How to effectively improve students' reading ability in Chinese teaching?

[Abstract] Based on teaching practice, this paper discusses how to effectively carry out Chinese reading teaching in primary schools under the new curriculum standard, and puts forward some related strategies, such as creating situations, asking questions effectively, using evaluation skillfully, and combining reading with practice.

[Keywords:] effective strategies for Chinese reading teaching in primary schools

Since the new curriculum reform, the research on reading teaching has been overwhelming and endless. Based on my own teaching practice, this paper expounds how to establish the concept of "teaching for developing students' Chinese literacy", pay attention to the effectiveness of reading teaching, and formulate relevant strategies.

First, the first strategy is to arouse interest and create situations.

Diduoshui, a German educator, once said: "The art of teaching is not to impart skills, but to inspire, awaken and inspire." Interest is the inexhaustible motive force of learning and the secret of learning success. Therefore, in primary school classroom teaching, teachers should grasp the hot spots and focuses of learning and thinking activities according to students' actual and age characteristics, knowledge and experience, ability level, cognitive rules and other factors, and create teaching-related teaching situations that make students feel real, novel and interesting through various channels, create a relaxed and harmonious dialogue atmosphere, stimulate students' interest in learning and trigger students' emotional experience.

1. Entity situation. Teachers make full use of physical objects to guide students to observe carefully and deepen their feelings and understanding of the text content. This method is especially suitable for the teaching of common sense texts in Chinese textbooks for middle and lower grades, such as it's going to rain in the textbooks. If possible, students can observe the natural phenomenon of "fish out of water, swallows flying low" before it rains to understand the characteristics of animals. Another example is "Looking for Spring", "Autumn Map" and "Autumn Rain", which involve mountains and rivers, flowers and plants, birds' songs and fish and insects. If conditions permit, it can lead students to experience and understand nature, broaden their horizons, increase their knowledge and stimulate their interest.

2. simulate the situation. According to the needs of explanation, teachers can use audio-visual means, such as playing slides, tapes, etc., so that students can get an intuitive feeling of shape, sound and color; Or show relevant photos and pictures to reproduce the situation in the textbook; Or according to the content of the text, teachers and students perform in different roles, so that students have the feeling of being there. Only in this way can we turn the static into the dynamic, turn the far into the near, turn the abstract into the concrete, make the teaching interesting and entertaining, and improve the teaching effect.

For example, when I was teaching the article "Little Fish in Shallow Water", I gave full play to the advantages of audio-visual education and created a small fish swimming in the beautiful sea. There are some words hidden behind the small fish for students to read, and then a storm broke out at sea, and the situation that the small fish was trapped in shallow water led to the following contents being learned skillfully. With words and music as auxiliary means, the artistic conception is harmonious and sincere, which makes people immersive.

3. Language sense situation. Teachers under the new curriculum concept are the dominant factors in students' learning, and teachers' vivid language rendering is also a good way to create situations. For example, in the teaching of The Beautiful Rooster, when the image of the rooster appears in front of the children, the teacher will describe it in emotional and vivid language: "Look, what a beautiful rooster, wearing a red crown on his head, a beautiful and gorgeous coat on his body and a pair of golden high boots on his feet. How cool! " After listening to the teacher's description, students can fully feel the beauty of the rooster. Through such vivid language description, teachers can cultivate students' correct and keen sense of language, stimulate students' thinking and association, and understand their situation.

4. Imagine this situation. Using the method of diffuse thinking, we can inspire students to imagine reasonably, try to figure out the psychology of the characters in the works, pay attention to the fate of the characters, let students really "enter the role", strengthen their feelings, and move from "emotion" to "understanding". For example, when teaching a little boy to pick up fish in a shallow water pit, let students imagine the difficulties he encountered in the process of picking up and throwing fish through courseware display, activate students' thinking, and let them put themselves in the shoes of the little fish and the little boy. Through the creation of situations, students' interest in learning is stimulated, so that students can always participate in learning with full emotions in the whole classroom and improve teaching efficiency.

Second, the second strategy is to ask questions effectively and feel the text.

Timely and effective classroom questioning is a very important teaching method. Only by making full use of this method can teachers firmly grasp the rhythm and direction of classroom teaching, highlight the key points, difficulties and keys of teaching, and thus become the leaders of the classroom. According to the teacher's questions, students will selectively focus on the key points, difficulties and keys of learning, so that their thinking will be in a proactive state, so as to better enter the text, feel the text and dialogue the text.

1. Ask questions to stimulate students' interest in learning. Classroom lead-in is an indispensable part of classroom teaching, which can stabilize students' emotions and induce students' emotions more than other parts. There are various forms of counseling, and the introduction of questions can best arouse students' desire to explore. We can make use of the effective resources of Chinese courses, grasp the theme of the text and ask questions skillfully. For example, in the lesson Marshal Buyi, at the beginning of the class, students can ask questions and ask: What is Buyi? Cloth and marshal seem to be two unrelated people. How are they related? Because the problem comes from students, they have a strong curiosity and thirst for knowledge when learning the text to solve these puzzles in their hearts. Interest is the best teacher. As you can imagine, due to the students' strong interest in solving problems before class, the study of this class will be relaxed and happy. There are many similar topics in primary school Chinese textbooks, such as "playing a famous game", "wonderful", "terrible", "if you get lost in the wild" and "there are many interesting things in space life" and so on. Teachers or students can ask questions before class, which can stimulate students' reading interest, arouse students' reading expectations and lay a good emotional foundation for students to enter the text.

