Research On The Actuality And Strategy Of "Trinity" Reading Teaching In Senior Grade Of Primary School Chinese

Reading teaching is an important part of Chinese teaching and a key link in implementing the core literacy of students in Chinese.The "Unified Edition" elementary school Chinese textbooks are more innovative in the design of the reading section,increasing the distinction between "intensive reading" and "skimming",and integrating "extracurricular reading" into the teaching material system in a reasonable way.Constructed a "Trinity" reading teaching system from "teaching reading" to "self-reading" to "extracurricular reading".The construction of the reading teaching system has brought new vitality to the teaching of Chinese reading in elementary schools,and at the same time it has also put forward higher challenges for the teaching of reading for teachers.This article takes the "Trinity" reading teaching system as the research object,and mainly adopts the literature research method,the questionnaire survey method and the interview method as the main research methods.First,through literature research,understand the current research results of the "Trinity" reading teaching system,and clarify the layout concept,teaching requirements and educational value of the textbook reading system.Secondly,under the guidance of "Compulsory Education Chinese Curriculum Standards(2011 Edition)" and the concept of textbook compilation,through questionnaires and interviews,the author understands the status quo of the implementation of the "Trinity" reading teaching system in the upper grades of primary schools,and finds out the existing problems and returns them.Cause analysis.Finally,combining the research results of experts and scholars and the teaching results of frontline teachers,explore the scientific and efficient implementation of the "trinity" strategy in reading teaching.The main body of the thesis is mainly composed of four parts:The first part starts from the three aspects of construction background,teaching requirements,and value meaning,and comprehensively expounds the "trinity" reading teaching system of elementary school Chinese.The second part is a survey of the status quo of the "Trinity" reading teaching in the upper grades of elementary school Chinese.The author selects senior Chinese teachers from different schools in different cities to conduct teacher questionnaires and teacher interview surveys,and elaborates on the design of the questionnaires and interviews and data collection to ensure the effectiveness of the survey.The third part is the analysis of the problems and the attribution of the "Trinity" reading teaching in the upper grades of elementary school Chinese.The author will conduct detailed data analysis on the results collected through questionnaires and interviews,to clearly understand the current situation of the "Trinity" reading teaching in the upper grades of elementary school Chinese,sort out existing problems and conduct attribution analysis.The fourth part is an analysis of the teaching strategy of "Trinity" reading in the upper grades of elementary school Chinese.Under the guidance of the concept of compiling small Chinese textbooks,based on the results of practical investigations,combined with excellent teaching cases,an optimization strategy for the scientific and efficient implementation of the "trinity" in the teaching of reading in the upper grades of primary school Chinese is proposed.First,clarify the intention of the arrangement,and earnestly grasp the teaching concept of "Trinity".Teachers clarify the layout intentions and correctly grasp the teaching concept of the "trinity" reading system is the basis and prerequisite for improving the effect of reading teaching and maximizing the educational value of the reading system.Secondly,based on the characteristics of the lesson types,giving play to the teaching characteristics,keeping upright and innovative elementary school Chinese textbooks,linking Chinese reading with Chinese life,incorporating extracurricular reading into the textbook system in a reasonable way,and increasing the distinction of lesson types.Three types of lesson types are used as reading The organic components of the teaching system each carry different functions.Teachers should strengthen the study of textbooks,dig deeper into the characteristics of different lesson types,and develop reading teaching with lesson characteristics in reading teaching to achieve the goal of maximizing the effect of reading teaching.Third,grasp the main line of the method and realize the integration of the "three positions".The key to the integration of the trinity is to grasp the main line of the reading method,integrate the "three" into a "one" and improve the reading ability of students.,The purpose of expanding reading.Fourth,dig out text connections and carry out "1+X" reading teaching to promote the "Trinity" and "1+X" reading teaching.Through intra-class connection and extra-curricular,the shortcomings of closed textbooks can be broken,and reading teaching can be realized.Interactivity and continuity can cultivate students' reading awareness and broaden their reading horizons,which can effectively promote the improvement of students' reading literacy.