Research On The Status Quo And Strategies Of Chinese Reading Teaching In Primary Schools

Read aloud teaching holds a pivotal position in Chinese teaching.It is not only an integral part of Chinese teaching,but also helpful to improve the auditory,visual and brain development of primary school students.The primary school stage is a critical period for students' oral,visual and brain development,hence the proper use of reading aloud in Chinese teaching in primary schools is very important.Reading aloud not only cultivates primary school students' language sense,aesthetic and thinking capabilities,but also helps to develop their linguistic abilities.However,applying the method of reading aloud in Chinese classrooms are facing some difficulties currently.For example,teachers are not paying attention to teaching students to read aloud and their teaching capabilities in this regard need to be improved.They are using the method in an improper way,and the outcomes of teaching to read aloud are in lack of targeted evaluation.How to properly position the status and significance of reading aloud teaching,how to timely correct teachers' understanding of such a teaching strategy,and how to quickly and effectively improve the quality of reading aloud teaching are important content that deserves further research.This thesis first analyzes and summarizes the current situations of reading aloud teaching in primary Chinese classrooms,then presents existing problems in this respect,summarizes the reasons behind them,and finally summarizes the research on the implementation strategy of reading aloud teaching in primary Chinese classrooms and proposes solutions to the problems on the basis of research and analysis.This thesis consists of four main parts: The first part includes the basic concepts and the significance of reading aloud teaching as well as literature review.The second part investigates and analyzes the current situations of reading aloud teaching in primary Chinese classrooms based on the analyses on interviews and classroom observations,and presents and summarizes the analysis results.The third part,based on the analysis of the current situations of reading aloud teaching in primary schools,summarizes the problems and reasons.The main reasons are that the time spent on reading aloud is relatively insufficient;teachers are not paying attention to teaching students to read aloud;their teaching capabilities in this regard need to be improved;they are using the method in an improper way;the outcomes of teaching to read aloud are in lack of targeted evaluation.These problems can be ascribed to the following facts.The teachers' understanding of the significance of reading aloud is not thorough enough.At the same time,teachers lack professional and systematic trainings in reading aloud.The method of reading aloud teaching is not designed in details in the curriculum and teachers tend to pay more attention to the results.The fourth part puts forward counter-measures analysis and presents research on the problems and causes.The proposal includes measures to improve the status of reading aloud teaching,ensure sufficient reading time,emphasize reading aloud teaching,strengthen teachers' reading guidance,improve teachers' designs of reading aloud forms,and create an atmosphere so as to enhance the interest of primary school students in reading aloud.The Chinese teachers' evaluation of reading aloud should reflect diversity according to the differences among students,and at the same time,they should carry out different methods of reading aloud teaching when dealing with different subject texts.