A Research On Teaching Design Of Prose In Elementary School Based On The Concept Of Reading Literacy

The prose selected in the unified edition of elementary school Chinese textbooks has both literary quality and beauty.The beautiful language and artistic conception provide materials for training students’ high-level reading ability.The author’s rich emotional experience is conducive to students’ emotional edification and self-care.However,in actual prose teaching,many teachers pay attention to systematic analysis and interpretation,teach knowledge and content,and dispel the internal artistic conception and emotion of prose.This kind of reading that ignores students’ interests and emotional experience fundamentally reflects the deviation of current teaching in grasping the relationship between knowledge acquisition and human development.Reading literacy is a new achievement of thinking about reading learning.It is a comprehensive concept that includes the growth of knowledge,ability and sentiment.It is based on the improvement of individual Chinese literacy and the development of lifelong learning.Based on this,this study examines the problems existing in the current prose teaching design in elementary schools from the perspective of the concept of reading literacy,in order to provide optimization suggestions for the prose teaching design of front-line teachers.This study mainly includes four parts.The first chapter discusses the meaning and value of prose teaching design in elementary school under the concept of reading literacy.This chapter expounds the basic concept of reading literacy from three aspects: reading knowledge,reading ability and reading sentiment,and analyzes the element characteristics and important value of prose teaching design in elementary school under the concept of reading literacy.On the basis of this chapter,the text analysis framework,analysis record table and interview outline of prose teaching design in elementary school are formed.According to the text analysis and interview survey,the second chapter clarifies the attention orientation and degree of teachers to the elements of reading literacy in prose teaching design,and summarizes the main problems existing in the current elementary school prose teaching design:(1)The awareness of learning situation analysis is weak,and the analysis is one-sided;(2)The goal ignores the strategic knowledge and the ability orientation is insufficient;(3)Focus on low-level reading ability and evaluate the absence of appreciation;(4)The design of writing practice is relatively casual,which is difficult to migrate and create;(5)The method process is single,and it is easy to ignore reading sentiment;(6)The standards of reading literacy evaluation are not effectively implemented.The third chapter makes an attribution analysis of the main problems existing in elementary school prose teaching design.The reasons are as follows:(1)The behindhand evaluation mechanism after examination oriented;(2)Teachers’ lagging reading teaching values;(3)Teachers’ insufficient understanding of instructional designs;(4)Teachers’ understanding of reading literacy is not deep;(5)Teachers’ ability to interpret prose needs to be strengthened.The last chapter discusses strategies from the following perspectives: optimize professional development and improve design level;set goals from the starting point and clarify the direction of literacy;integrate the content intelligently and train the reading ability;determine teaching methods according to the style of the text,stimulate the reading sentiment;develop dynamic evaluation and cultivate reading habits.It is hoped that the above suggestions can improve the design ideas and design plans of teachers’ prose teaching,and promote the improvement of students’ reading literacy.