Teaching Design Of Chinese Reading In Primary School From The Perspective Of Deep Learning ——Take Soap Bubble,the Second Volume Of Grade Three Edited By The Ministry As An Example

As the core of the Chinese curriculum,reading teaching is an important tool to promote students’ reading interest,train their reading ability,increase their reading wisdom and enhance their emotions.However,in the current reading teaching,the current situation of only paying attention to knowledge transmission,ignoring the development of wisdom and thinking,and even mechanical infusion still exists,which is in contradiction with today’s rapid development era,and may even hinder the progress of students themselves and society.Deep learning focuses on guiding students to actively construct knowledge on the basis of understanding.It not only requires teachers to teach basic symbolic culture,but also pays more attention to the improvement of students’ thinking quality and the cultivation of correct emotions,attitudes and values.It has positive significance and important enlightenment for solving the current negative situation of reading teaching boards that are not in-depth and ignore the development and progress of students’ thinking levels.In order to give full play to the role of in-depth learning,this study attempts to design the teaching of Chinese reading in primary schools from the perspective of in-depth learning by taking the article soap bubble in the second volume of the third grade of the Ministry edition as an example,in order to improve the current situation of reading teaching.This paper mainly uses questionnaire,observation and measurement methods to study.Through consulting and combing a large number of relevant literature,on the basis of grasping the basic content of deep learning theory,this paper analyzes the appropriateness of reading teaching design based on deep learning theory and the principles and paths of reading teaching design.Taking the "fat soap bubble" in the second volume of the third grade primary school edited by the Ministry as an example,according to the design standards and courses,pre assessment,creating a positive learning culture,preparing and activating early knowledge,acquiring new knowledge The seven steps of deep processing knowledge and evaluating students’ learning are used to design reading teaching.First,the questionnaire method is used to understand the students’ learning preferences.Then,the completed teaching design is implemented.During this period,the observation method is mainly used to understand the students’ specific teaching situation.Then,the measurement method is used to test the students’ test papers,so as to test the implementation effect of the teaching design.Finally,the teaching design is deeply reflected,the problems existing in the teaching design are sought,and the optimization strategies are put forward.Through the implementation and analysis of instructional design,it is found that the pre evaluation of teaching is not accurate enough;The design of teaching problems is lack of hierarchy and expansibility;The design method of teaching evaluation is not rich enough.Based on the in-depth analysis of the problems,it is proposed to improve the pre assessment of students and strengthen the learning of basic knowledge;Step by step,add speculative questions;Increase the optimization strategy of students’ evaluation methods.