A Study On The Teaching Of Experiential Reading For The Lower Grades Of Primary Chinese

Reading plays an important role in primary school Chinese teaching,and it is the core part of Chinese teaching.Paying attention to reading teaching and cultivating students' reading ability is an important mission of every Chinese educator in advancing the development of Chinese courses.Throughout the curriculum development of Chinese,reading teaching in the lower grades of elementary school is the initial stage.It is especially important to lay a good reading foundation,develop good reading habits,and improve reading literacy.The students' reading ability is cultivated,and the students' subjectivity and initiative must be brought into play in the classroom.The spiritual connotation of experiential learning meets the requirements of current reading training.With the advancement of the new curriculum reform,experiential teaching is favored by more and more frontline teachers.More and more research scholars are exploring theories,methods,and meanings of experiential reading to guide practical teaching.On the basis of absorbing the research results of academic predecessors,starting from the current research situation,this article takes the current reading situation of the lower grades of Y primary school as a realistic point,layer by layer,from point to surface.This article attaches importance to the theoretical value of experiential reading teaching,and conducts a deep analysis in combination with specific stages.Then combine the research status,analyze the causes of the problems,and combine specific lesson examples to find the corresponding countermeasures to study the research strategies of the experience-based reading in the lower grades.Practicability and systematicness are the characteristics of this paper.This thesis mainly uses literature method,observation method,case method,interview method,and case method to carry out research on the experience-based reading teaching in lower grades.Excluding the introduction and summary,it is divided into four parts.The first part is to study the theory of experiential reading teaching in elementary school Chinese,aiming to sort out and clarify the value of theoretical research.The second part is to study the characteristics of experiential reading teaching in elementary school Chinese.From the perspectives of subjects and stages,carry out value research and explore the value of experiential reading teaching in elementary school Chinese.In the third part,the research on the status quo of the experience-based reading teaching in the lower grades of Y primary school is carried out.According to the idea of analyzing and solving problems,try to combine the author's lesson teaching experience and reflection to try to find effective reading strategies.The fourth part is a research on the strategies of experiential reading teaching in the lower grades of elementary school Chinese.From the two levels of ability and evaluation,the corresponding strategies are found to promote the effective development of teaching practice.