A Study On The Status Quo And Strategies Of Reading Aloud Guidance In Lower Grades Of Elementary School Chinese

The Chinese curriculum standards for compulsory education(2011 edition)(hereinafter referred to as the "standards")has clear provisions on reading instructions,requiring teachers to instruct junior students to "learn to read articles in putonghua correctly,fluently and with emotion".The new edition of Chinese teaching materials compiled by the ministry has added two major reading sections,"I read with adults" and "happy reading bar",in the "Chinese garden".The reading teaching in the lower grades is mainly based on reading instruction,which has significantly increased the importance of reading instruction in the Chinese discipline.In the standard,teachers are required to pay attention to the cultivation of students' reading ability,have a relatively rich literature accumulation and good language organization ability,pay attention to students' emotional experience and cultivate students' good cognitive ability.With the requirement of reading aloud in the standard,many front-line teachers and scholars are concerned about reading aloud in the lower grades,but the research is still in the exploratory stage,which needs the joint efforts of educators.The first chapter mainly includes the research background,the significance of the topic,the definition of the core concepts,the research status and the research methods.The second chapter mainly USES the interview method,classroom observation,case analysis,to interview S primary school lower grade nine Chinese teacher communication,and the 20 knots of teachers to teach different types of reading guidance curriculum classroom observation and the analysis of the activity,a comprehensive understanding of reading instruction goals and reading instruction,reading instruction process reflecting on status quo of the guidance of three dimensions.The third chapter,through the investigation of the current situation,finds the problems in the guidance of reading aloud in the lower grades,including the lack of clear design of the guidance goal,the lack of systematic planning of the guidance process and the lack of comprehensive thinking on the guidance of reading aloud,and analyzes the reasons for the above problems.The fourth chapter is to find out the problem,carry on the countermeasure summary.In terms of reading aloud guidance objectives,teachers should be specific in reading aloud,students' reading ability should be trained systematically,and emotional guidance should be close to life.In the process of reading aloud instruction,we should reasonably allocate the time for reading aloud instruction,improve the forms of reading aloud instruction in different genres,and enrich the language of reading aloud instruction and evaluation.In terms of the guidance andreflection of reading aloud,the process of reading aloud should be reflected deeply,the teaching material should be read aloud and the task should be clarified,and the teaching resources should be used comprehensively.