Research On The Application Strategy Of Unit Lead In Reading Teaching In Primary School

As a part of the Reading Aid System,unit lead is the basic element of Chinese teaching materials.With the publication of the Chinese textbooks complied by the Ministry,the arrangement of unit lead has changed,which requires teachers to give full play to their guidance in reading teaching so as to avoid the waste of resources or rigid teaching process.The use of unit lead in Chinese reading teaching in Primary School not only shows the educational value and leading function of unit lead,but also helps to cultivate the students’ ability to grasp the reading text as a whole.This paper researches on the application strategies of using unit lead in Chinese reading teaching in primary school from the perspective of teachers,which is conducive to leading students to use unit lead to establish a connection between old and new knowledge and to improve the efficiency of unit lead as reading teaching resources,thus improving the teaching effect of Chinese reading teaching in Primary School on the basis of cultivating the students’ humanistic background and language elements.According to the meaningful learning theory,unit lead,as a highly generalized leading material,serves as a bridge for students to establish a stable link between new and old knowledge,which is not only in line with the demand of unit lead in students’ reading and the condition of unit lead in reading teaching,but also can provide theoretical support for the use of unit lead in reading teaching.In order to master the current situation of using unit lead in Chinese reading teaching in Primary School,265 Primary School Chinese teachers in Chongqing and Chengdu were surveyed by questionnaires and 20 Primary School Chinese teachers have been interviewed,it is found that most teachers have accumulated some experience in the use of unit lead,for example,teachers use unit lead to set reading teaching objectives when preparing a lesson,use unit lead to enhance students reading objectives,use unit lead to grasp the humanistic theme of a single text and give full play to the value of unit lead in different reading links.However,there are still many problems in how to use unit lead in reading teaching,such as teachers’ use of unit lead emphasis on the results over the process,teachers’ lack of integration of unit lead in each textbook,teachers’ lack of close integration between unit lead and the Practice System,and the teachers’ low utilization rate of illustration resource for unit lead,which lead to the failure of the teaching function of the unit lead.As a guide and promoter of students’ learning,teachers’ attitudes and ways of using unit lead can influence students to a great extent.Therefore,this paper mainly analyzes the related problems from the perspective of teachers.Through the in-depth analysis of the collected data,the main problems are attributed to teachers’ limited use of unit lead at the level of explanation,teachers’ weak ability to integrate the unit lead in various textbooks,teachers’ neglect of the linking development of unit lead,and teachers’ lack of rational planning of unit lead illustrations.In view of the above problems,this paper combines the meaningful learning theory with the relevant information collected,and targeted optimization path is put forward.Firstly,teachers deeply explore the teaching function of unit lead.Secondly,teachers use the illustrations to deepen the student to understand the humanities theme.Thirdly,teachers clarify the relationship between the unit lead and the Practice System.Fourthly,teachers build a bridge between old and new knowledge based on unit lead.Finally,teachers strengthen the structured design of reading instruction.By putting the optimized path into practice and changing the way of using unit lead,teachers can improve the efficiency of reading teaching in Primary School while improving the utilization rate of unit lead.