What are the objectives of the research on Chinese reading teaching in primary schools?

The content and purpose of the research on Chinese teaching methods in primary schools.

1.Focus on literacy instruction. The words required to be recognized must be able to be read correctly, and the words that are required to be written must be written correctly and can be used.

Teachers can recognize (write) words by composing words that they can know (or can write), so in primary school, they are required to know 3,500 commonly used Chinese characters, of which 2,500 can be written, which can form 7,500 words. Literacy instruction in the early grades should emphasize holistic memorization so that students can consolidate in the language environment. In the teaching of handwriting, the main strokes and the structure of the characters should be guided in place.

Each lesson takes a few minutes to write. Teachers should learn new and review the past, and distinguish similar words, polyphonic words, homophones, etc. by comparing and analyzing. It is necessary to establish an incentive mechanism for students' independent literacy, motivate students to be literate in life and reading, and use one class a week to exchange literacy results.

Be confident that the potential of students is endless.

2.Instruction and training in reading aloud. The lower grades should require all students to read correctly, not emotionally.

Reading correctly can develop students' initial sense of language. How do I read it correctly? Do the following three things:

Every word can be pronounced accurately, especially polyphonic words, soft, pitch-changing, and child-like; Not many words, no repetition in reverse, accurate reading of pauses between words in long sentences; Understand a small number of key words and sentences.

1.Continued emphasis on the teaching of literacy and writing.

2.Strengthen the teaching of words and sentences. The teaching of words and sentences mainly starts from four aspects:

a.Be able to identify key phrases. (Use the exact word, such as "rising" in "Lotus"; Words and phrases that reveal the main idea of the article; Words and phrases that can dominate the whole text; Words and sentences that can summarize the whole text; transitional sentences; Words and phrases that I don't understand, etc.)

Teach students a variety of ways to understand key phrases. (Swap; read words and sentences to imagine pictures; Contextual understanding, etc.) cExperience the role of key words and phrases in expressing meaning.

d.Pay attention to guiding students to accumulate good words and sentences, and learn to use them in expression.

1.Strengthen the cultivation of self-learning ability. It is necessary to study by oneself first, and then learn together with teachers and students.

Self-study syllabus can guide students to self-study: write a little bit about the feelings of the first reading after the first reading; Encourage students to ask questions that they don't understand, or are interested in, or care about, and guide students to ask questions about language and writing.

When writing about scenery, students should be instructed to grasp the characteristics of the scenery and write in an orderly manner, and write lyrical while writing about the scenery ("Remembering Jinhua's Shuanglong Cave"); Writing articles should guide students to grasp the main content as a whole, sort out the order, and grasp the key sentences to experience feelings; When writing about people, students should be guided to focus on feeling the image of the characters, learn the basic methods of character description, and write through language, appearance, action, and psychology; Expository essays should allow students to understand what is being explained and how to explain it.

First, the teaching objectives are clear. Teachers need to clearly set the objectives of reading instruction, and reasonably design teaching content and teaching methods according to factors such as students' age, knowledge level, and subject characteristics. At the same time, it is necessary to consider the interests and needs of students, so that the teaching objectives are in line with the actual needs of students.

Second, the teaching process is scientific and reasonable. Teachers need to arrange the teaching process reasonably according to students' cognitive rules and reading habits, master the principle of moderate difficulty, and let students gradually improve their reading comprehension ability in reading materials of appropriate difficulty and stimulate students' interest in reading.

3. Diversification of teaching methods. Teachers need to adopt a variety of teaching methods, such as reading aloud, reading comprehension, drawing, games, etc., according to different reading materials and different characteristics of students, so as to better guide students to master reading skills.

Fourth, the evaluation method is reasonable. Teachers need to set reasonable evaluation standards and methods according to the goals and content of reading teaching, and give students positive encouragement and suggestions in a timely manner, so as to promote the improvement of students' reading interest and ability.

Fifth, the quality of teachers is high. Teachers need to have solid knowledge of Chinese and education and teaching theories, as well as good education and teaching ability, and be able to flexibly use various teaching methods to stimulate students' interest in reading and promote the continuous improvement of students' reading ability.

6. Sufficient teaching resources. Teachers need to have abundant teaching resources, including a variety of reading materials, multi-teaching equipment, etc., in order to better meet the reading needs of students.

Guarantee of teachers' quality and professional knowledge: The research on Chinese reading teaching in primary schools needs to be guaranteed by a team of high-quality, experienced and professional teachers. These teachers need to have a strong foundation in Chinese language and educational theories, as well as unique teaching methods and strategies.

Appropriate learning environment and resources: Learning environment and resources are the foundation for promoting effective research on reading instruction in primary schools. It is necessary to provide a good learning environment such as a teaching room, library, and network facilities, as well as high-quality teaching materials, courseware, reading books and other resources.

Diversified teaching methods and strategies: Primary school reading teaching should adopt diversified, flexible and targeted teaching methods and strategies, such as pre-knowledge activation, situational guidance, thinking enlightenment, experiential teaching, etc., to give full play to students' initiative and creativity and enhance the learning effect.

Support of modern educational technology means: Modern educational technology means can effectively improve the effect of reading teaching in primary schools, such as educational software, multi-class banquet courseware, teaching platform, etc. In these ways, students can better understand, master and apply language knowledge.

Teaching management based on actual assessment: To carry out research on reading teaching in primary schools, it is necessary to carry out scientific and reasonable teaching management according to the actual situation, and then introduce relevant technologies and methods to monitor and summarize the reading results in schools or statistical data within a specific range, timely check and adjust teaching strategies and assessment methods, and reflect on and improve education and teaching behaviors and processes, so as to promote the sustainable development of education.

