A Study Of Reading Teaching In Middle And Upper Grades Of Primary Schools From The Perspective Of Chinese Core Literacy

As an important part of Chinese teaching activities,reading teaching is an important way to improve students' language ability and core literacy.As an important factor in realizing the goal of “Develop morality and cultivate talents”,reading teaching has important practical significance for the cultivation core literacy of Chinese language.At present,in the cultivation of core literacy of Chinese language,especially in primary school,reading teaching has not been fully utilized as an important way.There are various phenomena in reading teaching that are out of touch with students' language literacy requirements.How to explore the teaching of upper and middle grades in elementary school based on the core literacy of Chinese language has become an urgent task.This thesis takes the reading teaching of the middle and upper grades as the research object and aims at cultivating the core literacy of the students.The literature analysis method is used to study and sort out the research results of core literacy,core literacy and primary school Chinese reading teaching at home and abroad,and find theoretical support.Questionnaire survey was conducted to investigate the current situation of reading teaching for primary school students in Grade 3,4 and 5 of Shanghai Baoshan District and Jing'an District.The interview investigation method was used to investigate the core literacy understanding and reading concepts of the four first-line language teachers.The case analysis method was used to analyze and summarize the lectures recorded by the internship primary school and the online lecture videos.The author finds that the problems in the reading teaching of the upper grades in primary school are mainly that the reading teaching does not really play the main role of the students,not paying attention to individual differences,emphasis on language and thinking,light aesthetics and culture,and can't cultivate the core literacy of the language according to the style.The teaching effect is not good,and the students have not met the core literacy requirements.However,the lack of teachers' own quality,the weak sense of teachers' style,the lack of exemplary reference for the cultivation of Chinese core literacy and the lack of language core literacy design are the main reasons for the problems in reading teaching.On this basis,combined with the connotation of the core literacy of the language,the characteristics of the reading teaching in the upper primary school and the psychological characteristics of the primary school students,based on the theory of lifelong education,the core literacy theory of the discipline and the cognitive development theory of Piaget,the emphasis is on teachers.Exploring reading strategies in terms of perspective and classroom teaching.First,it is necessary to improve the understanding of core literacy of primary school Chinese teachers.Second,teachers should strengthen their stylistic awareness and highlight the teaching of core literacy in accordance with their stylistic features.Third,in reading teaching,it is necessary to comprehensively cultivate the core literacy of the language.Fourth,classroom teaching should point to the core literacy of the language.Pre-class preparation should be based on the core literacy of the language.The core literacy of the language should be implemented in the teaching process.Fifth,the evaluation mechanism based on the core literacy of the language should be improved.In order to realize the practical significance of improving the quality of reading teaching,promoting students' all-round development and promoting the professional development of teachers,it is hoped that this practical exploration will help Chinese teachers to re-examine the reading teaching in the middle and upper grades of primary schools,in order to improve students' language ability and cultivate the core of the language.Literacy provides a new perspective.