Research On The Current Situation And Countermeasures Of Chinese Predictive Strategy Reading Teaching In Primary Schools

Since the release of the new textbooks compiled by the Ministry,the newly added forecasting strategy unit has officially entered people's field of vision.This also marks that Chinese reading teaching is changing from "teaching knowledge" to "teaching strategy".Predictive strategies can not only help students understand the text more deeply,but also help the development of reading thinking.However,in the face of this new teaching content,because teachers have little knowledge of it before,the effect of predicting teaching is not ideal.At the same time,prediction strategy is a kind of reading strategy,and its teaching or acquisition depends on students' reading activities.Therefore,the author will conduct research on the teaching status of the reading teaching part of the forecasting unit,that is,the three texts.This article mainly includes the following parts:The introduction first introduces the background of the research question,and then sorts out the existing literature related to forecasting to form a literature review,which lays a theoretical foundation for the follow-up research.Finally,the guiding significance of this research for theory and practice,the main content and methods of the research are expounded.The first part analyzes the textbook compilation of the forecasting strategy unit,and clarifies the integrity and relevance within the unit.First,interpret the textbook,sort out the contents of each part of this unit and the teaching tasks they undertake respectively.Secondly,through the analysis of the contents of the three texts in this unit and the exercises after class to find the inner connection.On this basis,the characteristics of this unit are summarized.The second part uses questionnaire method and interview method to investigate the current situation of Chinese predictive reading in primary schools with 45 teachers with predictive teaching experience in three primary schools in Shenyang as the survey objects.At the same time,the collected data will be summarized and sorted out.The third part summarizes various problems existing in forecasting teaching according to the survey results,and summarizes the reasons.From the dimensions of awareness,textbook analysis,practical ability,and training guidance,it is found that teachers' cognition of forecasting strategies,research on teaching content,teaching practice ability,and teachers' training guidance are insufficient.In the fourth part,based on the research on the current situation,put forward feasible improvement measures: enhance teachers' awareness of forecasting teaching,pay attention to the core value of forecasting teaching;scientifically formulate teaching goals and guide the effective development of forecasting;reasonably select teaching content and implement complete Teaching process;build thinking scaffolding,clarify forecasting ideas;implement comprehensive evaluation to promote ability...