Strategy Research On Text Retelling In Chinese Reading Teaching In Primary School

Reading teaching is a crucial part of primary school Chinese teaching,and also a key link to improve students' cultural literacy.In recent years,the deepening of the Chinese curriculum reform and compile for universal use edition teaching material makes the implementation of the new changes have taken place in the content of the primary school Chinese reading teaching,especially in the elementary school low section of the reading after class to retell the text related questions of high frequency,highlights the retell the text in the elementary school low section of the status of Chinese reading teaching,highlights the retell the text in culture to lower the importance of the core section of the students' Chinese accomplishment,asked the teacher attention and implement the educational value of contained retell the text.The teacher guides the students to carry out the text retelling in the teaching of Chinese reading in the elementary school,which plays a positive role in cultivating the students' thinking ability,language expression ability,writing ability and so on,and is of great benefit to improving the teaching efficiency and teaching quality of Chinese reading.The retelling of the text refers to the training process in which the teacher instructs the students to give a complete and coherent description of the content of the text,and helps the students to express the content of the text again in the form of "oral" or "written" with new language materials in a certain order on the basis of understanding the text.Education hermeneutics theory related categories and retell the text strategy has inner link,the theory of the four major categories including subjects,situation and language and action,is echoed in the teachers guide students to retell the text in the process of giving full play to the students' subjectivity,combining retell the text situation,actively carry out interaction between teachers and students,innovative teaching form of retell the text.In order to understand the current situation of the implementation of the text retelling strategy in primary school reading teaching,this paper took 285 primary schoolChinese teachers in beibei district and kaizhou district of chongqing as the research objects,mainly conducted questionnaire survey,supplemented by teacher interviews,and collected data from the front line of primary school Chinese teaching.The results show that most teachers clearly understand the importance of text retelling in the unified edition of Chinese textbooks,and have accumulated rich experience in the types of text retelling,the gradient objectives of text retelling and the teaching requirements of text retelling.However,there are still some problems that need to be improved.For example,the text topic analysis of the retelling of the text is not clear,the situation of the retelling of the text constructed by the teacher is not interesting enough,and the form of the retelling of the text adopted by the teacher is not diversified.The production of these problems,from the aspect of teaching strategy mainly attributed to the ability of teachers' lack of in-depth study of text and experience,teachers create retell the text situation when easy to ignore the difference between the teachers and students,the teacher did not pay attention to the students to retell the text expression point of view,and teachers to retell the text auxiliary low resource utilization degree of reason.Followed "compulsory education Chinese course standard" in 2011 to retell the text,based on low period of students' cognitive development characteristics,combined with related education hermeneutics theory category,to further excavate retelling the texts in the elementary school low section of the Chinese reading teaching strategy of optimal path,the teacher in the lower section of the reading teaching to guide students to retell the text,should cultivate reading ability to retell the text itself,integrating various resources rich retell the text teaching form,and link for students to retell the text the real life situation,positive interaction with students.At the same time,in the process of guiding students to retell the text,teachers should also spread their thinking,deeply develop the innovative way of retelling the text,break the abstract boundary of retelling the text,effectively enhance students' ability of retelling the text,and improve the effectiveness of reading teaching in primary school.