A Study On The Linkage Strategies Of Reading Inside And Outside The Classroom In The Third Grade Of Elementary School Language

Reading is a key part of promoting students’ language literacy and improving their reading ability.With the continuous deepening of the new curriculum reform and the changes in the concept of nurturing people in modern society,new changes have occurred in the content and form of reading,coupled with the issuance of the "Compulsory Education Language Curriculum Standards(2022 Edition)" and the extracurricular reading section in the Ministry’s version of elementary school language textbooks,the linkage between in-class reading and extracurricular reading has become Especially in the third grade of elementary school reading teaching,the genre of the textbook has increased and the content has become more difficult,and elementary school students tend to have a lack of interest in reading the text and a lack of understanding of the text,so the linkage of reading inside and outside the classroom shows its importance.Therefore,it is necessary to link reading inside and outside the classroom.The process of linking reading inside and outside the classroom is based on reading inside the classroom,using the genre,theme and content of reading inside the classroom as the basis for choosing reading outside the classroom,and then interspersing the reading outside the classroom into the language classroom after selecting the appropriate content to realize the interaction between teaching and learning,inside and outside,so as to improve students’ reading ability.The linkage of reading inside and outside the classroom is actually to consider reading as a whole,and to transfer and promote each other in terms of objectives,methods,contents and evaluation,so as to finally improve students’ core literacy comprehensively.This is closely related to the Bertalanffy system theory,learning transfer theory,and life education theory.In order to understand the current situation of implementing reading linkage between inside and outside the classroom in the third grade of language reading teaching in elementary school,this study used students and language teachers in the third grade of five elementary school in Inner Mongolia as the research subjects,and used questionnaires to collect survey data in the front line of elementary school teaching.The results show that most teachers have a strong awareness of reading linkage inside and outside the classroom,and they will provide certain reading linkage instruction according to the content of the textbook.However,there are also some problems,such as teachers’ limitations in setting the goals of reading linkage,the one-sidedness of reading linkage inside and outside the classroom,the lack of depth of reading linkage content inside and outside the classroom,and the single subject and way of evaluating reading linkage inside and outside the classroom.These problems are mainly attributed to the teachers’ lack of depth in exploring the text content,their lack of interdisciplinary vision due to their confinement to the subject matter,and the limited time available for classroom teaching.This study follows the requirements of the Compulsory Education Language Curriculum Standards(2022 Edition)for reading in the third grade of elementary school language,based on the cognitive development characteristics of the third grade students,and combined with relevant linkage theories,further explores new paths for linking reading inside and outside the classroom,relying on the text to extend reading outside the classroom when teaching reading inside the classroom,through reading the same topic inside and outside the classroom,reading similar genres inside and outside the classroom,reading inside and outside the classroom In addition,we will also explore new ways of linking reading inside and outside the classroom.In the case of extracurricular reading instruction,we find appropriate content to deepen the in-class reading,enrich the in-class reading content and improve the quality of in-class reading by asking students to recommend extracurricular reading books,instructing teachers to effectively guide extracurricular reading,and using the results of students’ extracurricular reading to create an in-class dialogue between teachers and students.When linking reading inside and outside the classroom,it is necessary to create a good reading environment,fully link the goals of reading inside and outside the classroom,establish a systematic assessment system for linking reading inside and outside the classroom,and finally break the barriers of reading teaching.It is hoped that this study can inspire front-line elementary school language teachers to implement reading linkage strategies inside and outside the classroom and truly promote the reading ability of elementary school students.