Research On The Teaching Design Of Primary Chinese Group Reading Under The Guidance Of Key Competence

The 2022 version of the primary school Chinese curriculum standards establishes the Chinese curriculum objectives around the core qualities,and adds requirements for reading the whole book in each learning section.Traditional single-text reading teaching pays attention to imparting knowledge,but knowledge is not equal to accomplishment.The teaching of group reading lays emphasis on the training of ability,which can transform the knowledge learned into the quality of students through practice.Therefore,the teaching form of group reading is warmly sought after by teachers.Through investigation,it is found that the teaching of group reading has an extreme tendency towards the construction of academic subject,and the teaching design of group reading lacks a scientific and effective operation path.In order to solve these problems,this paper adopts the method of questionnaire survey and interview to study the teaching design of group reading in primary schools based on core literacy in both theory and practice.Based on the re-understanding of the position of group text reading instructional design in reading teaching,it constructs the guiding concept,design framework and strategy of group text reading instructional design.The introduction part mainly introduces the origin,core concept,literature review,research design and theoretical basis of this study.On this basis,the purpose of this study is to construct the concept,framework and strategy of the teaching design of primary school Chinese group reading under the guidance of core literacy.The first chapter mainly expounds the position of teaching design of group reading.This paper believes that single reading is the foundation and core of Chinese reading teaching,and group reading is the supplement and expansion of single reading teaching.Single reading and group reading are mutually integrated and symbiotic relations,which are committed to the improvement of students’ reading quality.It can be said that group reading is connected with single reading and the whole book reading,and plays a role in enriching the form of reading practice,making up for the limitation of single reading teaching and promoting the transfer of reading methods.The second chapter,through the questionnaire survey and interview of the primary school Chinese teachers who have experience in teaching mass reading,found that there are shortcomings in the teaching design of primary school Chinese mass reading: understanding the connotation of mass reading teaching quantitatively;The goal of teaching design of group reading is ambiguous;The content of the teaching design of group reading is randomly pieced together;The evaluation method of group reading teaching design is single.In the third chapter,aiming at the problems in the teaching design of group reading in primary Chinese,this paper puts forward the following teaching design concepts of group reading:(1)to promote the development of students’ core literacy;(2)Emphasize the integration of learning content;(3)Highlight the subjectivity of students’ learning;(4)Based on students’ developmental learning.Secondly,through the theoretical research of group reading,it constructs the framework of teaching design of group reading.The specific process is as follows:clear teaching objectives;Determine group reading topics;Select and organize multi-text reading materials;Design teaching process;Develop five steps of teaching evaluation.The fourth chapter puts forward the corresponding design strategies based on the five links of the teaching design of group reading,including the teaching objectives of closely following the course standard and unit language elements;Group essay topics in line with subject characteristics and students’ needs;Multi-text combination with teaching materials as the core;Collective inquiry process based on learning task;Expressive task evaluation is the main process evaluation.Among them,the teaching process design includes exciting introduction,clear topics;Read autonomously,find connections;Collective construction,reach consensus;Transfer application,practice expression;Extension and expansion,the actual five important links of activity.The design of teaching evaluation should pay attention to the diversification of evaluation methods and the appropriateness of teaching objectives.The evaluation task should be both subject and open;Evaluation design should be integrated into the teaching process.Chapter five,based on the core literacy oriented teaching design concept,framework and strategy of primary school Chinese mass reading teaching case design and reflection.