Observation And Study On The Teaching Of Reading In Fourth Grade Classroom Reading Activities

Reading is an important part of language proficiency constituted reading teaching has its own rich history of tradition and practice, it is " the most common method of reading and basic skills." This study is based on the existing reading research, evidence, observation methods, focusing on the fourth grade classroom reading activities, observation and analysis from three angles, draw the following conclusions:1. Reading contentFourth grade classroom to read aloud the content has heavy, difficult to read the words in the sentence and the main trend. And the amount of time spent reading, although the frequency of subjects is small but very necessary, it contains very important to read emotions. Average per lesson once full text reading, it is often in the form of a free reading different Lesson in reading the full text before reading the text requirements are also different. Focusing on key passages, teachers often based on different reading purposes, select silent reading and reading in two different ways. Weight class, difficulty reading the sentence aloud and the words are often closely linked together, read high frequency words is necessary, re-read a good foundation and difficult sentences.2. Reading form and quantityThis form of reading aloud named general sort precedence front, living in the first frequency, the amount of time living in second place. The freedom to read aloud in the form of post-sorted by frequency, but the amount of time it came in first. Seven lessons cases no role in reading too.The frequency weighting named Reading occupy all reading forms the frequency of half percent (54.1%), followed by Qi Du frequency of proportion,26.0%, freedom to read, the frequency of the proportion of teachers Fan Reading and co-read little in value the relatively close; in the amount of time, the freedom to read and read time named the superposition accounted for77.5%of the total amount of time the proportion of visible aloud in class most of the time is done through free reading and named readable form, read together accounted for14.1%of the time, co-aloud time accounted for6.9%, while the amount of time teachers only read range to1.6%. The total amount of time reading all forms of seven lessons example is3435seconds, the average amount of time reading each lesson is490.7seconds, which is approximately8.2minutes/lesson, a lesson about20%the proportion of the total time.In addition, students often form s begin to read the form and named interrelated s begin reading followed immediately named, has two aspects constitute the implementation of reading content; freedom in the form of reading and reading content is always paired with the full text of articles; cooperation readable form in the frequency and the amount of time the proportion of small, but plays an important role in teaching, both on the text of sublimation products Wu, also a student in the context of the application language practice start.3.Teachers read aloud guidanceRead specifications and emotional grasp two aspects to guide more uniform, the high frequency, while the reading skills is obviously weak. On reading norms, teachers primarily through requests, make demonstrations and teacher evaluation guidance in three ways; emotionally grasp, teachers mainly through the request to explain comparison and evaluation of teachers to guide; in reading skills, in addition to each part of the student evaluation are lacking in this way there have been no other way to have the guidance of a lower frequency equalizer appeared. Less guidance for reading skills, appears on the classroom; specification for reading guidance, teachers consciously by asking questions, Fan reading assessment to be guided, but not low frequency spent devoted not often a word or two with over teachers’ skills also touched on staying in coaching, length smaller; while reading the emotional grasp guidance on the frequency of large, spend more time in which to read the form, especially named represent a large proportion of it s begin, cooperation read read with the completion of two forms-Wu-teaching reading, pointing to achieve the twin goals of reading and comprehension.Reflections caused by the above conclusions, the author found that unfold on three specific issues to discuss, make six strategic recommendations to improve classroom reading activities.