2. Grasp the key words to ask questions and guide students to take the initiative to participate. Teacher Yu Yongzheng, a special-grade teacher, once said, "Where is the highlight of Chinese teaching? Where is the smell of China people? In the keyword, in the reading after understanding. " Words are the basic unit of the text, and word learning is a persistent work, especially for the key words and difficult words in the text, it takes time to understand them deeply. Therefore, in reading teaching, we can also expand the key words in the text, start from small places, guide students to take the initiative to participate, distract students' thinking, and make the meaning of words more thoroughly understood. Make the text more profound.

When teaching my comrade-in-arms Qiu, she asked such a question: "Students, where did you read' don't move'?" Teacher Wang grasped the word "motionless" to organize teaching, focused on the overall situation, and effectively set up a broad background for students to feel the text and have a dialogue with it. He closely followed the text, and made students deeply understand "immobility": from the literal meaning of "immobility", to the causes and consequences of "immobility", and finally to the consequences of "immobility", the dialogue continued to deepen like mushrooms after rain, allowing students to interpret the text from multiple angles and feel the great image of the hero in all directions, which reflected Mr. Wang's exquisite reading teaching art and high efficiency.

3. Grasp the main clues to ask questions and promote students' autonomous learning. The new curriculum reform puts forward autonomous learning, which should pay attention to cultivating students' independence and autonomy: "guide students to question and explore, learn in practice, and promote students to learn actively and individually under the guidance of teachers." Zhu once said: "Pay attention to yourself, observe yourself and cultivate yourself." Students are the main body of learning, and teaching is the process of guiding students to feel, feel and comprehend the text independently. In Chinese textbooks for primary schools, there are many clear-cut and coherent texts. In text teaching, if teachers grasp the main clues, they will often lead the whole body to better guide students to understand the text and achieve good teaching results.

For example, in the article "Charlie the Hero", Charlie's change and Jesse's words and deeds are two main clues. In order to make students clear, "What has changed about Charlie? Why has Charlie changed so much? " I asked the students to read and communicate, and feel the change of Charlie. Q: What's the change of Charlie? What sentences did you find? Then the camera shows the following sentences for students to talk about their feelings: A. "No, the hero Charlie never takes other people's things." B. "Thank you!" Charlie looks very polite. C. "Of course." D. "Charlie is naughty, but he keeps his word." Throughout the summer vacation, he played with Jesse on the grass every day. Jesse, I will be a hero. "Through the understanding of these key sentences, guide students to realize that Charlie has really changed and become polite, honest, trustworthy, self-motivated and confident. Because the questions raised played an outline role, the whole class avoided the phenomenon of "full house asking questions" Students think in reading, question and solve doubts in reading, feel in reading, and study independently, happily and solidly.

Third, the third strategy is to use evaluation skillfully to activate the classroom.

The evaluation method of Chinese classroom teaching under the new concept is gradually changing from single teacher evaluation to multiple evaluation, that is, there are both teachers' evaluation of students, students' evaluation of teachers, students' mutual evaluation of students and students' self-evaluation. As teachers, we should firmly grasp the magic weapon of classroom evaluation language, skillfully use text content to evaluate in teaching, activate students' emotions, create wonderful situations, make classroom evaluation language, the most direct and effective evaluation method, truly exert its unique charm, and make all the evaluated students satisfied with their learning success, improve their learning interest and actively engage in learning.

Teacher Yu Yongzheng once inadvertently asked a male student to read the text in an open class. The student read the text correctly, fluently and emotionally. After listening to his reading, Teacher Yu took the initiative to step forward, smiled and shook hands with the boy, and sincerely said, "Your reading is really good, and the announcer is just like that." I am inferior to you in reading this text. My classmates and I want to hear you read it again. "When' tis once spoken, the teachers and students who attended the class responded with warm applause. This applause is for the outstanding students, but also for the teachers who sincerely comment on the students. In such a loving classroom, students show great vitality and enjoy the happiness of Chinese.

Fourthly, the fourth strategy is to combine reading and practice to improve ability.

Mr. Ye Shengtao said: "Basic knowledge and basic training are very important in Chinese teaching in primary and secondary schools, and more attention should be paid to training ..." "For many years, I have always thought that the main task of Chinese class is to train thinking and language (as well as ideology and morality), and thinking ability and language ability are extremely important." If students only feel it in Chinese class, it is only the humanities, just reading it to the end, just blindly exploring. If students' listening, speaking, reading and writing skills are not enough, then Chinese courses will have no influence on students' humanistic edification and life development. Therefore, Chinese class should put "practice" in a prominent position. Only by combining "reading" with "practice" and integrating reading with classroom practice can students really accumulate language, feel internalized language, transfer language, improve their language application ability and Chinese literacy in an all-round way, and our reading teaching can be truly solid and effective.

The combination of reading and practice, practical language training, for low-level students, teachers should first guide students to scrutinize and taste words, and design flexible and diverse exercises. Secondly, speaking instead of writing is a combination of oral training and ideological and moral character. For example, you can watch animation, use words, imagine, connect with real life and so on. For example, in the last link of the teaching of "Small Fish in Shallow Water", I conducted two outward bound trainings: 1. Show me the picture of the underwater world and tell me what the little fish will say to the little boy. 2. What would you do if you saw an injured animal? In this way, it not only deepens students' understanding of the text, inspires their thinking, cultivates their oral ability, but also extends the problem to real life. There are many forms of writing exercises in the advanced stage, such as imitation, continuation, expansion, abbreviation and rewriting. We can arrange related writing exercises according to different teaching contents.

References:

[1] Yang Jiujun. Teaching points and teaching details of the new curriculum. Education Science Press, June 2004.

[2] Xue Fagen. Discuss the new curriculum classroom. Guangxi Education Press, 2006.438+0.