Layer Teaching In Rural Primary School Chinese Applied Research On Reading Teaching

Nowadays,most Chinese reading classes in primary and secondary schools in China are taught in a class,in which students learn collectively according to a fixed schedule in a fixed class.However,in the context of the new curriculum reform,educators are more and more emphasizing the respect for the subjectivity of students' learning and the particularity of individual development,and the personalized development of students is more and more valued.Hierarchical teaching focuses on the communication and improvement among students at different levels of development within the same class,which can achieve a balance between collective progress and individual development to a certain extent.However,in rural primary and secondary schools,due to the inconvenience of geographical transportation and the lack of hardware and software conditions,teachers and students have fewer opportunities to contact with new teaching concepts and methods.Therefore,the application of stratified teaching to the teaching of Chinese reading in rural primary schools is also a way to call for educational equity,which is worth preliminary exploration.In this paper,starting from the basic theory of hierarchical teaching,tentative layered teaching was applied to the concrete practice of the rural primary school Chinese reading teaching,and select the application object,develop the detailed application,through in-class preparing,class teachers,training,evaluation of layering and extracurricular reading materials,the reading activity to carry out the hierarchical,layered teaching in rural primary school Chinese reading teaching classroom reading interest,Chinese students in the process of theimplementation of the results,the change of cognitive learning ability and reading habits,and the change of teachers' education concept,teaching ability,the change of the relationship between teachers and students.Based on the operation practice,this paper analyzes the problems of quantitative stratification,classroom management,students' psychological problems,operation and implementation problems,and the problems affected by different subjects in the application of multi-level teaching in rural primary school Chinese reading teaching,and analyzes the causes of the problems,so as to conclude the corresponding countermeasures.The class organization of hierarchical teaching is more complex than that of unified teaching.In the early stage,there are also more preparations for layered objects,layered contents and layered forms.Therefore,for most rural primary schools,it is difficult to design and implement layered teaching.Nevertheless,the small scale of rural schools,small class size,balanced development of students' quality,and relatively pure teaching content also provide feasibility for the application of stratified teaching in primary school Chinese reading classroom teaching to some extent.This paper will be held in xingsha hui elementary school as an example,the sixth grade Chinese reading teaching class in the form of hierarchical teaching in class to display analysis,application of hierarchical teaching in rural primary school Chinese reading class carries on the preliminary exploration,and according to various appearing in the specific application problem,put forward some reasonable strategies and Suggestions,make rural teachers and students to experience the fresh teaching organization form,and finally to improve the effective implementation of the rural primary school Chinese reading teaching classroom.