Research On The Current Status And Strategies Of The Reading Assistance System In The Unified Edition Of Primary School Chinese Textbook

The reading aid system is one of the four major systems of Chinese textbooks,and with the continuous change and update of the version of Chinese textbooks,the reading aid system has also undergone tremendous changes.At the same time,the role of the reading aid system in cultivating students’ independent learning ability and determining teaching difficulties cannot be ignored.However,in actual teaching,the "teaching aid" and "learning aid" effect of the reading aid system has not been fully exerted,and because the unified version of the textbook began to be trialed in the first section of primary school in 2017,and only achieved full grade coverage of primary schools in 2019,most of the research on the use of the reading aid system is concentrated in the first section of primary school,while the research on the third section of primary school is minimal.Based on this,this study focuses on the current situation and strategy of the use of the unified version of the Chinese textbook reading aid system in the third section,which lacks attention.First,this study analyzes the content,characteristics and functions of the reading aid system.Secondly,the questionnaire method,interview method and case analysis method were used to investigate the current situation from three dimensions: the use cognition,use mode and use evaluation of the reading aid system,and some problems in the use of the reading aid system by teachers and students were found through the current situation analysis.The problem of teachers is that they cannot comprehensively and scientifically recognize the reading aid system,use the reading aid system in a formal,one-sided and arbitrary manner,and the evaluation concept does not meet the requirements of the new curriculum reform.The problems of students are: the cognition of the reading aid system is not deep and systematic,the use of the reading aid system is blind and arbitrary,and the evaluation awareness is weak.Finally,an attribution analysis of the above issues arises.The reasons for teachers are: lack of relevant professional knowledge,insufficient teaching experience,teaching ability to be improved,and lack of evaluation literacy.The reasons for students are: students’ lack of active curiosity,resulting in inadequate knowledge acquisition,lack of teachers’ guidance on the use of reading aid systems and cultivation of application ability,and neglecting activities related to enhancing evaluation awareness.In order to give full play to the value of the reading aid system,improve teachers’ classroom efficiency and cultivate students’ comprehensive ability,in view of the above problems in the use of reading aid system by teachers and students,this paper puts forward corresponding countermeasures for teachers and students from three aspects: the use cognition,use mode and use evaluation of the reading aid system: teachers should enrich professional knowledge,correctly recognize and attach importance to the value of the reading aid system,accumulate experience and make full use of the reading aid system to organize teaching and improve evaluation literacy;Students should take the initiative to enrich their knowledge,strengthen their understanding of the reading aid system,find ways to cultivate their abilities in multiple ways,continue to expand and improve,and actively participate in evaluation activities.Accordingly,it is hoped that some reference will be provided for the rational use of the reading aid system by front-line teachers and students.