| The integrated teaching of in-class and out-of-class reading breaks the single and independent reading classroom,and creates a series of interlocking theme reading courses.According to the in-class reading and the actual situation of students,the pre-reading tasks with rich forms,individuation,life and enlightenment are integrated into the situational reading classroom with students as the protagonist,so that students can experience reading and feel the characters personally,so that students can be immersed in group reading and whole book reading,and then through the establishment of a variety of platforms for feedback and exchange of reading results,so as to improve students’ expression ability and reading ability,and finally achieve the purpose of comprehensively cultivating and improving students’ comprehensive language ability and personal comprehensive quality.According to the cultivation of students’ reading ability,the definition of reading content in the learning task group and the actual reading situation of the students in the third stage of primary school in the ‘Compulsory Education Chinese Curriculum Standard(2022 Edition)’,this study projects the focus of the research on the integrated teaching of reading in and out of class in the third stage of primary school Chinese,in order to play a positive role in promoting reading practice teaching and the formation of students’ comprehensive Chinese literacy.To this end,this study uses the literature method,questionnaire survey method,and interview method to conduct in-depth research on the current situation of in-class and out-of-class reading integration teaching in the third stage of first-line primary school Chinese.On the basis of summarizing and analyzing a large number of first-hand data,this paper summarizes the problems in the teaching of Chinese reading in the third stage,and puts forward corresponding problem-solving strategies for these problems,hoping to provide some reference suggestions for the majority of first-line primary school Chinese teachers in terms of in-class and out-of-class reading integration teaching.This study combines the real first-hand data obtained from questionnaires and interviews.Through research and analysis,the results show that most teachers have a strong awareness of reading integration in and out of class,and their theoretical learning is weak.The content of integration is immobilized and lacks life;the method of integration is single and less flexible;the form of integration is test-oriented and lacks experience;the evaluation of students’ reading integration in and out of class is unified,and the independent evaluation of students is not paid enough attention to.The reason is mainly reflected in the fact that schools and educational administrative departments do not pay enough attention to the theoretical training and practical guidance of teachers.Most teachers’ reading teaching is utilitarian,and the examination and reading are too closely connected,focusing on in-class reading;due to the heavy academic burden of most students,teachers also have complicated affairs except teaching affairs,which leads to less time for students to read,more difficult to invest,and insufficient energy for teachers to design integrated teaching of reading in and out of class.Due to resource constraints,many students have difficulty in completing reading tasks,and the form of integrated reading teaching has become narrow.Based on the analysis of the above problems and causes,combined with relevant literature,this study puts forward relevant strategies from five dimensions,mainly including :strengthening teachers’ learning and research on the concepts of reading integrated teaching,actively reading books and literature related to reading integrated teaching in and out of class,and strengthening the training of relevant educational subjects;broaden the breadth of reading integration content,develop Chinese reading resources in life,and select content that meets the actual situation of students;diversify the reading integration methods,cut into multiple angles,take into account the flexible integration of multiple factors,and improve the reading guidance system of the whole book;optimize the form of reading integration in and out of class,enrich the form of reading integration,let students stay in it,and enrich the form of students’ reading feedback communication;pay attention to the diversification of evaluation,realize the diversification of evaluation content,attach importance to the main body of students,and diversify self-evaluation. |
