A Study On The Problems And Countermeasures Of Chinese Reading Teaching Process In Higher Grades Elementary School Based On The Experience Accumulation

Reading plays an important role in primary school students' Chinese learning,and reading teaching is an important part of primary school Chinese classroom teaching.The new curriculum reform emphasizes the main role of students,teachers should pay attention to students' unique feelings and experience.However,through classroom observation,it is found that most of the senior Chinese reading classes in primary schools are mainly explained by teachers,the time for students' own experience and perception is relatively less,the situation of active participation is even less,and students' experience is replaced by teachers' experience.All kinds of problems in the process of Chinese reading teaching directly affect students' emotional experience,and can not make students feel the interest of reading learning.Therefore,taking the teaching process of senior primary school Chinese reading as the core,starting from the experience perspective,this paper investigates the current situation of the teaching process of senior primary school Chinese reading under the experience perspective and the influencing factors of the teaching process of senior primary school Chinese reading under the experience perspective,analyzes the existing problems and causes of the teaching process of senior primary school Chinese reading under the experience perspective,and then puts forward some suggestions Finally,the corresponding countermeasures are put forward.This research takes the fifth and sixth grade students and all Chinese teachers of Zhengzhou t primary school as the research object,and uses the methods of literature,questionnaire,interview and observation to carry out a more systematic investigation.A total of 440 students in 8classes were investigated by questionnaire survey.8 Chinese teachers and24 students were interviewed.During this period,28 classes in Grade 5and 23 classes in Grade 6 were observed and recorded.According to the results of the questionnaire survey,combined with the interview survey and observation analysis,this paper describes the current situation of the teaching process of Chinese reading for senior primary school students from the perspective of experience,describes the current situation of the influencing factors of the teaching process of Chinese reading for senior primary school students from the perspective of experience,and summarizes the existing problems and causes of the teaching process of Chinese reading for senior primary school students from the perspective of experience.The survey found that: under the perspective of experience,the overall level of the teaching process of Chinese reading for senior primary school students is at an average level;under the perspective of experience,the teaching introduction link in the teaching process of Chinese reading for senior primary school students pays more attention to the introduction goal than the introduction method;the teachers in the overall perception link are less,and the form of the text reading is single;the students in the intensive reading perception link have weak participation consciousness,and the experience side is weak Teachers tend to use it in class and lack of guidance for extracurricular reading.Through the analysis of the research results,the following conclusions are finally formed: in the process of Chinese reading teaching,there are four characteristics: attaching importance to the introduction goal,mainly reading the text,focusing on the analysis of the text and the tendency to use in class;the overall level of Chinese reading teaching is general,reading teaching ignores the introduction method,reading the text in a single form,lack of experience,and lack of guidance for extracurricular reading The main factors that restrict the process of Chinese reading teaching are the lag of teachers' experiential learning concept,the lack of reading theoretical literacy and the lack of reading teaching implementation ability,and the lack of attention to students' reading experience,which further affects the effect of Chinese reading teaching;teachers' reading teaching implementation ability and experiential learning concept are the main factors that restrict the process of Chinese reading teaching.Based on the above research,this paper puts forward the following countermeasures: strengthen teachers' understanding of reading teaching from the perspective of experience,arouse teachers' high attention to students' experience in reading teaching,constantly update teachers' teaching ideas;strengthen teachers' learning of Chinese professional knowledge,regularly carry out training in reading teaching and experience,so as to enrich teachers' subject quality;cultivate teachers' reading teaching design In order to improve teachers' teaching ability,we should pay attention to the process evaluation of reading teaching.