Research On The Present Situation And Strategy Of Connecting Children In The First Section Of Primary School Chinese Reading Teaching

Currently,the transition between elementary and junior high school has become a hot issue in education,and many students in the first grade are not adapting to learning to read,which bothers many parents and teachers.The Language Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as "the new standards")also emphasizes the importance of the EYFS interface,stating that "based on the assessment of students’ developmental levels in the areas of health,language,society,science,and art,the curriculum for elementary school grades 1 to 2 should be reasonably designed.In terms of the specific requirements of reading teaching,language teachers in the first grade should focus on the design and implementation of reading teaching activities that reflect the characteristics of living,playing,and activity,and carry out targeted teaching for the EYFS.Therefore,this study takes the first grade language teachers as the research object,takes reading teaching in the EYFS as the specific carrier,and understands the current situation of reading teaching EYFS of the first grade elementary school teachers through the interview method and case study method,and looks for corresponding countermeasures.This study is divided into four parts:The first part is the introduction,which mainly contains the reason of selecting the topic,the purpose and significance of the study,the innovation of the study,the review of domestic and foreign research literature,the definition of relevant concepts,the theoretical basis of the study,the content of the study and the ideas and methods of the study.The second part is a survey on the current situation of the young-primary interface of language reading teaching in the first grade of elementary school.Thirty language teachers in the first school section of S and H elementary school in Harbin were selected as interviewees,and the results of the interviews were examined in terms of teachers’ over-expectation of teaching reading skills to beginning students,teachers’ polarization of related training efforts,and teachers’ slightly subjective views on the design and implementation of the EYFS in reading instruction.After being suggested by experts,discussed by the teaching and research team,and certified by the teaching staff,three representative lesson records were selected from the author’s internship in S elementary school as teaching research cases,and analyzed in four aspects: teaching methods,teaching activity design,connection with life reality,and teaching site and facilities.The third part is the analysis of the problems and causes in the early childhood interface of language reading teaching in the first grade of elementary school.From the second part of the status quo survey,the following problems were found: firstly,the activity of the design of the EYFS in reading teaching is not strong,which is manifested in three aspects: fixed teaching site,single way of table arrangement,lack of operable activities and interaction activities;secondly,the game of the design of the EYFS in reading teaching is not enough;finally,the relevance of the teaching design to students’ life is not strong,and after analyzing the problem in depth,it can be attributed from The problems can be attributed to three levels,including the lack of publicity and understanding of EYFS at the social level,the lack of consensus on the implementation of the concept of EYFS at the school level,and the "ability gap" from teaching concepts to implementation at the teacher level.In the fourth part,we put forward corresponding countermeasures and suggestions from three levels: society,schools,and teachers.From the social level,firstly,we should strengthen the policy propaganda and coordination of reading teaching and learning;secondly,we should establish a coherent reading teaching and learning system;thirdly,we should monitor and implement the responsibilities of all parties in the teaching and learning of reading and learning at the early childhood level.From the school level,first,we should strengthen the sense of collaboration between kindergartens and elementary school;second,we should raise teachers’ awareness of the main responsibility of reading teaching EYFS.From the teachers’ level,firstly,to establish a scientific view of the EYFS in reading teaching;secondly,to enrich teachers’ theoretical and practical knowledge of the EYFS in reading teaching;thirdly,to improve teachers’ ability of the EYFS in reading teaching.The issue of EYFS in reading teaching is deeply related to the future learning and development of students.It is hoped that this study will provide a reference for the theoretical and practical problems of EYFS in the first grade of elementary school.