How to Optimize the Teaching of Reading in Primary Chinese Stage 1

A careful study of the Chinese curriculum standards shows that as long as you read the "six-character formula" of "literacy (literacy), writing (writing), reading (reading), memorization (recitation), interest (interest), and practice (habit)", you can be said to have grasped the key points of reading teaching in the lower grades.

The classroom structure is a projection of educational ideas. Teaching should be to teach students to learn, not to teach for the sake of "teaching", but to teach for the sake of "learning". The success or failure of classroom teaching should be measured from two aspects: first, whether students can take the initiative to learn and consciously become the director of learning.

The second is whether teachers can give guidance and guidance under the condition of ensuring the main position of students. Only by considering one's own "teaching" from the perspective of "how to learn" and arranging and organizing the classroom teaching structure can we effectively improve the teaching efficiency and quality of the 40-minute class, so as to achieve the unity of teaching and learning.

1. It is necessary to strengthen the sense of goal in teaching. Before designing the classroom structure, it is necessary to first clarify the teaching objectives, and then determine the key points and difficulties of the teaching materials accordingly. It is necessary to give full consideration to the three links that are mutually restrictive and interrelated, implementation and feedback.

The classroom structure can be designed in this way or that way, but it must be so consistent that it is the same thing, and this "sect" is the constraint of the teaching goal.

2. The classroom structure should be "block structure". The so-called "block structure" is to divide a lesson into several large blocks for teaching, and each block should have a clear integration goal, specific teaching content, actionable student training and teacher guidance, and there should be feedback around the goal. For example, if the teaching idea of "whole, part, whole" is embodied, special attention should be paid to conforming to the laws of students' understanding, and students' thinking activities should be the main axis to form blocks.

The level of learning should be formed from low to high, the former is the foundation of the latter piece, the latter piece is the inevitable improvement of the previous piece, and the natural connection between the blocks should be thought.

3. The classroom structure must strive to embody the teaching idea of "teaching as the leading and degree as the main body", design the "teaching method" from the perspective of "learning the law", infiltrate the learning method guidance into the classroom teaching, integrate it into the teaching method, avoid a single mode and method, and design the course type according to the students' cognitive laws and the content of the text.

4. The classroom structure of the reading class should be based on the overall function of reading teaching, and a considerable part of the classroom time should be left to the students themselves. The teacher's explanation should be precise, and it should be often inspired, guided and checked, so that students can consciously participate in the process of teaching, and this kind of "participation" is by no means a simple follow, but let students analyze problems by themselves, reveal the rules, solve contradictions, and try to create opportunities for students to "practice more" in the classroom.

1. The effective design of Chinese reading teaching should be simple and realistic.

"Simplicity" means that simple problems should not be complicated in the teaching of Chinese reading, and the "five simplifications" should be realized. That is, the teaching concept is simple, the teaching objectives are concise, the teaching content is concise, the teaching method is concise, and the teaching process is simplified.

There should be no non-teaching phenomena in the design of reading instruction, and there should be no false or empty words. Don't play word games, don't use a lot of courseware, stack beds and frame houses, and fill the whole teaching process.

It is necessary to design useful lessons, and design cannot be separated from the lesson. The design should be conducive to teaching, teaching, and efficient completion of teaching tasks; The design is conducive to students' learning, allowing students to learn quickly, mastering scientific learning methods, forming independent learning ability, and sustainable and efficient learning.

2. General strategies for effective design of Chinese reading instruction.

It is necessary to delve deeply into the curriculum standards, teaching materials, students and related resources. It is necessary to thoroughly understand the knowledge points, ability points, key points, and difficult points of the teaching materials, and design the teaching objectives, important and difficult points, teaching methods, learning methods, and teaching processes. You can refer to the teaching design of famous teachers, absorb the essence of others in combination with the actual situation, and further optimize the teaching design.

3. Optimize teaching design and improve the effectiveness of design.

Improving the Efficiency of Reading Teaching in Primary Schools 1. Careful Interpretation of Texts is the Prerequisite for Improving the Effectiveness of Teaching 2. Stimulating Interest in Reading is the Cornerstone of Improving the Effectiveness of Reading Teaching 3. Advocating Personalized Reading is the Core of Improving the Effectiveness of Reading Teaching 4. Clever Questioning is the Way to Improve the Effectiveness of Reading Teaching Pure hand-to-hand work.