The Teaching Research Of Chinese Reading Strategy Unit In Primary School

The Standards for Compulsory Education Language Curriculum(2022)clearly states that students should cultivate the ability to read independently and learn to use a variety of reading methods.Reading strategies are the key element of students’ reading comprehension,which is very important for promoting primary school students’ reading comprehension,and an important support for students to form independent reading ability,so it is necessary to strengthen the guidance of reading strategy in language teaching.The primary school Chinese textbook is organized into strategic units,with four important reading strategy units arranged in the upper volumes of grades three to six.The four Reading Strategy unit are the Prediction Strategy of Unit 4 of Grade 3,the Questioning Strategy of Unit 2 of Grade 4,and the Increase Reading Speed Strategy of Unit 2 of Grade 5,and the Reading with Purpose Strategies of Unit3 of Grade 6.This is a new unit arrangement system,in the face of the new unit arrangement system,teachers can only grasp the basic positioning of teaching by clarifying the particularity of the reading strategy unit itself,so as to promote the formation and development of students’ independent reading ability.However,in daily teaching,the teaching of reading strategy units also has problems such as insufficient understanding and grasp of reading strategy units,and differences between teaching behavior and textbook writing concepts.Based on this,this study aims to find out the problems in the teaching of reading strategy units through the current situation investigation,conduct detailed analysis,and propose corresponding improvement countermeasures.In this study,this study collected and sorted out the relevant literature of the teaching of the primary school Chinese reading strategy unit,combined with the text analysis method,sorted out the connotation and arrangement characteristics of the reading strategy unit,and analyzed the specific textbook content of the four reading strategy units.On this basis,the teaching status of the primary school reading strategy unit was investigated through questionnaires,interviews,text analysis,classroom observation and other methods,and through practical investigation,it was found that the teaching of the current reading strategy unit had the following problems: the teaching goal positioning was ambiguous;insufficient diversity of learning pathways;improper allocation of teaching time;teaching feedback is not effective.Through analysis,it is found that the main reasons for the problems in teaching are: insufficient teaching interpretation and insufficient teaching preparation;focus on the traditional teaching mode and ignore the particularity of the unit;assignments are not designed to be academic and lack continuous guidance after class.Based on the above investigation and analysis,this study proposes measures to improve the teaching of the unit of Chinese reading strategy in primary schools,and before teaching,teachers need to deeply interpret the content of the teaching materials to ensure that the teaching objectives are effectively achieved: pay attention to the changes of Chinese teaching materials and understand the intention of unit arrangement;establish the awareness of the whole group of units and design the teaching of the unit as a whole;accurately grasp the students’ learning situation and pay attention to the progress of the goal.When teaching,teachers should promote in-depth teaching in the classroom and pay attention to the construction of strategic meaning:appropriate use of teaching methods and rational use of teaching methods;effectively build learning scaffolds to help physiology clear the thinking process;arrange the teaching process reasonably,and the text strategy complements each other.After teaching,teachers still need to pay attention to the effective guidance of learning,continue to follow up the reading effect:combined with multiple evaluation methods,effectively improve teaching evaluation;Improve the use of strategy awareness,long-term improvement of reading ability;pay attention to the design of homework after class and promote the transfer and application of strategies.