An Investigation On The Cultivation Of Reading Ability Of Students In The Second Stage Of Primary Chinese Teaching

Reading ability is a core competency in languages and a fundamental competency in all subjects,and plays an important role in individual development.In recent years,as the curriculum reform has progressed,the connotations and requirements of reading skills have been refined and higher demands have been placed on the specificity and effectiveness of the development of reading skills.However,due to the comprehensive influence of factors such as unclear grasp of the specific connotation of reading ability,insufficient understanding of the key points of reading ability cultivation and the lack of endogenous motivation for teachers’ professional development,the phenomenon of abstract cultivation of reading ability has not been fundamentally solved,and the concrete cultivation of reading ability has not achieved the effective integration of theory and practice,and students’ reading ability level has not been effectively improved.Therefore,based on the reading classroom teaching to explore the effective path of the concrete cultivation of reading ability,is to make students have the ability to read independently,to achieve the overall development of individuals must be the way.Based on Piaget’s constructivist learning theory,Ossubert’s meaningful learning theory,Combs’ humanistic learning theory and Wang Rongsheng’s reading teaching theory,this study takes the development of students’ reading ability in the second year of primary school language teaching as the research object.Firstly,a theoretical construction of reading competence development is carried out.The study argues that the development of reading skills should firstly focus on effective classroom teaching;secondly,it should focus on three specific connotations of reading skills: the ability to decode,interpret information and evaluate and reflect,and on this basis,it should be integrated with the objectives of Key Stage 2 and the specific texts in the textbook;thirdly,we should explore specific paths for the development of reading skills,and make reading methods the core of reading skills development,so that students can master different reading methods for different texts and thus have the ability to read independently.Secondly,an investigation was conducted into the current state of reading development in Key Stage 2.Firstly,a comprehensive test on the language proficiency of Year 4 students was conducted and the results were analysed to identify specific problems in the reading proficiency of students in Key Stage 2.Secondly,using the 2022 edition of the Language Curriculum Standards as an observation dimension,the process of developing students’ reading ability in Grades 3 and 4 was observed,and the weaknesses in reading ability were investigated in terms of teaching objectives,teaching content and teaching process.Thirdly,the teacher interviews provide a systematic and comprehensive grasp of students’ reading ability situation,problems and the development of reading ability.Once again,the findings are used to develop a targeted analysis of the problems and causes.On the one hand,the current problems in the development of reading skills in Key Stage 2 include the abstraction of reading skills due to the lack of reading methods,the lack of specific thinking about specific texts and learning situations in the teaching design,the lack of student ownership in learning,the lack of a holistic approach to the development of reading skills in the textbook unit,the year and even the school year,the lack of representation of learning task groups in the development of reading skills,and the single form of assessment.The assessment format is unchanging.On the other hand,in order to explore the root causes of the above problems,the following four main reasons are summarised: firstly,the utilitarian orientation of reading teaching;secondly,the inertia of teachers’ reading teaching;thirdly,the professional competence of teaching based on the new curriculum needs to be improved;fourthly,teachers lack the space and internal drive for professional growth.Finally,strategies are explored for the cultivation of reading ability in the second term of primary school language.Firstly,with the development of students’ reading a bility as the core,strengthen the training of teachers’ professional competence;secondly,to improve the sense of teaching efficacy and to actively reflect and grind on teaching;thirdly,the concretization of reading skills development through reading methods;fourthly,pay attention to specific learning situations and give full play to the subjectivity of students’ reading ability construction;fifthly,integrate teaching material units in the form of learning task groups and bridge reading inside and outside the classroom;sixthly,build a "teaching-learning-assessment" integrated assessment system to give full play to the role of assessment in the cultivation of reading ability.The study concluded that students’ reading skills depend on effective classroom teaching and that the key skills for reading are the ability to interpret information and the ability to evaluate and reflect,and that the development of these two key skills lies in mastering specific reading methods for different texts.