Research On The Current Situation And Countermeasures Of Reading Teaching In The Second Stage Of Primary School Under The Concept Of "non-directive" Educatio

Reading teaching in elementary school has always been the top priority of language teaching in elementary school,and reading plays an important role in enhancing students’ perceptual ability,language skills and thinking ability,etc.The general objectives of the Compulsory Education Language Curriculum Standards(2022 edition)put forward relevant requirements for the reading panel,learning to use a variety of reading methods,having the ability to read independently;enriching language experience,developing language intuition and improving The general objectives of the reading section are to learn to use a variety of reading methods,to have the ability to read independently,to enrich language experience,to develop language intuition,and to improve the ability to think imaginatively.In addition,the high proportion of reading in language subjects and the important role it plays in other subjects have attracted the attention of elementary school language teachers.In recent years,the concept of "non-indicative" education proposed by Professor Zheng Yinong of Zhejiang Normal University has been applied by many front-line language teachers in reading teaching.It has many benefits for both the reading classroom and the cultivation of students’ abilities in various aspects,so the "non-indicative" education concept has a good application effect in language subjects.This study investigates the current situation of "non-indicative" reading teaching in G elementary school in Guyuan City on the basis of combing relevant literature at home and abroad,using questionnaires,interviews and classroom observations.The following problems existed in the process of implementing the "non-directive" education concept in the second grade reading teaching: the basic knowledge of the "non-directive" education concept was thin;the "non-directive" teaching objectives lacked rationality;the "non-directive" teaching contents were not properly selected and arranged.The problems are as follows: the basic knowledge of "non-indicative" education concept is weak;"non-indicative" teaching objectives are not reasonable;"non-indicative" teaching contents are not properly selected and arranged;"non-indicative" reading teaching methods are single;"non-indicative" teaching evaluation system is incomplete.In order to analyze the causes of the above problems,it is found that the main reasons for the problems of implementing the "non-indicative" education concept in the second grade reading teaching are: failure to deeply understand the "non-indicative" education concept;failure to flexibly grasp the teaching objectives;This study is based on the above investigation and analysis.Based on the above investigation and analysis,this study gives the optimized countermeasures for the implementation of the "non-indicative" education concept in the second grade of elementary school reading teaching,mainly including: raising awareness,clarifying the "non-indicative" reading teaching concept;optimizing the goal,helping students to better The main countermeasures are: to raise awareness and clarify the concept of"non-indicative" reading teaching;to optimize the goal and help students grow independently;to refine the content and highlight the important role of "non-indicative";to transform the method and pay attention to the white space and cooperation in the "dialogic" teaching method;to improve the mechanism and promote the development of "non-indicative The purpose of the study is to promote the development of "non-indicative" teaching evaluation towards diversification.