Teaching Design And Practice Research On Group Reading In Primary School Chines

Reading teaching is one of the main way of teaching in elementary school language classroom,which is the key to developing students’ reading ability and promoting students’ learning to learn.In the case of single reading instruction,students are limited in reading: their interest in reading needs to be enhanced,and the amount of reading is difficult to ensure;students are in passive reading and have preferences in reading styles;students stay in shallow reading and their reading ability needs to be improved.As a new form of reading teaching,group reading focuses on the accumulation of students’ reading quantity,the acquisition of reading strategies and the training of reading ability.Therefore,the purpose of this study is to explore the effectiveness of group reading and to understand how to use group reading to improve students’ reading status and the effectiveness of group reading implementation.In this study,we used the action research method to conduct three rounds of group reading research in the fourth grade A class of Shaoxing B elementary school,and used the questionnaire and interview methods to collect data.In the first round,the students’ interest in reading was cultivated through the use of reading excerpts in the form of a group text with multiple texts,using genre as the topic.In the teaching,we adopted the reading procedure of one with multiple articles and group reading together,with the topic in general,cooperating with each other and using comparative reading to promote thinking and stimulate interest,but we also found that there were problems such as the teacher’s lack of control over the teaching time,and the students’ classroom disorder.The second round of action takes expression as the topic,and uses the group text format of multiple texts within the class to develop students’ reading skills.In the teaching,we adopt the reading procedure of group reading,and use learning to teach,clarify the rules of the class,and integrate the judgment to ask questions and lead to doubts,but there are problems such as teachers’ single choice of text,less teaching of strategies,students’ "hitchhiking" and "opinion leaders" dominating the discourse.However,there are problems such as the teacher’s single choice of text and less teaching of strategies,the phenomenon of students taking advantage of the "free ride".The third round of action takes the humanities theme as the topic and uses the group text format of multiple texts outside the classroom to combine multiple texts to enrich students’ reading emotions.The reading procedures of group text sharing and group text reading together were adopted in teaching,respecting students,optimizing the rules,and entering the students’ emotions according to their life reality.Compared with the first two rounds of teaching,the content of group reading can make students expect to read,the quality of group cooperation has a greater improvement,and students and teachers work more closely together.After the action research,through collecting and analyzing the data,we concluded that:using reading tools according to text clues is an effective way to stimulate students’ interest in reading;organically combining texts and thinking about text deployment is an effective means to promote students’ in-depth reading;reading for writing and constructing teaching scaffolds are important ways for students to practice language;relying on a variety of texts and setting up teaching situations is an important channel to arouse students’ reading It is an important channel to arouse students’ reading emotion.On the basis of three rounds of group reading teaching practice,it is suggested that: first,focus on the topic: set up problems based on the goal;second,choose the text: set the strategy according to the learning situation;third,constructing brackets: oriented to "group text" and "group people";fourth,promote interaction:towards equality and cooperation.Towards equality and cooperation.