Research On The Connection Of Chinese Reading Teaching In Primary And Junior School

From the perspective of education system theory,the nine-year system continuous teaching from primary school to junior high school ought to be an inseparable course which with features of continuity and orderliness,form easy to difficult.But in the longterm Chinese language teaching practice,six grade in primary school and seven grade in junior high school belong to two different phases of learning.The teaching layer,students' learning method,learning psychology and study habits are significantly different.At present these two-stage phases basically have no communication and engender an abruption which increase the difficulty to students of entering the junior high school learning.As a consequence,it has a significant influence to study the teaching cohesion between six grade in primary school and seven grade in junior high school.This article combines the new Chinese language curriculum standard,textbooks and surveys to discuss the cohesion strategy of reading instruction between six grade in primary school and seven grade in junior high school,for the purpose of helping the students and teachers of seven grade to get through the two phases more smoothly.The details are as follows.This article includes five parts except the introduction.The first part is an overview of the cohesion between six grade and seven grade Chinese language reading teaching,clarifying the definition.Also discussing the significance and the theoretical foundation of the cohesion.The second part is mainly about the survey and analyzation of the current status of six grade and seven grade Chinese language reading teaching cohesion.Students and teachers from non-nine-year system primary schools and junior high schools in Hangzhou and Jiaxing filled in questionnaires survey,in order to recognize the problem and cause of formation in current cohesion education.The second part is analysis on the Requirements of Chinese Reading Teaching and the changes of teaching materials in the Third and Fourth sections,specifically compare the requirements and content related to reading teaching in the course standard and teaching materials,identify the specific difficulty differences between the two sections.The forth and the fifth parts are the key chapter of this paper.The two parts discussed the reading teaching cohesion strategy respectively from reading content and reading method of six grade and seven grade.The fourth part of the sixth and seventh grade Chinese reading teaching content convergence strategy,mainly focused on achieving orderly increase in difficulty in the sixth grade and strengthening the continuity of teaching content in the seventh grade.The fifth part of the sixth and seventh grade Chinese reading teaching method convergence strategy,mainly focused on achieving six-year sustainable development and accelerating the requirements of seventh-grade freshmen to adapt to junior high school reading ability.Compared with existing related researches,this article strives to make breakthroughs in the following two aspects.Firstly,narrow the research perspective and explore it from a more specific perspective.Secondly,analyze the curriculum and textbooks closely combined with the survey and interviews,and propose a more practical operative improved strategy,instead of just staying in the shallow of teaching impressions and experiences.