What is the teaching goal of Chinese reading in primary schools?

first stage

1, I like reading and feel the pleasure of reading. ?

2. Learn to read the text correctly, fluently and emotionally in Mandarin. ?

3, learn to read silently, don't make any noise, don't refer to reading. ?

4. Read with the help of the pictures in the reading materials. ?

5. Understand the meaning of words and phrases in the text in combination with the context and real life, and accumulate words and phrases in reading. ?

6. Read simple fairy tales, fables and stories, yearn for beautiful situations, care about nature and life, have their own feelings and ideas about people and things of interest, and be willing to communicate with others. ?

7. Read children's songs, nursery rhymes and simple ancient poems, expand your imagination, gain a preliminary emotional experience and feel the beauty of language.

8. Know the common punctuation marks in the text. In reading, experience the different tones expressed by periods, question marks and exclamation marks.

9. Recite 50 excellent poems (paragraphs). The total amount of extracurricular reading is not less than 50 thousand words. ?

The second period

1. Read the text correctly, fluently and emotionally in Mandarin. ?

2. Learn to read silently at first. You can ask questions about places you don't understand in the text. ?

3, can contact the context, understand the meaning of words, and understand the role of key words in the text. Be able to understand the meaning of new words with the help of dictionaries, dictionaries and life accumulation.

4. Be able to grasp the main content of the article and understand the thoughts and feelings expressed in the article. ?

5. Be able to retell the main idea of narrative works, feel the vivid images and beautiful language in the works, and communicate your reading feelings with others. ?

6. In the process of understanding sentences, understand the different usages of periods and commas, and understand the general usages of colons and quotation marks. ?

7. Learn to skim and get a general understanding of the article. ?

8. Accumulate beautiful words and wonderful sentences in the text, as well as language materials obtained in extracurricular reading and life. ?

9. Recite 50 excellent poems (paragraphs). ? The total amount of extracurricular reading is not less than 400,000 words. ?

tertiary

1, can read the text correctly, fluently and emotionally in Mandarin. ?

2. Silent reading has a certain speed, and the silent reading of general books is not less than 300 words per minute. ?

3, can read with the help of a dictionary, understand the proper meaning of words in the language environment, and distinguish the emotional color of words. ?

4. Infer the meaning of related words in the text and experience their expression effect by connecting the context with their own accumulation. ?

5. Try to figure out the expression order of the article in reading, understand the author's thoughts and feelings, and initially understand the basic expression methods of the article. In communication and discussion, I dare to put forward my own opinions and make my own judgments. ?

6. After reading the explanatory article, you can grasp the main points and understand the basic explanation methods of the article. ?

7. Read the narrative works, understand the outline of the event, briefly describe the most impressive scenes, characters and details, and tell your feelings of likes, dislikes, reverence, yearning and sympathy. Read poetry, grasp poetry as a whole, imagine the situation described by poetry, and experience the poet's feelings. Influenced and inspired by excellent works, I yearn for and pursue beautiful ideals. ?

8. Learn to browse, expand your knowledge and collect information as needed. ?

9. In the process of understanding the text, experience the different usages of pause, comma, semicolon and period. ?

10, reciting 60 excellent poems (paragraphs). ? The total amount of extracurricular reading is not less than 654.38+0 million words.

Extended data

The so-called "teaching verbal forms" means advocating that reading teaching should teach the verbal forms of selected texts, that is, how to say selected texts, and criticizing reading teaching methods such as "teaching text content", "teaching textbooks" and "running with text content". Because other subjects focus on "what to say" and Chinese focuses on "how to say it".

For Chinese, to understand what it says, but to appreciate how it says, it is mainly through the language form of Chinese textbooks to cultivate students' language sense ability.

At present, this view is quite popular in the field of reading teaching in China, and tends to regard "teaching speech form" as the only and high-grade reading teaching. Of course, "teaching speech form" can greatly reverse the situation that Chinese teaching blindly follows the content of selected works, and help to establish a clear Chinese teaching goal and content selection consciousness. However, there are several points that need special attention:

First of all, there is a difference between "reading teaching" and "teaching speech forms". Although "teaching oral form" can effectively improve students' reading ability, "teaching oral form" cannot replace "reading teaching". A simple reasoning should be: reading teaching should cultivate students' reading literacy.

From this point of view, it is not appropriate to understand the content of the text without cultivating reading ability in reading class; However, it seems inappropriate to study only "how to say" (or "how to write") (and it is often an artistic and aesthetic speech form). Because the reading ability, strategy and habit of "how to read" are still very different from the speech form of "how to say" (or "how to write").

Secondly, the cultivation of reading comprehension, judgment, speculation and evaluation ability must actually be carried out with the help of the teaching of text content. For example, in order to cultivate students' reading comprehension ability, questions such as "what is the main content of this paragraph" are often asked in combination with the text, rather than "what are the characteristics of the writing of this paragraph".

For this reason, although "teaching speech form" is hotly discussed in domestic reading teaching, "language use and speech form" is rarely mentioned in the definition of reading literacy and various reading standards at home and abroad. Looking at reading questions at home and abroad, they are rarely designed around "speech form". On the contrary, most of them are mainly written content.

Therefore, thinking about teaching "text content" or "speech form" may not necessarily grasp the key to "reading teaching". It is also hasty to judge whether teaching "speech form" is right or wrong.