A Study Of The Introduction Of Chinese Reading Teaching In Middle-aged Primary School

As the primary link of classroom teaching,classroom input is an important part of classroom teaching.When we teach Chinese reading in primary schools,the setting of this link can arouse students' interest in learning to a certain extent,let students focus on thinking and devote themselves to the study of reading texts.However,due to the fact that some teachers' teaching experience is not rich enough to adapt to the changes in reading texts,there are always problems such as poor grasp of the length of time or inappropriate input methods in the classroom input,especially in the middle-aged reading teaching classroom input.So,how to grasp the middle-aged primary school reading teaching classroom input,optimize classroom input,is the main problem to be solved in this study.In this study,constructivist learning theory,situational-cognitive learning theory as the theoretical basis,using literature research,classroom observation,questionnaire survey and other research methods,the middle-aged primary school Chinese reading teaching classroom lead-in were analyzed,and Nanning M primary school as an example,through classroom observation,questionnaire survey,the middle-aged primary school Chinese reading teaching classroom lead-in teaching situation investigation and analysis,on this basis,the optimization of clas sroom lead-in recommendations.The main conclusions of the study are as follows:First of all,the types and functions of classroom input in primary school Chinese reading teaching are expounded,and the types and functions of input are expounded.Second,the current primary school middle-aged Chinese reading teaching classroom import problems: input and teachi ng content correlation is low.Input pertinence is not strong.Classroom i nput methods are not diverse enough and improper control of classroom lead-in time.At the same time,to explore the reasons for the problems: teachers lack of classroom teaching control ability.Teachers ignore the dominant position of students.Teachers lack the corresponding theoretical knowledge.Third,the primary school middle-aged Chinese reading teaching classroom import optimization suggestions: focus on middle-aged learning,clear input ideas.Close to the teaching objectives,accurate input,a variety of input methods and active classroom atmosphere.Control import time,improve classroom teaching effect.Through these suggestions,the classroom introduction is optimized to improve the effect of Chinese reading teaching in middle-aged primary schools.