A Study On The Design Of Primary School Chinese Reading Based On Authentic Situation

In the newly promulgated language curriculum standards for compulsory education in 2022,"authentic context" has become an important keyword.The repeated introduction of authentic contexts reveals that language education and teaching should return to authentic contexts and be close to children’s real lives.Therefore,improving the quality of language teaching and developing core language literacy through authentic contexts has become the core direction of curriculum change.How to define authentic context? Authentic contexts are not only conditions and contexts for teaching and learning,but also problems and tasks that are connected to children’s lives and are processes in which children interact authentically with their learning environment or problems.Innovative thinking about authentic contextual understanding can help change the way reading is taught in elementary school and help to better apply authentic contexts to elementary school reading instruction.How can students engage in authentic reading and have authentic reading experiences in reading? This requires designing reading instruction based on authentic contexts.This is because authentic contexts advocate that language learning should place students in real situations,pay attention to the real needs of language use in students’ lives,and establish connections between language learning,social life,and students’ experiences in accordance with their cognitive levels.By solving real problems or real tasks in real situations,students are guided to make sense of real life and to integrate these experiences into their learning.Implementing teaching in this way helps to stimulate students’ interest and enthusiasm in learning,deepen their knowledge and understanding,and enrich their emotional experience in reading.Therefore,using real-life situations as a theoretical perspective and combining them with language reading teaching has numerous benefits and is an attempt to facilitate language teaching reform.The research on the design of reading instruction in elementary school language from the perspective of authentic context is based on grasping the connotation and characteristics of authentic context,and going for the exploration of design strategies under the guidance of theories such as contextual cognition,authentic learning,and constructivism.The exploration of design strategies mainly uses the literature research method and the action research method.First,the literature research method was used to elaborate the realistic basis of authentic context as the design analysis perspective of elementary language reading instruction,as well as the design concept and design strategies of elementary language reading instruction under the perspective of authentic context.Secondly,the specific application of the design strategies in teaching practice was carried out in conjunction with action research,and the application of the strategies was reflected,refined and summarized.The research consists of the following six parts.The first part is the introduction.This part mainly uses the literature research method to review the main concepts of "authentic context","reading instruction" and "reading instructional design",systematically describes the background,significance,purpose,ideas and methods of the study,laying the foundation for the subsequent research.The second part is the theoretical basis of the teaching design of primary school Chinese reading under the real situation.In addition to explaining the real situation clearly provides an important carrier for the development of Chinese core literacy,it can also provide new ideas for the innovation of Chinese reading teaching.The third part is the basic idea of the design of primary school Chinese reading teaching under the real situation.According to the connotation and characteristics of real situation,the design idea of language reading teaching in primary school from the perspective of real situation is to connect children’s real life experience,drive children’s reality to read deeply,and listen to children’s reality to read.The forth part is the practical strategy of primary school mathematics problem design under the real situation.Based on the design idea of reading teaching in real situation,the strategy mainly includes: the goal setting of reading teaching--close to the real needs of children,the content organization of reading teaching--the organizational thinking of focusing on real task,the process design of reading teaching--the experience of real collaborative inquiry,the evaluation choice of reading teaching--the evaluation based on real problem situation.The fifth part is an action research on the design strategy of primary school Chinese reading teaching from the perspective of real situation.In the practical teaching of Chinese reading,we should apply the design strategy of reading teaching,carry out action research,and test the feasibility and effectiveness of the strategy.Through two rounds of action research,it is found that the design strategy based on real situation can provide concrete and feasible strategies for the design of Chinese reading teaching,and unearth the better aspects of the design of Chinese reading teaching and promote the students’ ability to use knowledge flexibly.The sixth part is the research conclusion and prospect.In the review,reflection and summary of the research,and provide some directions for the future research of the real situation.