Investigation And Countermeasure Research On The Current Situation Of The Teaching Of Speculative Reading In The Second Stage Of Primary School Chinese

In 2022,the latest published Chinese language curriculum standards for compulsory education pointed out the need to develop students’ core competencies,with "thinking ability" pointing to students’ thinking development.At the same time,the "speculative reading and expression" learning task group has been proposed as a part of the curriculum content.This shows the importance of "speculation" in the subject of Chinese.In this context,the teaching of Chinese in primary schools needs to pay more attention to the implementation of speculative reading teaching.This study uses questionnaire survey and interview methods to distribute questionnaires to students and language teachers in the second stage of X Primary School in Shijiazhuang City,and selects some teachers for interviews.The student questionnaire surveys students’ questioning and reflection,thinking patterns,reading abilities,and teachers’ teaching methods and teaching content.The teacher questionnaire understands the current situation of speculative reading teaching in the school from six aspects: teachers’ teaching awareness,teaching preparation,teaching objectives,teaching process,teaching evaluation and reflection,and teaching difficulties,It is found that there are mainly the following problems in the implementation of speculative reading teaching: weak awareness of students’ questioning and reflection,solidified development of students’ own thinking,poor speculative guidance of teaching content,omissions in speculative activities in teaching links,and a single subject and method of teaching evaluation.Based on a questionnaire survey and interviews with teachers,the causes of the above problems are analyzed.The main reasons are as follows: traditional reading teaching neglects the cultivation of students’ speculative reading habits,traditional teaching models lack the goal guidance for developing students’ thinking abilities,traditional teaching content lacks the deep construction that inspires students to think in multiple ways,traditional teaching implementation lacks the problem design that guides students to explore cooperatively,and traditional evaluation systems lack the teaching evaluation that points to the development of students’ thinking.In response to the above reasons,this study proposes the following teaching optimization suggestions based on excellent teaching cases: changing concepts,strengthening students’ awareness of speculation;literacy based,leading the development of students’ thinking;integrate resources and provide students with speculative support;create an atmosphere to stimulate students’ interest in thinking;implement the evaluation and clarify the key points of students’ thinking.