Research On Design Of Chinese Reading Teaching In Primary School

Reading teaching has always been a major part of primary school Chinese teaching.The success,the regret,and the development of Chinese teaching can all be found in reading teaching.The ideals,the talents,the happiness and pain of Chinese teachers can also be found in reading teaching.Since the restoration of our national college entrance examination system,the reform of Chinese teaching can be described as vigorous.There is hardly any teaching reform that can be compared to the Chinese teaching reform.During this period,we have achieved many encouraging results in our primary Chinese teaching.At the same time,however,there appears some new teaching problems.With the advancement of the new curriculum reform,more and more Chinese teachers have expressed that it seems they don' t know how to teach Chinese classes any more,and they also do not know what to teach.The basic cause is the confusion of our Chinese teachers on the design of reading instruction.Compared with other courses in primary schools,the content of Chinese reading teaching is easy to produce.For example,for a certain article,some Chinese textbook composers,front-line language teachers or even students may all have their own opinions in it.Even the authoritative interpretations will vary according to the times and among different people.Through the feedback results of literature,questionnaires,and primary school Chinese lessons in daily classrooms,many Chinese teachers have some problems in the selection and organization or the content of reading teaching.For example,some teachers are obscure in the selection of reading teaching content,the relationship between course content,teaching content and teaching material content,they always consider that reading teaching content is Chinese textbooks,and teaching Chinese is to teach textbooks,and reading teaching content have a high degree of low-level teaching;Teachers have realized the importance of study condition,but they didn' t act in the right way in the actual teaching.After the selection of reading teaching contents,they randomly arrange the selected teaching contents.there exists arbitrariness in the organization of the teaching contents.Due to the ambiguous understanding of reading teaching content,Chinese teachers have dealt with the teaching content with great random.In turn,there are mistakes and limitations in practice.Therefore,it is necessary to design suitable teaching content in order to improve the effectiveness of Chinese reading teaching."Proper and full" is the general requirement for the design of Chinese teaching content.The content must meet the level of students' acceptance,the learning objectives,and is appropriate in terms of capacity.The design of Chinese reading teaching content is specific and dynamic,which requires Chinese teachers constantly transform their own identity and role in the design of reading teaching content:From the perspective of a special readers,Chinese teachers in primary schools should adopt multiple approaches and improve their own text interpretation capabilities.Standing on the perspective of the educators,primary school Chinese teachers should take a high-level view of the overall situation and refine the curriculum;Blow up the sand and see the gold,we should use good materials;Down to the earth and we should learn about learning through multiple channels;organization.When standing on the perspective of the researcher,teachers should promptly reflect on teaching and develop habits of taking notes on teaching.Through the changes in their own identity and roles,we will continue to improve the level of language reading instructional design.