"Reading" in primary school Chinese teaching means "reading" to primary school Chinese to promote writing teaching.

"Reading teaching in all grades of primary schools should attach importance to reading aloud. It is necessary for students to fully read, feel the whole in reading, feel something in reading, cultivate a sense of language in reading, and be influenced by emotions in reading. " This is the direction pointed out by the new curriculum standard for Chinese teaching. As a simple and effective teaching method, "reading" has been favored by more and more experts and teachers.

First, I feel that there is "guidance" in self-reading.

Teachers should let students concentrate on reading, think freely and discuss freely when teaching each text. On this basis, teachers and students together sum up the main points with regularity, and then provide appropriate time and space for students to learn from migration. Reading is expensive in since the enlightenment. "Read a book a hundred times, and you will see what it means." This is the truth. However, we teachers just can't believe children, and think that instead of letting students read by themselves, teachers should talk more. Therefore, without giving students enough reading time, the teacher made a great analysis of the wording, sentence making and layout of the article. Because students have too little time to read the text independently, their understanding of the text is not true, their thinking is not profound and their feelings are not strong. At this time, the students are just listeners, not readers in the real sense. The "emotion" and "reason" they feel are nothing more than the teacher's personal reading experience and experience. This is bound to make the students who were originally full of personality become one by one with the same head. A machine that speaks with the same mouth. Therefore, teachers should not replace students' reading practice with their own analysis, but must return the time for reading and thinking to students. Give students enough time to experience and comprehend by themselves through the words they read in front of them, and the teacher had better retreat to the background to act as a "promoter and instructor" for students.

When I teach the article "Little Photographer", I am not in a hurry to explain and analyze the text, but let the students read the text carefully first, understand the text and think about the main points. In a short time, the students' small hands were raised in twos and threes. I asked the students to read it again carefully, draw the words and sentences they didn't understand, and think about what else they didn't understand. The students read again. When the students' little hands are raised again, I still ask the students to read the text carefully again and think about whether the things they don't understand can be solved by contacting the context. It is precisely because I gave students the time to read freely and gave them the opportunity to think and understand the text independently that the students would be very intense and the atmosphere was quite active in the group discussion afterwards. Just because I gave the students time to read and think for themselves, their understanding of this text is also very profound.

Second, in intensive reading, I realize that it is far from enough to "instruct"

Reading is only about students' since the enlightenment complacency. "In reading teaching, teachers should guide students to chew the language in the text carefully, let them use their own brains, often compare and ponder, and form a habit." The content of the text and the ideas it contains are produced by students through self-reading and since the enlightenment. Since the enlightenment, that is, to understand with his heart. The process of enlightenment is to chew the taste of language and experience the feelings of language and characters by reading and thinking about the connotation of language and characters. Students' understanding lies in teachers' clever and timely introduction. After all, the level of students is limited, and teachers should give guidance and guidance with emphasis and purpose according to the situation mastered by students. Guide them to savor the beauty of good words and sentences, try to figure out the uniqueness of layout and conception, and deeply explore and understand the thoughts and feelings expressed by the author. Of course, teachers' instruction should be based on students' reading and students' own understanding. The teacher's "point" must be "point" in the key place; "Dial" must be "dialed" in the difficult place, and undoubtedly "point" is better than "point".

For example, after analyzing the text in the teaching of Rose for the Deer, I asked if the rose for the Deer was planted in vain, and the students unanimously answered that it was not planted in vain, but when asked why it was not planted in vain, most students answered only because the rose was beautiful. Obviously, there are problems in students' understanding of the article. If the teacher inspires them at this time, the students can understand it, but this understanding is imposed on them by the teacher and lacks their own feelings and experiences. For this reason, I didn't immediately analyze the text, but focused on "reading". Let the students find sentences describing the beauty of roses, and let the students read the words of Breeze and Oriole with emotion, and imagine what Breeze and Oriole would say at that time. What other animals are there? What else will they say? Then guide the students to perform reading according to the content of the text. Through various forms of reading, let the students fully enter the role, and deeply feel the happiness brought by roses from the perspective of small animals, so as to deeply understand that "creating happiness for others, you can also get happiness from it." This kind of feeling is obviously beyond the analysis and explanation of teachers.

third, express in reading. Emphasis on "perception"

Real reading is communication and dialogue with the author's mind, and it is a process of integration and reconstruction from one life to another. The insights gained on the basis of teachers' explanation and analysis often lack deep experience and emotional sounds. The thoughts and feelings contained in an article really "empathize" from the author to the reader, and it has to be read repeatedly with emotion. Therefore, teachers should teach students certain reading methods, provide students with more opportunities to read aloud, and turn silent words into audio language through cadence and long and short reading, so that students can develop rich imagination, so as to read the taste, the deep meaning and the true meaning of the article, and achieve the wonderful realm of "feelings come from the heart and feelings come from the mouth".

"Paper Boat and Kite" is a sincere and touching article. I guide students to talk about their feelings on the basis of repeated deliberation, and guide them to determine the stress, pause, tone and emotion of reading according to their own understanding, and give students the autonomy of reading completely, so that they can truly become the masters of learning. To render the atmosphere. I specially matched the text with music, and the process of squirrel and bear becoming good friends was matched with relaxed and cheerful music: their feelings after quarreling were matched with sad music; The process of resolving conflicts between squirrels and bears is accompanied by cheerful music. Beautiful music infected the students' emotions at once, which made them quickly enter the emotional world of two small animals in the text and read with great emotion. Until the text was finished, many students were still immersed in the pure friendship between the two small animals, and I found several children secretly wiping their tears. This is a moving tear, which is the result of the hearts of readers and authors ringing.

Mr. Ye Shengtao once said, "Reading more works and training your sense of language will surely help you master the writing." Chinese teaching in primary schools should be "read" to "read", giving students enough time to read, so that they can understand, feel and express their feelings in reading, so that students can feel something to say, write and feel, which not only enriches their inner experience, but also improves their cognitive level. Chinese teaching in primary schools should internalize written words into students' own language from "reading" to "reading", and effectively improve students' ability to understand and use language. Lay a solid foundation for future language communication and writing.

(Author: Yuhong Primary School, Julu County, Hebei Province)