Research On Middle Level Of Chinese Theme Reading Teaching In Primary School

Primary school Chinese theme reading teaching is a kind of reading teaching mode under the background of new curriculum reform,which conforms to the requirements of students’ reading in the information age,further improves the quality of Chinese reading teaching,and is widely recognized by education experts and frontline teachers.More and more schools are beginning to practice this teaching model.The middle level in primary school is a golden period for students to transition from the low level to the high level.The theme reading teaching in the middle section helps students to better transition from the low-level “learning to read” to the high-level “learning from reading”.Since September 2015,Qionglai City has begun to practice thematic reading teaching at the middle level in the primary school.While achieving certain results,there are also corresponding problems.This paper takes 614 middle level students,9 teachers and 3 principals from three primary schools in Qionglai City(Qionglai City Nanjie Primary School,Qionglai Suburb Wenchang Primary School,Qionglai City Ranyi Town Ranyi Primary School)as samples,Through questionnaires,interviews,PIRLS tests,classroom observations,etc.,It learns the specific practice of Chinese subject reading teaching at the middle level of Qionglai City Primary School,and analyzes the main problems.The survey found that after three years of middle school primary school Chinese reading teaching practice,the city has improved the quality of Chinese reading teaching in the middle school of Qionglai City and accumulated a lot of experience worth learning.However,there are also problems such as randomized content selection,modelling of teaching methods,low student integration and evaluation ability,and gaps in urban and rural subject reading teaching.On this basis,this paper explores the reasons for these problems.The understanding of the middle level of the text is not in place,the cognition of the middle level of the subject reading teaching is insufficient,the lack of method guidance and thinking training,and the gap between urban and rural teachers’ professional quality.According to these reasons,the author puts forward the corresponding strategies: In terms of the content of the selected text,the content should be selected around the theme,that is,the selected text should be synchronized with the middle level text,close to the middle student life,and rich in excellent traditional culture.In terms of teaching methods,teachers should optimize teaching methods according to the characteristics ofthe middle level,that is,pay attention to the combination of reading and writing,focus on sentence practice,pay attention to analog reading,develop logical thinking,pay attention to comment reading,and cultivate reading habits.In terms of teacher literacy,the improvement of teachers’ professional literacy is achieved through the improvement of middle teachers’ professional skills and research capabilities.