Research On The Current Situation And Strategies Of The Teaching Of Chinese Group Reading In High Grade Primary Schools

In recent years,a new mode of reading teaching has quietly emerged in elementary school language teaching--group reading teaching.Although it is a new attempt in language curriculum reform,there are only a few empirical studies in the development of group reading teaching,and there is a lack of more in-depth exploration of group reading teaching at the practical level.On this basis,this paper takes two primary schools in Y city as examples,and investigates students and teachers of the two schools by using literature analysis,questionnaires and interviews.In this paper,the meaning of group reading teaching and the theoretical basis are fully explained by the literature analysis method;then,the questionnaire and interview methods are used to investigate the group reading teaching situation in the two elementary school in Y City and some problems are found.The study provides some useful references for schools to improve students’ group reading.The problems include:teachers’ unclear perceptions of the concept of group reading;lack of materials to match the group reading curriculum;inappropriate topic selection;too similar texts;teachers’ difficulty in stepping out of the traditional single-text reading This paper focuses on the following problems In response to these problems,this paper discusses the causes from the following aspects:teachers’ ability to teach group reading;teachers’ limited time and energy;teachers’ neglect of students’ individual construction;and the imperfect teaching environment of group reading.On this basis,this paper analyzes some problems in the current group reading class of upper elementary school language from four aspects and gives corresponding solutions:improving the theoretical level of group reading of elementary school language teachers;developing reading plans to improve teachers’ reading frequency;enriching group reading materials to provide a favorable environment;and constructing an assessment system suitable for group reading teaching.It is hoped that this study can improve some of the problems that exist in the teaching of group reading in upper elementary school languages,so as to provide future researchers and front-line language teachers with some references and suggestions in both theoretical and practical aspects.