Research On Chinese Reading And Teaching Strategies Of Rural Young Children

Reading is the core and key of language learning,and it plays a leading role in language learning.It is an important means and carrier for young children to obtain and process information,develop and improve their understanding,develop and spread their thinking,and gain aesthetic experience.Reading is also an important part of the growth and development of young children in rural areas,which can lay a solid foundation for their lifelong growth.Due to the reasons of schools,teachers,parents and rural children themselves,the current situation of rural children’s reading is not optimistic,and the effectiveness of rural Chinese reading teaching is far from the expected goal.In this study,five rural schools under the jurisdiction of Jiangyuan district of Baishan city,such as Zazi town,Songshu town and Wangou town,were studied.All these schools are township schools with kindergartens attached to the system for nine years.By means of the questionnaire,this paper investigates the current situation of reading and the teaching strategies of Chinese language reading among the young children in rural areas from two aspects: children and teachers.In the light of the specific problems in reading teaching for young children and teachers in rural areas,efforts have been made to explore effective strategies for reading and language teaching for young children in rural areas,with a view to achieving sustained improvement in reading literacy and reading levels among young children in rural areas.To realize the effective development of teaching methods and effects of Chinese reading for teachers.This study is divided into four parts.The first part is the introduction,which mainly introduces the purpose and significance of the question,and explains the current situation of the study on reading and teaching strategies of young children at home and abroad.The second chapter is the theoretical basis,focusing on the behaviorist psychology theory,language psychology theory and situational theory to explain and analyze.The third chapter investigates and analyzes the reading situation of young children in rural areas,designs 28 questions based on the reading status of young children,and 25 questions based on the teaching of Chinese reading for teachers.This paper has made a comprehensive understanding of the current reading situation of the young children in rural areas and the current situation of the teaching of Chinese reading for teachers,and found out a series of problems,including: the low interest in reading and the low initiative of the young children in rural areas;The critical period of reading learning is abandoned;Lack of a good reading environment;The reading materials are extremely scarce;Poor school infrastructure and weak teachers;Lack of effective reading methods and habits.This paper analyzes and summarizes the main causes of reading problems in rural children from three aspects: school and teacher level,parent level and young children level.The third chapter is to improve the rural children reading status of the response measures,combined with the rural children reading status and analysis of reasons,put forward three aspects of targeted solutions: parents,teachers,young children change their ideas;Strengthen the creation of reading scene hardware and software;Parents and teachers strengthen guidance,provide a good reading atmosphere,and analyze the strategies and methods of Chinese reading teaching for young children in rural areas from the practical level.The fourth chapter is the conclusion part,which reviews,reflects and summarizes the development of this research,summarizes the thinking in the research and the basic conclusions of the research.