out-of-class reading,and to reduce family differences caused by parent-child reading.Impact,boosting personalized,personalized,customized reading.The main part of this article focuses on solving three problems: first,it is necessary to demonstrate that teachers should properly intervene in the parent-child reading process in primary schools under the current cultural background.Secondly,through specific experimental research,it is proved that teachers' involvement in parent-child reading is effective.Thirdly,how should teachers properly intervene in parent-child reading? The introduction part of this article analyzes a large number of related literatures,summarizes the research status of parent-child reading at home and abroad,and introduces the origin,purpose and significance of teachers' involvement in parent-child reading experimental research.The first chapter defines the related concepts of teachers' involvement in parent-child reading,and looks for relevant theoretical support,and summarizes the principles of teachers' involvement.Chapter two introduces the research situation of teachers' involvement in parent-child reading experiments in my class,and introduces some specific cases of teachers' involvement in parent-child reading experiments.This paper illustrates the problems to be solved,methods and tools used in this research,conducts investigation interviews and tests on the experimental situation,and analyzes and discusses the investigation interviews and test results,including the analysis of questionnaire survey,interviews and student performance test data,etc.The third chapter summarizes the implementation principles,methods and measures of teachers' involvement in parent-child reading according to the above experiments and investigation and analysis.Combining the primary school Chinese curriculum standard and educational psychology theory,the micro-goal of guiding parent-child reading is established,and students and parents are guided to independently equip personalized reading lists,so as to gradually make parent-child reading truly self-directed and personalized.