Research On The Problems And Countermeasures Of Chinese Reading Teaching In Senior Primary Schools Under The Guidance Of Deep Teaching ——Taking X And Y Primary School As An Example

Teaching reading is a major part of the Primary School Language Curriculum.At present,there are many problems in the teaching of Chinese reading in primary schools,and teachers pay attention to shallow knowledge teaching and ignore the deep meaning behind knowledge.Therefore,with the advocacy and practice of the concept of in-depth teaching,this study conducts an in-depth study on the teaching of high-end Chinese reading in primary schools under the guidance of in-depth teaching concepts,and explores the specific implementation strategies of high-grade Chinese reading teaching in primary schools under the guidance of deep teaching.This study consists mainly of six parts.The first part is an introduction,which includes the reason for the topic selection,the purpose and significance of the research,the literature review,and the research ideas and research methods.The second part is a systematic overview of the teaching of chinese reading in primary schools under the guidance of in-depth teaching,mainly including four aspects: the first aspect is the conceptual definition of primary school language reading teaching and primary school students in the upper stages;The second aspect analyzes the connotation,characteristics and related theories of in-depth teaching;The third aspect expounds the relevance of in-depth teaching and primary school language reading teaching: the connotation of deep teaching is consistent with the goal of primary school language reading curriculum and the two promote each other' development;The fourth aspect demonstrates the necessity of in-depth teaching of chinese reading in primary schools,including deep knowledge understanding,deep teaching dialogue,advanced thinking development,good and harmonious teacher-student relationship,continuous construction of learning meaning,and positive cultural experience.The third part is guided by the concept of in-depth teaching,and the current situation of Chinese reading teaching in the upper stages of primary schools is investigated and analyzed through student questionnaires,teacher interviews and classroom teaching observations.The content mainly includes the respondents,survey tools,survey implementation,questionnaire quality analysis and survey results analysis.The fourth part is the analysis of the problems and causes of the teaching of chinese reading in the upper grades of primary schools under the guidance of in-depth teaching.It is found that there are mainly problems such as teaching objectives ignoring emotional experience,teaching content tending to be shallow,teaching methods and methods are relatively single,evaluation subjects and methods are not diverse enough,and students' reading learning literacy is not high.Moreover,according to the problem,the deep-seated reasons are further analyzed,teachers lack of in-depth teaching awareness,teachers' reading teaching ability is relatively insufficient,students' interest in reading is not high,and lack of reading teaching thinking training.The content of the fifth part is based on the problems and reasons in the teaching of high-end Chinese reading in primary schools under the guidance of in-depth teaching,and puts forward the optimization strategy of teaching high-end chinese reading in primary schools under the guidance of in-depth teaching: reasonably determine the goals and promote all-round development;Deep integration of teaching content to promote ability improvement;Use a variety of teaching methods to stimulate interest in learning;Improve teaching evaluation and improve reading effect;Strengthen thinking training and improve reading learning literacy;Grasp the essence of the discipline and promote in-depth teaching.The sixth part is the conclusion.