Problems And Strategies Of Teaching Chinese Reading In Primary Schools:From The Perspective Of Deep Learning

With the passage of time,primary schools are paying more attention to teaching Chinese reading,particularly as it relates to pupils’ development of critical thinking and knowledge transfer skills.The ability to problem-solving,flexible application and innovation are critical skills should be equipped by talents in today’s society.Additionally,the criteria for students’ reading ability were formally outlined in the recently released Chinese Curriculum Standards for Compulsory Education(2022version).Therefore,teaching reading cannot be conducted at the same low level of repetition as in the past;we must improve quality and efficacy and focus on cultivating and developing students’ fundamental Chinese skills.However,the author discovered that many Chinese teachers in primary schools believe that Chinese classroom instruction consists of simple repetition,particularly in teaching reading,and that students are too young to cultivate their deep learning ability.All of the aforementioned factors prompted the author’s interest in how to teach Chinese reading in elementary school from the perspective of deep learning in order to enhance pupils’ comprehensive abilities,which is the focus of this paper.In the introduction,the author describes the topic’s origin,explains the significance of the research,and defines the two fundamental concepts,“deep learning” and “reading instruction”.The author categorized research on deep learning,and the integration of deep learning and reading instruction in order to elucidate the scope and objectives of this study.In addition,the author devised the research strategy and employed effective research methodologies to complete the research.Based on questionnaires and interviews,the main text of this paper identifies the following issues regarding teaching Chinese reading to primary school students from the perspective of deep learning.For example,easily achieved teaching objectives,i.e.,an emphasis on knowledge understanding over ability cultivating,and insufficient training of students’ critical thinking skills.Also,the curriculum is simple,in that correlation and integration of knowledge are not given sufficient consideration.And technicalization of teaching activities,that is,the use of a single teaching method while disregarding the initiative of the students.The teaching process is characterized by a lack of expansion,neglecting for the development of students’ transfer skills,and inadequate emphasis on aesthetic enlightenment education reading teaching Chinese among primary school students.Based on the previously mentioned attribution analysis,the author suggests that teachers should first build a unit learning;then establish unit learning objectives in teaching reading;after that,design teaching activities that reflect the characteristics of deep learning;finally,consider the deep participation of students in reading instruction in order to alter the current situation of students’ superficial learning in reading,developing students’ capacity for in-depth learning and promoting teachers’ professional growth.