The Application Research Of Learning Task List In Primary Chinese Reading Teaching

With the continuous deepening of curriculum reform,cultivating talents with problem awareness,innovative ability,and advanced thinking has become the direction and trend of education reform.As a new teaching method,deep reading teaching emphasizes the educational value of reading teaching.Pay attention to the meaning construction of students' knowledge,the promotion of higher-order thinking,the deep integration of emotions,and aesthetic appreciation.It has changed the problems of knowledge fragmentation,thinking hardening and superficial emotion in the traditional reading teaching,and provided a new path support for the development of primary school Chinese reading teaching.This research mainly analyzes the current situation of in-depth reading teaching of higher-level Chinese in primary schools,and it is divided into five parts:The first part of this article discusses the theoretical basis of the teaching of in-depth reading in higher-level of Chinese in primary school.On the basis of consulting relevant literature,the connotation,origin and development of deep learning theory and constructivist learning theory are clarified.Clarify its impact on the teaching of in-depth reading of Chinese in primary schools,and lay a solid theoretical foundation for the further development of this study.Deep learning theory emphasizes learning on the basis of understanding,focusing on the integration and construction,transfer,and application of knowledge;constructivism emphasizes students' individualized understanding of reading texts,respects students' subjectivity and subjective initiative,and requires teachers to take into account students' recent development Set up a good bracket to promote the development of students' thinking.These series of theories have provided new directions and ideas for the teaching of in-depth reading of advanced Chinese in primary schools.The second part of this paper uses classroom observation and interview research methods to investigate the current situation of classroom teaching of Chinese reading in primary schools.Reveals the status quo and existing problems in the teaching of Chinese reading in higher-level of Chinese in primary school.The investigation results were further analyzed based on the four dimensions of depth of knowledge,depth of thought,depth of emotion and depth of aesthetics in the teaching of deep reading.It points out the problems existing in the current classroom of high-level Chinese reading teaching in elementary school,thatis,knowledge understanding is in symbolic representation,thinking development is in low-level sliding,emotional experience and lack of aesthetic creation.It provides specific practical investigation support for this research.The third part of this article discusses the basic implication of deep reading teaching in higher-level of Chinese in primary school.Starting from the definition of deep reading,it clarifies its connection and development with deep reading teaching,so as to clarify the meaning of in-depth reading teaching.The author believes that in-depth reading teaching is based on deep teaching,with deep reading as the starting point,teachers based on deep understanding of reading text content,and emphasizes the use of higher-order thinking of students,the true emotional experience and aesthetic appreciation and evaluation.Teachers create reading situations in the teaching process,pay attention to the meaning construction of students 'knowledge,emphasize the solution of reading texts in real situations,and realize the sublimation of students' emotions and aesthetics.Promote students' reading literacy from shallow to deep,and realize the education value of reading teaching.At the same time,it points out that deep reading teaching has the characteristics of development,profoundness and richness.Emphasis is placed on the depth of reading and the depth and breadth of reading.It can promote the development of reading appreciation,migration and creativity of students;it can improve the quality of reading teaching and promote the depth and generativity of reading teaching classrooms.The fourth part of this article elaborates the concrete implementation of the in-depth reading teaching of Chinese in primary school.At the theoretical level,the implementation steps of the in-depth reading teaching of high-level Chinese in primary schools are explained.First,set scientific teaching goals.Teachers are required to take the curriculum standards,textbooks,and academic conditions as the basis before the lesson,and take the dimensions of meaning construction of students' knowledge,the use of higher-order thinking,emotion,and aesthetic sublimation as requirements to ensure the scientificity and feasibility of deep reading teaching goals Sex.Secondly,establish appropriate teaching content and interpret reading texts from multiple perspectives.First,multi-dimensional perspective expands knowledge width.Pay attention to the internal meaning of the social,cultural and historical background of reading texts;pay attention to the similar logical themes,genres and the inherent logical connection between writers;pay attention to the educational value of reading texts,that is,the relationship between students and self,others and society and nature.Second,grasp the height of thinking in multiple ways.Focus on reading ideas and writing skills.Third,multidimensional perception enhances emotional depth.Feel the meaning and realm ofreading the text.Fourth,multiple perspectives promote aesthetic thickness.Feel the beauty of the language presented in the reading text and the beauty of truth,goodness and dissemination.Furthermore,organize effective teaching activities to promote students' deep participation.First,pay attention to the breadth of knowledge and formulate the premise of in-depth reading teaching.Teachers expand the depth of the text and establish relevant background knowledge;students collect relevant information and develop reading plans.Second,pay attention to the height of thinking and grasp the important and difficult points of deep reading teaching.Create task situations to cultivate an atmosphere of deep learning;support students' reading discoveries and experience reading space;build problem brackets to develop students' higher-order thinking;analyze and compare readings to trigger students' multiple perceptions;promote reading by writing to deepen reading teaching goals Third,pay attention to emotional temperature and aesthetic depth to achieve the extension of deep reading teaching.Summarize the emotion of sublimation text to realize the education value of reading teaching;expand and transfer through multiple ways to realize the aesthetic creation of reading teaching.Finally,focus on diversified results evaluation and promote the deep integration of reading teaching.From a practical perspective,the first edition of the sixth edition of the sixth edition of the Chinese language of the Ministry of Primary Education,Lesson 1 "Beijing Spring Festival",is used to illustrate the specific implementation process of the in-depth reading teaching classroom.The fifth part of this article analyzes the effect of the use of in-depth reading teaching of higher-level Chinese in primary schools,and makes further reflections.It is pointed out that through deep reading teaching,primary school students' reading interest and reading ability have been greatly improved,and the classroom efficiency of reading teaching has been greatly improved.At the same time,it also explores the problems existing in the in-depth reading teaching of high school Chinese in primary schools,and summarizes the experience and puts forward corresponding suggestions.It is emphasized that teachers should grasp the depth,breadth and validity of deep reading teaching in daily teaching.