Research On The Teaching Cohesion Of Narrative Reading In Primary And Secondary Schools

Chinese course standard of compulsory(2011 Edition)refers to the fifth and sixth semester of elementary school as the third semester,and the junior high school as the fourth semester.The Standard also proposes 'the course design has nine years of consistent overall design '.The idea is that the two sections are consistent in the design of teaching concepts,teaching methods,and teaching objectives.Since many cities have not set up a nine-year-old school,there is often a lack of communication and understanding among primary and secondary school teachers,resulting in the primary and secondary schools each battalizing themselves and forming two independent educational systems.This phenomenon makes it difficult for many students to adapt to the progress of Chinese language teaching in junior high school,and then to the teaching of seventh grade language teachers caused great resistance.Whether the 'train of thought' between the senior grade of primary school and the first grade of junior middle school can be smoothly connected or not will not only affect the overall development of students' Chinese literacy,but also affect the teaching quality of junior middle school Chinese teachers.Reading teaching is an indispensable part of the Chinese language classroom.The middle school Chinese reading teaching has the highest proportion of narrative texts.It is also a difficult point in Chinese teaching and assessment in junior high school.Therefore,it is of great significance to do a good job in the teaching of narrative reading in primary and middle schools.This thesis combines the actual situation of narrative teaching in primary and secondary schools,through the literature research,questionnaire survey,rooted theory and other methods to investigate and analyze the topic,and finds the problems and causes of the connection between narrative reading teaching in primary and secondary schools.Based on the discovery,analysis and interpretation of the above problems,the author attempts to conceive an effective strategy for the connection between primary and secondary school narrative reading teaching based on systematic theory,pedagogy theory and educational psychology.Based on this research,this paper can put forward some feasible suggestions on the current convergence of narrative reading teaching practice in primary and secondary schools,so that the teaching of narrative reading teaching in primary and middle schools can smoothly transition.