| As a fundamental subject,the Chinese courses not only can improve students’ ideological and moral cultivation and aesthetic interests,but also can promote their all-round development,while reading plays a crucial role in this process.Therefore,under the wave of the new curriculum reform,the teaching and learning tasks of reading has once again become a hot topic.In this context,Ms.Dou Guimei,as a practitioner and explorer of the new curriculum reform,was the first to propose the concept of "theme",emphasizing the exploration of themes that are conducive to the growth of children’s lives from a philosophical perspective,and applying them to the practical activities of reading teaching.On the basis of this,the "Large unit teaching method " is a kind of the new Chinese theme reading concept,proposed by Liu Xianhua、Lu Shu and Yu Yongzheng.advocating the use of the unit theme as a guide to carry out teaching activities.Although there are differences between the two concepts,they both emphasize the role of "theme" in reading teaching.Unlike the traditional dotted teaching mode of single-text reading,the current Chinese theme reading is based on the combination of Dou Guimei’s theme reading teaching concept and Liu Xianhua’s large-unit theme reading teaching concept,emphasizing the unified version of the Chinese textbook unit theme to explore the theme of single text,And the current Chinese theme reading is a kind of theme reading model that integrating the single teat in the textbook with extra-curricular theme reading materials.This teaching mode can deepen students’ cognition of the themes and expand their reading quantity.As a new reading teaching mode,thematic reading teaching stimulates students’ interest in reading and improves their humanistic literacy to a certain extent because of the rich reading contents.However,there are many problems in the concrete teaching process.Based on this reality,the author first combined two different views on Chinese theme reading teaching,on the basis of the current Chinese theme reading teaching mode in Y city,and had a deep understanding of the current situation of Chinese theme reading teaching in Y City through questionnaire method and interview method.Second in view of Y city 12 primary school teaching status,from the aspects of teachers and students,the school in the Chinese theme reading teaching,teachers in a single article topic mining,teaching objectives,the implementation of the teaching mode and the supervision of students after class theme reading of several aspects,as well as the students in reading quantity,reading habits and actively expand reading consciousness.Then deeply analyze the causes of the problem,mainly attributed to the following aspects: first,teachers pay attention to the test results,ignore the students ’Chinese literacy;second,the teacher teaching level is different,students’ reading ability is different;third,the reading evaluation system is not perfect,students’ reading atmosphere is not strong.Finally,this paper puts forward the corresponding teaching strategies for the problems of Chinese theme reading teaching in No.12 Primary School in Y City,including: selecting themes before class,refining teaching objectives;playing students ’main position in class,respecting students’ reading feelings,and enriching theme practice activities after class to stimulate students’ interest in reading.Through the optimization of the three teaching links before,during and after class,teachers can form a complete teaching process system in the process of Chinese theme reading teaching,making Chinese theme reading more standardized and complete in the whole implementation process.Through the link of "theme",students can also have a wider range of reading interest,and reading ability can also be improved.Conclusion part summarizes the full text and clarifies the necessity of implementing Chinese theme reading teaching,in order to learn from the majority of front-line language teachers. |
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