A Study On The Teaching Of Primary School Chinese And Mass Writing Reading

The 2011 edition of the "Chinese Language Curriculum Standards" pointedout that Chinese language teaching emphasizes reading,accumulation,andcomprehension,focusing on overall grasping and edifying infections;it shouldbroaden the field of language learning and application,pay attention tointerdisciplinary learning and the use of modern scientific and technologicalmeans,so that students The cross-cutting,infiltrating,and integrating ofdifferent contents and methods broadens the horizon,improves the efficiency oflearning,and initially develops the language literacy that modern society needs.This shows that the focus of the Chinese language course should be to guidestudents to read more and accumulate more,and to emphasize the use of spokenand written language in practice so that students can understand theconnotation of culture and the laws of language application.From this we can seethat the importance of reading in language teaching is of decisive importance.The group reading teaching is a new form of reading instruction that hasdeveloped rapidly in recent years.The group reading teaching integrates aplurality of texts around the subject,realizes the organic combination of readingin class and reading after class in teaching,and effectively guides teachers andstudents to turn teaching activities into a process of discovery,questioning andexploration.Become a teacher-student,interaction between students andstudents,exchange and sharing classroom.The advantages of group readingteaching are mainly reflected in promoting students to learn more,faster,better,and more practical,and play an important role in improving students' readingability,thinking ability and language accomplishment.The group readingteaching not only can effectively make up for the shortcomings in the traditionalreading teaching,but also enriches and develops the diversification of theChinese reading teaching model.It is a development and implementation of theChinese reading teaching,pointing to a variety of development directions,benefiting from the teaching concept.The update and deepening.To this end,it explores and studies “group reading teaching”.This articlemainly uses the literature method,survey method,and text analysis method toexplore and analyze the theoretical and practical aspects of primary languageChinese group reading teaching.Through a comparatively comprehensive,systematic and complete exposition on group reading teaching,it will provide acertain sense of reference for researchers or teachers who study and exploregroup reading teaching in the future,in the hope of playing a positive role in theprocess of the new curriculum reform of Chinese.At the same time,it also allowsthe author to further improve his interest and level of learning theories in thecourse of this study,and lay a good foundation for future teacher work.Therefore,this article is divided into the following sections:The first chapter is an overview of the "group reading teaching",whichmainly includes the concept definition,historical traceability,characteristics andvalue,and theoretical basis of group reading teaching.Among them,the conceptdefinition part is for the connotation of group reading and group readingteaching;part of the history of group reading teaching is based on the “groupreading” of Professor Sato,and until now,The main facts are as follows: Themain features of group reading teaching are: openness,subjectivity,structure,interaction,and inquiry.The value of group reading teaching practice is mainlydirected at students and teachers;The theoretical basis of group readingteaching is mainly "structuralism",the "call structure" of text,"social interaction" and "learning community" theory as the source of theories.The second chapter is the key chapter of this article,the author elaborateson the composition and organization of the teaching of group reading.Amongthem,the basic components of group reading teaching include: identifying topics,selecting texts,and designing problems;while group reading teaching is mainlyorganized through the combination of multiple texts in and out of class,in andout of class.This provides a solid foundation for effective understanding of thebasic theoretical framework of group reading teaching.The third chapter adopts questionnaire survey methods to understand thecurrent understanding and practice of primary language teachers of primaryschools on the reading of group texts.At the same time,literature researchmethods and text analysis methods are used to sum up the main tasks in theimplementation of group reading teaching.The existing problems are:understanding is simple,the target is inaccurate,the subject is absent and thereading and writing imbalance.In addition to the main problems,the authormakes attribution analysis from three aspects: teachers,schools and society.The fourth chapter deals with the problems presented in the third chapter.Through careful analysis and analysis of a large number of teaching examplesand textual data,corresponding suggestions are made for the problems existingin teaching activities for primary school Chinese reading.Change concepts,deepen knowledge,and make people's ideas into people's minds.Targetingaccuracy,focusing on characteristics,and making goals more relevant.Highlighting the subject,stabilizing the process,allowing students to really read,combining reading and writing,and promoting reading to make the teachingshow work.Therefore,it is expected to provide some help to the first-linelanguage teachers to effectively implement the teaching of group reading.In the reform of the Chinese curriculum,the reading of group literature as anew teaching attempt will surely have many deficiencies,both theoretically andpractically.Therefore,on the basis of previous studies,the author will explorethe theoretical and practical aspects of group reading teaching in order tosummarize the findings and provide reference for future researchers andfront-line Chinese teachers at the theoretical and practical levels.guide.