Study On The Current Situation Of Autonomous Reading Ability Of The Sixth-grade Students In Primary School

Reading is a student's personal behavior.Teacher analysis is not a substitute for a student's personal reading analysis.Students should be deepened in thinking about reading text and have a corresponding reading comprehension and experience.Self-learning ability is the basis for students' conscious reading and plays an indispensable role in students' reading.However,in the actual classroom teaching process,there are still some problems in the students' self-reading ability.Therefore,this paper conducts an in-depth investigation and analysis of the status quo of the sixth-grade primary school students' self-reading ability.This thesis is based on the non-guidance teaching mode of Rogers in the theory of humanism,the theory of constructivism,and the reading and cognitive development characteristics of the sixth grade primary school students.The four dimensions of reading ability,self-understanding ability,self-evaluation ability and self-operating ability are used to investigate the status quo of 300 sixth-grade primary school students in the three primary schools of A,B and C in S district of Chongqing;supplemented by interview method,Six Chinese teachers were interviewed,focusing on the understanding of self-reading interest,self-reading time,and self-reading ability structure of sixth-grade primary school students;understanding the status quo and influencing factors of sixth-grade primary school students' self-reading ability.From the survey results of the self-reading ability of the sixth grade students in the S district of Chongqing,there are mainly the following status: the self-reading ability is generally moderate.Whether students with only children,three primary schools,different families,and different fathers or mothers have significant differences in their ability to read independently,and students with non-only children have lower levels of self-reading ability.Students in A primary schools in three primary schools read independently.The level of ability is low,the level of self-reading ability of students in divorced families is low,and the level of self-reading ability of students whose father or mother is under the junior college is lower.At the same time,the following problems were found: the sixth graders in primary school lacked the awareness of active literacy in real life,the students' understanding of reading content was not deep enough,the ability of students to combine literacy and reading needs to be improved,and the ability of students to use tools to assist reading needs to be improved.The ability to read time is not strong.According to the problems of the sixth grade students in the independent reading ability,this paper analyzes the reasons from students,teachers,schools and parents,and finds that the main reasons for these problems are: students have limited reading materials,reading The students lack the inner reading motivation,the reading interest is not strong;the teacher's reading teaching method is single,the interest is insufficient;the school reading course is not highly valued,lack of corresponding management regulations;parents are insufficiently engaged in reading,and the educational concept lags behind;Lack of reading atmosphere,reading environment is not optimistic.Based on this,based on the reasons behind the problem and based on the six teachers in the interview process,the authors summarized the training methods for improving the self-reading ability of the sixth grade students and put forward corresponding improvement suggestions.Students: Develop good reading habits,gain a sense of reading satisfaction;master scientific reading methods and form a sense of reading accomplishment.Teachers: Change the way of reading teaching,respect the reading experience of students;help establish morning reading habits,improve students' reading;connect life and classroom teaching,and broaden students' reading range.School: Improve the relevant reading system to promote students' "reading";pay attention to teacher reading training and enhance teachers' reading influence.Parents: change educational concepts,enhance reading guidance;strengthen role model demonstration,create a good reading atmosphere;attach importance to home-school communication,form a joint reading education.