A Study On The Teaching Of Chinese Reading Strategies In The Upper Grades Of Primary Schools

This study takes the instruction of Chinese reading strategy in senior primary school as the research object.According to the research idea of "finding problems-analyzing problems-solving problems",it analyzes the concept and structure of reading strategy in senior primary school by using the empirical research methods such as literature analysis,questionnaire and interview.Based on the current situation investigation of the instruction of reading strategy,this paper points out the problems of instruction and try to solve the problems.Firstly,the theoretical study of the instruction of reading strategy.This paper puts forward that reading strategy is a method of information processing used by readers in the process of reading in order to obtain information and construct meaning better,as well as an activity to regulate reading behavior and process.The instruction of reading strategy is an educational activity in which teachers purposefully teach students how to process text information and regulate reading behavior,guide students to read and learn,and enable them to acquire information and construct meaning better.Based on the science theory of learning strategies,reading psychology and knowledge classification,and the Chinese curriculum standards for compulsory education and students' psychological development characteristic,the construction of reading strategies for senior Chinese in primary schools is built: on the one hand,it is reading cognitive strategies,including focusing,asking,coupling,speculating,generalizing and organizing.On the other hand,it is reading metacognitive strategies,including planning,monitoring,regulating and evaluating.Secondly,the current situation investigation of the instruction of reading strategy.The paper designs teachers' questionnaires from four dimensions of the consciousness of teaching,the teaching content of cognitive strategy,the teaching content of metacognitive strategy and the method of teaching,and designs students' questionnaires from four aspects of reading attitude,reading habit,the application of reading cognitive strategy and the application of reading metacognitive strategy.Combined with interviews,it is found that there are some problems such as the teachers' misunderstanding of the concept of "reading strategy",the teaching of reading strategies is not really implemented,the teaching content is not complete and comprehensive,and the teaching method is lack of pertinence.Finally,the causes are analyzed and solutions are proposed.The paper analyzes the causes from the external and internal aspects.The main external reason is that the environment of exam-oriented education causes the reading strategy is ignored,the Chinese curriculum standards for compulsory education and the previous textbooks do not make clear provisions on the reading strategy.The internal reasons mainly include teachers' lack of knowledge and ability,and students' low reading ability and level.The next step is giving suggestions to solve the problem,it both includes external and internal aspects.Externally,reading strategies should be clearly put forward in curriculum standards,reflected in textbooks,and focused in tests.Internally,teachers should enrich theoretical knowledge to improve literacy,try to interpret reading strategy contained in textbooks,determine teaching objectives and teaching difficulties,explore teaching methods,and design teaching processes to improve ability and literacy.Students should develop interest in reading,increase the amount of reading,improve the breadth,depth and speed of reading to improve reading ability,so as to reduce the obstacles of the instruction of reading strategy.