Primary School Chinese Predictive Reading Strategy Application Status And Countermeasures

Reading teaching has always been an important part of Chinese teaching,and it has always been the top priority in Chinese teaching in primary schools.All along,education circles are committed to improving the quality of reading teaching.However,our country’s primary school Chinese reading teaching has always been in a "time-consuming,more effective,less effective" situation.At present,the transition from "church knowledge" to "church learning" is an important subject of curriculum reform.To enable students to learn,we must learn reading strategies.For the first time in the third grade of the unified textbook,a reading strategy unit—predictive reading strategy—is designed,which reflects the importance the Chinese world attaches to predictive reading strategies.The development of elementary school students’ predictive reading ability can not only improve their thinking ability,but also enable them to master a good method of autonomous learning and form the consciousness and habits of lifelong learning.In this study,the teaching of predictive reading strategies in elementary school Chinese is set as the research object.The current situation of the teaching of predictive reading strategies is analyzed by literature research method,classroom observation method,questionnaire survey method and interview method in order to find the predictive reading strategy of primary school Chinese language Problems in teaching and analysis of their causes.Finally,it discusses the teaching strategies of predictive reading strategies for primary school Chinese,with a view to improving the current status of predictive reading strategies for frontline Chinese teachers.Through investigation and research,the following results are obtained: first,the teaching process of predictive reading strategies is vague;second,there are problems such as unclear design goals and improper choice of teaching methods;and third,the effectiveness of predictive reading strategies Fourth,the teachers have a single evaluation method for predictive reading strategies.Fifth,students’ prediction consciousness is suppressed.Sixth,students lack the consciousness of using predictive reading strategies.Analysing the reasons for this situation,this study believes that there are the following points: First,teachers have a biased understanding of the teaching of predictive reading strategies;second,teachers lack the ability to design teaching activities for predictive reading strategies;third,primary school Chinese teachers themselves The predictive ability is not high;fourth,the impact of traditional reading teaching;fifth,students’ interest in predicting reading strategies has not been stimulated;sixth,students lack metacognitive monitoring ability.Based on the survey and analysis results of this study,this study proposes the following countermeasures for the teaching of predictive reading strategies in primary school Chinese: first,to enhance teachers ’ability to cultivate teachers’ awareness of predictive reading strategies in teaching;Teaching objectives;third,using multiple teaching methods to improve the teaching activities of predictive reading strategies;fourth,flexible choice of teaching methods to improve the teaching effect of predictive reading strategies;fifth,using multiple predictive evaluation basis to motivate students to predict;Sixth,activate students ’predictive thinking and cultivate students’ forecasting habits.Seventh,create a democratic forecasting teaching environment so that students dare to predict.