A Study On The Teaching Status Quo Of Predictive Strategies Of Chinese Reading In Elementary Schools

Since the 1970 s,there has been a shift in reading teaching in the west,from the focus on the training of basic reading skills to the focus on strategy teaching.In decades of research,scholars have designed a variety of reading strategy teaching courses,such as reciprocal teaching,thematic schema teaching,multi strategy learning,interactive strategy teaching and so on.A large number of practical research shows that reading strategy teaching can effectively improve reading ability and stimulate reading interest.With the attention and recognition of reading strategy teaching in foreign countries,the research on reading strategy has been increasing in China,but the prediction strategy of reading strategy is very few.In 2019,the Ministry of education’s unified Chinese textbook for primary and secondary schools in China attaches great importance to the cultivation of reading ability and arranges several reading strategy units.Prediction strategy is the first reading strategy in primary school Chinese textbooks.Under the background of the implementation of the Ministry edited textbook nationwide,the research on reading strategies by domestic scholars and front-line teachers has increased dramatically,among which prediction strategies have also received great attention.Firstly the author defines the concept of prediction strategy after collecting and combing the literature,then expounds the elements,psychological process and function of prediction strategy on the basis of relevant theories,and discusses the implementation process and precautions of prediction strategy teaching.Secondly,taking primary school S as a case study,this study makes a field investigation and analysis,using the three dimensions of "cognition","attitude" and "behavior" as the framework,using the research methods of interview and questionnaire survey,to investigate the current situation of Chinese reading prediction strategy teaching in s School,summarize the existing problems in teaching and analyze the reasons.This study found that: the existing problems in the current situation of Chinese reading prediction strategy teaching in s school are:(1)teachers’ cognition of prediction strategy teaching is simple;(2)teachers’ attention to prediction strategy teaching is insufficient;(3)teachers’ operation ability of prediction strategy teaching is insufficient;(4)the achievement of teaching and learning objectives is low.The main reasons for these problems are as follows:(1)the prediction strategy teaching was not paid attention to before the Chinese textbook was compiled by the Ministry,and under the guidance of the curriculum standard,the front-line teachers and scholars had less research on the prediction strategy teaching;(2)the prediction strategy teaching training received by the teachers was less,which resulted in the professional ability of the teachers in the prediction strategy teaching was not obtained(3)the evaluation standard of prediction ability is not clear,and the evaluation method is single.Based on the literature and teaching cases of excellent teachers,the author summarizes and refines some suggestions for improvement in order to improve the teaching effect of Chinese reading prediction strategies in primary schools:(1)strengthen teachers’ learning of theoretical knowledge of prediction strategies teaching.From the three dimensions of connotation,case and optional scaffolding,the author gives guidance and suggestions to five parts: prediction clue,prior knowledge or shared knowledge,prediction content,verification prediction and the combination of prediction strategy and other strategies;(2)improve teachers’ operational ability in prediction strategy teaching.In order to improve the three practical operation abilities of teachers: designing valuable prediction points,organizing prediction exchange activities and effective evaluation,the author provides excellent cases as reference,and summarizes the methods for teachers to transfer and use.