Study On The Teaching Of Reading Aloud In The Low Age Of Primary School Chinese

At present,Chinese teaching is more and more emphasis on returning to the classroom,so the teaching of reading aloud is increasingly valued.However,at present,many front-line teachers still have some problems in the teaching of reading aloud.This study takes g primary school in Taizhou City,Jiangsu Province as an example,through the way of student questionnaire and teacher interview,in-depth classroom,to analyze the related problems of the teaching of reading aloud in the low age of primary school Chinese.Through the research,the author finds that there are some problems in the teaching of reading aloud in the low age of primary school Chinese:first,the teaching of reading aloud in the low age pays too much attention to literacy and writing,but ignores the training of reading aloud;second,the teaching goal of reading aloud is vague,and there is no clear teaching goal of one lesson and one achievement for the text,and the students' reading aloud is random;third,the teacher's guidance is disorganized,Evaluation has no pertinence,and it is difficult to teach different texts because of "material".After all,the current front-line teachers do not pay enough attention to the teaching of reading aloud in class,the level of teachers' own reading is uneven,and there is a lack of study on different teaching materials.In class,reading training time is not enough,the effect is not good,the students also gradually lost the confidence of bold expression,and the corresponding reading activities are rare after class.In view of the above problems,this paper puts forward the effective strategies of reading teaching from the three processes of teaching design,classroom implementation and teaching evaluation.Specifically:first of all,ensure the reading time in the classroom,students in school every day fixed reading time,improve reading teaching efficiency,strengthen home school cooperation,in class intensive reading extended extracurricular skimming;second,reading teaching design should be combined with specific learning situation,according to the text style,a lesson clear teaching goal.In class,we should strengthen the guidance of model reading,comprehensively consider teachers,multimedia and students' model reading,fully mobilize students' interest in reading,adopt lively reading form,carry out various reading activities,which is in line with the psychological characteristics of low-age students' love of game music performance;finally,we should make effective evaluation in class,adhere to the principle of encouragement and affirmation,respect individual expression,focus on suggestions and guidance,and be skillful It can not only arouse students' reading enthusiasm,but also improve students' reading level by using humorous children's interest,teachers' evaluation and mutual evaluation,enriching the principles of evaluation forms and ingenious personalized evaluation language.