A Study On The Guidance Strategies For Reading The Whole Book In "Happy Reading Bar" Of Official Chinese Textbooks In Primary School

The Chinese textbooks compiled by the Department are dedicated to cultivating students' "reading consciousness".A new column "Happy Reading" is set up in each volume.While linking reading inside and outside the class and solving the problem of marginalization of reading outside the class,"calling reading,guiding reading,creating reading environment"once again set off a wave of parent-child reading,teacher-student reading,and reading for all.Combining the teaching of "Happy Reading Bar" with the guidance of reading the entire book in elementary school is a requirement for the continuous deepening of the reform of the Chinese curriculum and the practical need of the Chinese textbooks.The reading of the whole book is also a supplement and improvement to the teaching of traditional chapter reading.This paper mainly discusses the teaching status of the "Happy Reading Bar" column of primary school Chinese language from the perspective of teacher teaching,and provides a certain theoretical basis and whole-process guidance strategy for the first-line Chinese teachers to guide the entire book in "Happy Reading Bar".The thesis consists of four parts:The introduction part includes six aspects: research origin,research status,research purpose and significance,core concepts and theoretical basis,research content,research ideas and methods,which lays a theoretical foundation and clarifies the research ideas.The first chapter is an analysis of the reading connotation and value of the book "Happy Reading Bar" in the primary school Chinese language section.It mainly introduces the layout system and characteristics,setting significance and value characteristics of the column.The second chapter investigates the teaching status of the "Happy Reading Bar" column in the Chinese language of the primary school by designing questionnaire surveys and teacher interviews in the form of questionnaires and interviews for teachers.The main problemsfound include:(1)Primary school language teachers Their reading levels are uneven,and their reading literacy needs to be improved;(2)Teachers choose books,pre-reading,and make reading plans.It is easy for teachers to make decisions for students,without mobilizing the enthusiasm and initiative of students;(3)During the course of reading guidance,students' reading interest is unstable;(4)The teaching time in the class is limited,the energy of primary school Chinese teachers is limited,and the reading effect of the entire book is not guaranteed.The third chapter follows the natural course of reading,and discusses the guiding strategies from three major stages: before reading,when reading,and after reading.While conforming to the laws of children's mental development,the whole course of reading is clearly guided.Before reading: teachers must first strive to become "mature readers";preparations before guidance should be done carefully;seek the cooperation of teachers and parents in various subjects to help students get guidance in different reading spaces;provide students of suitable alternative reading lists;guide students to pre-read to confirm whether the students are willing and able to read this book,so as to make rational and responsible reading decisions;guide students to formulate the whole book plan form according to their reading speed,give timely feedback,and actively promote the implementation of the plan.When reading: Teachers should pay attention to "curriculum" and avoid "classification";design reading tasks to promote independent reading;give play to the leading and supporting role of through reading activities;design reading activities to promote the depth of reading.After reading,build a reading communication platform for students: carry out the results display class to deepen personalized perceptions;organize reading clubs to interact and enhance reading experience;carry out reading workshops to help collaborative exploration.