Research On The Current Situation And Countermeasures Of Thematic Reading Teaching In The Third Stage Of Primary School Under The "dual-line Component" Syste

"two-line organizational unit structure" refers to Chinese unified compilation by units,adopting the structural idea of double-line progression of humanistic themes and language element,and the teaching of thematic reading is to respect the students’ main position and play the leading role of teachers under the provisions of the syllabus and the requirements of the curriculum standards,and divide the text into thematic modules with similarities in the central idea,article style and other topics according to the characteristics of the content,On this basis,carry out teaching,activities and exercises,and integrate extracurricular reading materials into classroom reading teaching according to each theme in the learning process.According to the Chinese Curriculum Standards for Compulsory Education(2022 edition),this thesis has studied the thematic reading teaching in the third period of primary school under the "two-line" system,in order to make contributions to the future Chinese teaching practice.To this end,this research uses the methods of literature to make a thematic reading in the third stage of primary school Chinese under the "double line" system,collate and analyze a large amount of data collected,find out the root of the problem,and put forward corresponding countermeasures to provide reference for the current thematic reading teaching of primary school Chinese teachers.This paper consists of five parts.The second part is based on school L in Liaoning province,using the methods of classroom observation.In the third stage of study,and makes records in combination with the classroom observation form,so as to better understand the current situation of the concept cognition,goal establishment,content design,link setting and evaluation effect of theme reading under the " two-line" system.In the third part,according to the results of the field survey,we found the problems in the third stage,mainly including the one-sided understanding of ideas;Simplify the goal establishment;Decentralization of content design;The link setting is arbitrary;The evaluation method is single.Based on this,the paper analyzes the reasons,which are: the deep-rooted concept of fractions and the inertia of traditional teaching;Teachers ignore the deep arrangement;Teaching mode solidification;Lack of teacher experience and evaluation strategies.The fourth part puts forward relevant implementation strategies based on the above problems and five dimensions,mainly including:updating teaching concepts;Set precise goals;Grasp the unit connotation;Based on " two-line " text;Establish a diverse evaluation system.Chapter five includes the summary and the prospect of the thesis,hoping that the study results would be helpful in the practical application and guidance role in the theme reading teaching of the " two-line " system,and for the first-line primary school language teaching to provide some inspiration.