The Practice And Research Of Primary School Chinese Reading Teaching Based On The Concept Of "learning Before Teaching"

Reading teaching is an important part of Chinese teaching.The main task of the reading teaching is to impart Chinese basic knowledge and to improve students' reading ability.With the development of the curriculum reform,the concepts and methods of reading teaching in primary schools are developing too.In the course,reading teaching should focus on improving students' language core quality to meet the demands and challenges of the society;however,there are still many problems and shortcomings in the teaching of Chinese reading in primary schools.The teachers easily ignore the analysis of students' learning situation,and the phenomenon of "full irrigation" is still serious.Students' reading ability and reading thinking can not be effectively developed,and their language quality and discipline quality are not improved effectively.Therefore,it is so significant to find ways to improve the teaching of Chinese reading in primary school through research and analysis."First learn,then be taught," advocates the students to learn by themselves in advance and then to be taught by the teacher in the course.As an innovation of teaching,it has overturned the relationship between traditional teaching and learning.It attracted wide concern in primary educational circles.Nowadays,only few researches about the Chinese reading teaching in the primary school have been studied,lacking of systemic argumentation.Hence,there is still a wide space to research.In this paper,the author summarized an effective method of primary school Chinese reading teaching with the concept of ""First learn,then be taught".This method is concluded by reviewing numbers of relative literatures and also based on the university teaching reform of actual investigation and study.Further,it could supply an important reference value for the Chinese teachers in the reading teaching in primary school.This paper included five parts,which are summarized as follows:The introduction part firstly clarifies the reasons of the research,focuses on the research background and the significance of the research,and demonstrates the feasibility of this study.This paper expounds the research methods used in this study,and gives a general review on the relevant literature of "post-learning education".The chapter 1 is about a basic overview of "post-learning education".Firstly,the concept of "First learn,then be taught" is defined.Then the relevant theoretical basis of reading teaching is guided by this concept and the characteristics of "First learn,then be taught" are summarized.The chapter 2 is a discussion on the application of Chinese reading teaching in primary schools based on the concept of "First learn,then be taught".This part mainly gives the details study from these three aspects,"classroom demonstration research","case analysis" and "questionnaire investigation".The analysis of the practical problems in the primary school Chinese reading teaching are also discussed and summarized in this chapter.The chapter 3 is the core part of this research,which focuses on the teaching strategies of primary school Chinese reading teaching based on the concept of "First learn,then be taught.In this chapter,the specific teaching implementation strategies are applied in the two types of articles,"intensive reading" and "overview reading" respectively.Teachers need to choose appropriate teaching strategies according to the learning situation in order to maximize the teaching effectiveness.The chapter 4 is about the problem and prospect.This paper focuses on the results of relevant conclusions of this study,summarizes the deficiencies in the research,and puts forward the prospect of the follow-up research.