Research On The Problems And Countermeasures Of Primary School Group Reading Teaching In The Perspective Of Dual Line Fusion

The unity of instrumentality and humanity is the basic feature of Chinese courses.In this study,from the perspective of two-line fusion,on the basis of clarifying the basic meaning of primary school group reading teaching in the perspective of two-line fusion,the typical problems in elementary school group reading teaching are found,attribution analysis is carried out,and finally the corresponding optimization strategy is proposed.It includes the following parts:One is the introduction.This part puts forward the reasons for selecting the topic,organizes and analyzes the relevant literature of double-line fusion and group reading,clarifies the research status and development context of double-line fusion and group reading teaching,and finds the existing achievements and deficiencies in this research field.Clarify the theoretical basis of this research system theory,contradiction theory and reader response criticism theory,and define the core concept of two-line integration and group reading teaching.On this basis,the purpose and significance of the research are proposed,and the research ideas and methods are clarified.The second is the basic meaning of the teaching of group reading in primary schools from the perspective of two-line integration.From the perspective of two-line integration,the theories are elaborated in four aspects: the connotation,characteristics,form and value of primary school group reading teaching.The characteristics of group reading teaching in primary schools from the perspective of dual-line integration are systematic,focused,dependent and subjective.There are two forms of group reading teaching in elementary schools from the perspective of two-line integration.Group reading teaching under the dual-line fusion vision has the value of comprehensively cultivating students' Chinese literacy.The third is the typical problem of group reading teaching in elementary schools from the perspective of two-line integration.Through the case analysis of the teaching design of group reading,and the selection of group reading teaching video for classroom observation,the following problems in the group reading teaching in primary schools under the double-line vision were found: the problem of double-line splitting in the teaching objectives,and the content of teaching Improper selection of types,superposition of single levels of teaching methods,weakening of the subjectivity of teaching subjects,and monotonous teaching situations.The fourth is the attribution analysis of primary school group reading teaching problems from the perspective of two-line integration.Five reasons were found: First,the internal relevance of teaching objectives was weak.Second,the basis for determining the type of issue is vague.The third is the shackles of a single reading teaching method.The fourth is the imbalance between presupposition and generation in teaching.Fifth,the content of the same group of essays lacks heterogeneity.Fifth,the optimization strategy of primary school group reading teaching in the perspective of two-line integration.First,in terms of teaching objectives,use high-order thinking to unify the two lines to determine the direction of integration.Secondly,in terms of teaching content,it is necessary to clarify the basis of topic selection and determine the focus of integration.Thirdly,in terms of teaching methods,the "two directions" choose the fusion method.Fourth,in terms of teaching subjects,grasp "presupposition and generation" to enhance the flexibility of integration.Fifth,in terms of teaching environment,enrich teaching situations and create conditions for integration.This research first explains the basic meaning of primary school group reading teaching in the perspective of double-line fusion,then analyzes the problems and causes of elementary school group reading in the perspective of double-line fusion,and finally proposes an optimization strategy on this basis.