An Analysis Of The Teaching Methods Of Reading Aloud In Primary School Chinese

Teaching Reading aloud is an important part of teaching reading, is one of the essential teaching of Chinese language teaching. <Compulsory education Chinese curriculum standards(2011 edition)>statements about reading aloud learning objectives into three segments : The first stage(grades 1-2) is "Learn to use Mandarin read the text, correctly, fluently,with emotion "; the second stage(grades 3-4) is "in Mandarin read the text, correctly, fluently,with emotion."; the third stage(grades 5-6) is "The use of Mandarin read the text, correctly, fluently,with emotion,is your ability. " Although each period of reading goal only subtle differences in the expression, but close scrutiny expressed in the words can be found, in the first period aims to encourage students to speak read reading demands, bold read, "learn" how to read the text aloud, emphasis on learning the process of reading; "With" in the second period requirement, goal is to make the period of the students to consciously independently using certain reading skill to read aloud; In the third period goal is to get students to read into a kind of ability. Three period by the "learning" to "use" to "use", a spiral upward trend, every period have their own focus, reflects the periodic and continuity of reading aloud, which requires teachers in teaching must have the gradient to a targeted to guide students to read, to achieve the target, focus, break through the difficulty, cultivate the students' reading ability step by step.In order to understand students reading aloud teaching situation, by fei county experimental primary school, fei county Ma Zhuang fei county grange town town center elementary school, central primary school teachers and students questionnaire for on-the-spot investigation, combining with the statistics, analysis of the literature found that, The main problem of elementary school language teaching in reading aloud are :First, the students interest in reading and is inversely proportional importance, who are at different stages of learning,three period of student's interest in reading the decreasing trend, and the degree of attention to the reading increased; Second, don't classmate of students reading development level are different, the first period of students reading in the correct reading, fluent, emotional three goals reached degrees are lower than on the second and third period; Three is a teacher to student's reading organization and guidance, there exists a phenomenon of generalization. Many teachers can realize the importance of reading aloud, but in the practice of teaching as a little, different requirements for reading, not specific, no specific guidance, without guidance, lead to teaching become a mere formality, little effect; Four is a teacher of reading goal understanding is not deep, neglecting the students in the process of teaching design and teaching characteristics of the psychological and cognitive development, regardless of their learning period, regardless of grade, a single reading method.To solve these problems, teachers should attach importance to Reading aloud,really read and really practice;Design period goal, step by step; Throughout the whole "righteous thoughts", and were each made for a heavy; Foster a sense of overall goal, in order to read the promotion. This paper follow the psychological and cognitive characteristics of students' language development, in accordance with the level of students' reading development period of reading teaching design points. From one to second grade,to learn to read paragraph, emotions and thoughts of righteousness in combination with the heavy "righteousness"; For three or four grade will read section, righteous thoughts in combination with the heavy "the sentiment"; Level five or six years to read long, righteousness emotions and combination of "thinking". For students not targeted emphatically discusses some reading method, but low high three study section of the reading method is not fixed, but can be used according to actual teaching case. Finally based on "learning to read" and "read" the "good read" three stages, respectively masters the concrete teaching case, analyze its essence in the process of teaching, analysis provide evidence for the reading teaching methods.