Based On The “Fault” Phenomenon Of The Sixth-Grade Chinese Reading Teaching Cohesion Research

Teaching in primary and secondary schools is a back-and-forth development process,with primary school teaching being the basis for junior secondary school teaching and junior secondary school teaching being the development and deepening of primary school teaching.However,there is currently a lack of holistic and progressive articulation between primary and secondary school teaching.There are various forms of poor articulation,and from the author’s observation and teaching practice,the phenomenon of "discontinuity" is the most prominent,permeating all aspects of language teaching.In language teaching,reading has always been an important and difficult area of teaching and learning,and it is easy for students to become ’intimidated’.Primary and secondary schools belong to two relatively independent systems,with differences in the setting of teaching objectives and the selection of teaching content,and there is a large span between the two.Many students who have moved from primary school to junior secondary school have to go through a difficult adjustment period in language learning,especially in reading,and a small number of students even fall into the swamp of"reading comprehension" and are unable to "break through",as the saying goes.Teachers teach hard,students learn to struggle",reading teaching is deteriorating,which has to cause us to pay attention to and reflect on.Therefore,it is imperative to base on reading teaching and learning to conduct research on the articulation of primary and junior school sections.Identifying the "gap" is a prerequisite for the development of bridging teaching.The author takes classroom teaching as the basis,investigates the actual situation of teachers,students and schools in depth,uses qualitative case studies and quantitative questionnaires and interviews,and other educational methods to conduct research,cross-analyses the empirical materials collected and collated,penetrates the phenomenon of "disconnection" in primary and junior reading teaching,and accurately grasps the point of disconnection.On this basis,we trace the root causes of the "discontinuity" in reading teaching at primary and junior secondary levels,from the subjective level of teachers and students to the objective level of the curriculum,teaching materials,individual physical and mental development,and the school’s schooling and management system.Bridging the ’gap’ is an important means of bridging the gap between primary and lower secondary reading teaching.Sixth grade and the first year of primary school are at the bridging stage of primary and secondary school,and the bridging must be carried out in both directions,but the author is more concerned about what primary school should do to prepare for the transition to junior high school.In the author’s view,the fundamental aspect of bridging teaching is "prevention" rather than "management".This is why this thesis is based on the concept of ’prevention’ rather than ’cure’.Therefore,this paper is based on the primary school’s standpoint,using the Year 6 classroom as the main teaching ground and exploring the articulation strategies of reading teaching in Year 6from the teacher’s perspective.The aim is to enable teachers to help students to prepare for and adapt to the transition from primary to junior high school by "updating their educational philosophy and establishing an awareness of the transition;using teaching materials flexibly to strengthen the connection between content;consolidating strong foundations and extending reasonably;cultivating good habits and optimising methodological guidance",so as to build a bridge between primary and junior high school and enable primary school students to This will help students prepare for and adapt to the transition to primary school,build a bridge between primary school and junior high school,and enable primary school students to complete the transition smoothly and fundamentally solve the problem of the "gap".