An Experimental Study On The Effect Of Silent Thinking On Chinese Reading Ability Of Primary School Students

Reading ability is the basis of individual learning ability and the necessary skill for individual to participate in social life.The 21 st century is a globalized and informationized society.International representative evaluation systems of students' academic competence,such as PISA,NAEP and PIRLS,have put the evaluation and investigation of "reading literacy" in an important position.In this study,a quasi-experimental study was conducted to explore the effects of silent thinking on students' reading ability,reading interest and reading habits by using a new teaching method,silent thinking,in reading class.Silent thinking refers to a kind of teaching activities in which teachers organize students to sit for 2-3 minutes in class according to the actual needs of reading teaching,so as to calm down students' hearts,keep students in a positive and healthy learning mood,and enable students' minds to carry out cognitive activities such as imagination,recall,reflection and so on.This study assumes that the addition of silent thinking before,during and after the teaching of Chinese reading in the fourth grade of primary school can significantly improve students' reading ability and cultivate students' good reading habits and interest.The study found that after 48 silent thinking exercises in two months,the significant probability between the students in the experimental class and the students in the comparative class was 0.011,less than the significant level of 0.05,indicating that there was a significant difference in reading test scores between the students in the experimental class and the students in the comparative class.At the same time,the reading habits,reading interests and reading emotions of the students in the experimental class are gradually improving.