Research On The Teaching Strategies Of Chinese Reading In Primary Schools Based On Deep Learning

The development of the new era has put forward new requirements for the training of talents,and it is also a new challenge for teaching.Reading teaching is the core of Chinese curriculum,the quality of reading teaching affects the development of Chinese literacy.Since the deepening of curriculum reform,scholars and teachers have carried out in-depth research on reading teaching and obtained rich results.However,there are still some problems in the teaching of Chinese reading in primary schools,which affect the improvement of students’ thinking ability and the implementation of their core qualities.Therefore,it is imperative to implement deep learning in primary school Chinese reading teaching.Combined with the experience of educational practice,the researchers try to explore the effective strategies of deep learning-based primary school Chinese reading teaching.This paper is mainly divided into five parts.The first part is the introduction,including the introduction of the research background,research significance,literature review,research theoretical basis,research ideas and methods.The second part firstly clarifies and defines the concepts of deep learning,reading teaching and primary school Chinese reading teaching.Secondly,it defines the connotation and characteristics of primary school Chinese reading teaching based on deep learning.The correlation between deep learning and primary school Chinese reading teaching is discussed again.Finally,the teaching value of deep learning is expounded.The third part takes the students and teachers of H Primary School in Harbin as the research object,conducts questionnaire survey on the students,interviews with the teachers,and combines the classroom observation to obtain the data and make a descriptive analysis.The fourth part summarizes the existing problems in reading teaching in H primary School in Harbin City by combining questionnaire survey,teacher interview and classroom observation,and analyzes the causes of the problems from the aspects of school,teachers and students.The fifth part is the focus of this paper.According to the problems found in questionnaire survey,teacher interview and classroom observation,the corresponding teaching strategies are put forward.The strategies include: setting scientific teaching objectives,integrating relevant teaching contents,optimizing teaching methods,adopting continuous teaching evaluation and emphasizing teaching results of transfer and application,hoping to provide effective reference for front-line teachers.