1.Teachers' professionalism: Teachers need to have solid knowledge of Chinese and the theory of reading teaching, and be able to use a variety of teaching strategies and methods to mobilize students' interest and enthusiasm in reading, and improve students' reading level and ability.

2.Students' reading ability: Students need to master basic reading skills, such as literacy, comprehension, reasoning, evaluation, etc., and at the same time have good reading habits and interests, be able to read consciously, and improve their reading ability and level.

3.Creation of teaching environment: Create a good teaching atmosphere and environment, create a variety of reading scenes and situations, provide rich and diverse reading materials and resources, stimulate students' broad interest and enthusiasm for reading, and promote students' all-round development.

4.Application of teaching methods and strategies: In the teaching process, different teaching methods and strategies, such as explanation, guide, guidance, inspiration, discussion, evaluation, etc., should be adopted according to the actual situation and reading level of students, so that students can read comprehensively, deeply and effectively.

5.Teaching evaluation and reflection: Teachers need to evaluate and reflect on students' reading in a timely manner, analyze the improvement of their reading ability and level, adjust teaching strategies and methods in a timely manner, continuously optimize the teaching process and effect, and improve the quality and level of teaching.

1. Richness of teaching materials and teaching aids. The teaching of Chinese reading in primary schools requires a variety of different types of teaching materials and teaching aids, such as textbooks, picture books, books, audio, etc., which need to be rich and diverse to meet the learning needs of different students.

Second, the professional quality of teachers. The teaching of Chinese reading in primary schools requires teachers to have good language expression and reading skills, as well as to master teaching methods and skills in order to better guide students' learning.

3. Students' reading ability and interest in reading. The teaching of Chinese reading in primary schools requires students to have a certain degree of reading ability and interest in reading, so that they can better understand the content of the text and read deeply.

4. Family and social support. Parents need to pay attention to their children's reading situation and encourage their children to read more, and at the same time, the society needs to create a good reading environment and improve the status and importance of reading.

In short, the teaching of Chinese reading in primary schools requires the joint efforts of the whole society, starting from the aspects of teaching materials, teaching aids, teachers, students, families and society, so as to improve the reading ability and interest of primary school students and promote their all-round development.

2.Teaching environment: Teachers need to create a good teaching environment, including classroom layout, atmosphere creation, classroom management, etc.

3.Teaching and learning methods: Teachers need to be familiar with and master a variety of teaching methods, including heuristic teaching, discussion-based source and leakage teaching, case-based teaching, etc., to improve students' reading ability, thinking ability and expression ability.

5.Teacher quality: Teachers need to have solid language skills, keen educational insight, rich teaching experience and excellent language skills in order to better guide students.

First of all, teachers need to have solid language knowledge and teaching experience, master large-scale effective teaching methods and strategies, and be able to provide personalized teaching according to the different needs of students.

Secondly, the teaching materials should be of sufficient quality and quantity to meet the students' reading needs, and the content should be close to the students' lives and interests.

Thirdly, students need to have a certain reading foundation, be able to understand and analyze texts, and master basic reading skills and methods.

Finally, parents need to actively participate in students' reading education, cultivate children's reading habits and interests, and provide books and materials suitable for children's reading.

1.Systematic: The research needs to comprehensively and systematically master the theory and practice of Chinese reading teaching in primary schools, understand the basic knowledge of related psychology, education, linguistics, literature and other disciplines, and study Fang Rangsen's good method.

2.Empirical frankness: Research needs to have certain empirical data to support and validate the conclusions of the research. Data can be collected and analyzed through surveys, experiments, interviews, etc., and statistical analysis and comparative studies can be conducted.

1 Teachers are required to have a certain level of language proficiency and reading comprehension skills.

2. Abundant textbook resources, such as texts in the form of more dust and rich teaching materials, are needed in order to bring students a diversified reading experience and enlightenment.

3 The teaching environment needs to be supported and classroom management skills are used so that students can participate in reading instruction in a pleasant way.

4. It is necessary to pay attention to the cultivation of students' reading interest and reading habits, and to give individualized and targeted teaching measures for students at different levels.

To sum up, the conditions for Chinese reading teaching in primary schools need to be supported and guaranteed in various ways to improve students' language literacy and reading ability.

What are the four categories of reading teaching objectives in primary schools?

There are four stages of reading teaching in primary schools: The first stage is the enlightenment stage. That is, teachers let students perceive the charm of Chinese reading first and increase their familiarity with Chinese reading through text demonstrations, audio, etc.

The second stage is the facilitation phase. In other words, teachers use methods such as classroom reading, oral communication, and repetition to guide students to participate in Chinese text reading activities. The third stage is the independence stage.

That is, students can independently read texts by arranging pre-class reading tasks, role-playing, class problems, etc. The fourth stage is the evaluation and revision phase. That is, on the basis of students' completion of the three steps, the teacher uses the method of reading question guidance to evaluate the improvement of students' current independent reading ability, and helps students sort out the key points of knowledge learning.

The primary school reading teaching objectives are divided into overall goals, unit goals, textual goals, and what goals.

Hello dear, the primary school reading teaching objectives are divided into, overall goals, unit goals, text goals, and stage goals

What is the essence of the language curriculum and teaching in the compulsory education stage, which is responsible for the formation and development of students' language literacy.

The reasons are as follows: First, focus on improving students' language quality in an all-round way. Second, we should pay attention to cultivating the language literacy needed by modern society. Third, we should focus on cultivating students' healthy personality and innovative spirit. Fourth, we should pay attention to cultivating students' self-learning ability.