Research On Chinese Reading Teaching Based On Stylistic Awareness

As an important component of Chinese teaching,reading teaching is a popular research topic for quite a few experts and teachers.In the research on reading teaching in primary schools,stylistic awareness seems to be neglected to some extent.Many people think that stylistics is too difficult for primary school students and teaching stylistics seems to cultivate extra skills beyond the teaching program.However,stylistic awareness is not equal to stylistic knowledge.As teaching reform has progressed in recent years,Chinese reading textbooks and curriculum for primary schools have all covered statements on stylistics,which is especially the case after the revision and unification of national textbooks in 2019.The new MOE-compiled textbooks have even more highlighted the importance of stylistic awareness.Faced with new textbooks as well as the new education reform,how to cultivate students’ stylistic awareness in Chinese reading teaching in the upper grades of primary schools has become a teaching problem to be urgently settled by frontline teachers.Based on the MOE-compiled Chinese upper-level textbooks,the author of this thesis takes the teachers and students in the higher grades of No.2 Primary School of the Economic Development Zone of Kunming as the research object and mainly adopts the interview research method.Based on the problems spotted by the author in the upper-level Chinese teaching,the author has interviewed students and teachers of upper grades and analyzed that there are the following problems in the teaching of Chinese reading for upper grades in primary schools partial understanding of the stylistic knowledge of teachers and students,poor stylistic awareness of teachers,formalized reading teaching,and the lack of stylistic awareness of students in reading.Targeting the current status,it has been discovered through research that the current situation can be attributed to the following problems:insufficient stylistic knowledge on the part of teachers,inadequate attention to the cultivation of students’ stylistic awareness in primary schools,and the lack of diversified teaching methods used by teachers.Based on the reasons for the problems,this thesis adopts such methods as literature review,interview,and observation in the research and delves into effective means to settle problems from the two dimensions of theory and teaching practice.Theoretically speaking,teachers should thoroughly study the teaching materials and the requirements of the new curriculum reform,recognize the necessity of the penetration of style awareness for the reading teaching to upper grades in primary schools,change their own ideas ideologically,adjust their own research and learning directions,and fully explore the stylistic value of the text at such sections as textbook interpretation and class preparation.Secondly,as the leaders of the classroom,teachers should strengthen their own accumulation of literary and stylistic competencies to better grasp the direction and degree of penetration of stylistic awareness.With regard to implementation,teachers should determine the teaching content and objectives of different styles of texts based on stylistic features,optimize the teaching design,return to stylistics,skillfully adopt teaching strategies,and build a reading scaffold in reading teaching.Base on teaching stylistic knowledge,as an extension,stylistic awareness should be penetrated to help students establish a stylistic framework,develop stylistic thinking,enhance the pragmatic ability and integrated reading capacity,and boost the improvement in Chinese competencies.