A Study On The Textual Close Reading Of Chinese Texts In Primary Schools From The Perspective Of Subject Literacy

Reading teaching is one of the important links in Chinese teaching,and it is an important link that runs through primary school,junior high school,high school,and even university education.In order to more effectively implement the goals of primary school Chinese reading teaching and realize the role of primary language Chinese reading teaching in the formation of core literacy for students' Chinese language disciplines,it is necessary to conduct in-depth research on primary language Chinese reading teaching.Leading students to get close to the text is an important issue in the study of Chinese reading teaching in primary schools.To this end,in recent years,some Chinese language educators have attempted to carry out relevant research with the help of textual reading theory in the field of literary theory,which has laid a solid theoretical foundation for Chinese reading teaching in primary schools.However,at present,the research results on the intensive reading of primary language texts in primary schools are still scarce,and scattered experience is often the main reason.There is a lack of systematic research and summary of theoretical methods.Therefore,based on the theory of text-reading,combining the characteristics of primary school Chinese reading teaching,this article explores the connotation of the new connotation of the text-based close-reading teaching in primary schools,and sums up and summarizes the teaching strategies of Chinese texts that are in line with the nucleus qualities of Chinese subjects.As a result,teachers are better able to carry out close-reading Chinese texts in primary schools and give students more scientific and effective textual reading guidance.This dissertation studies the intensive reading of primary school Chinese texts from the perspective of disciplinary core literacy.Through the analysis of the reading texts and the teaching methods of Chinese readings in elementary schools,I look forward to the current Chinese language education teachers' careful reading.A useful attempt was made to summarize and summarize the textual close reading teachingstrategies that are in line with the core qualities of the Chinese language disciplines,hoping to provide references and lessons for the improvement of primary school Chinese reading teaching.This article mainly uses the literature method,the case analysis method,the comparative study method to carry on the analysis to the text reading in primary school Chinese reading teaching.This article consists of four chapters.Briefly stated as follows:The first chapter is the introduction,which mainly includes the reason of choosing the topic,research significance,research status and innovation.This chapter summarizes the relevant studies on the theory of close reading at home and abroad,and elaborates the relevance of textual reading theory for reading teaching in primary schools.The second chapter is mainly to explain the connotation of the reading of primary school Chinese texts under the visual threshold of disciplinary core literacy.The concept of textual scrutiny in the context of the core literacy of the Chinese language discipline is defined,and on this basis,the value of the literary reading in primary school Chinese reading teaching is analyzed.The third chapter is mainly on the basis of analyzing the concrete texts and using cases,and combining the basic rules of the current primary school Chinese reading teaching,to test the meaning and value of the reading of primary Chinese texts.The fourth chapter is the theoretical analysis of the reading of primary school Chinese texts from the perspective of the core literacy of Chinese language disciplines.By exploring the relationship between the core qualities of Chinese subjects and the intensive reading of Chinese texts in primary schools,a practical teaching strategy for reading Chinese texts in primary schools is proposed.