How to carry out Chinese reading teaching in the fifth and sixth grades of primary schools under the new curriculum standard

With the progress of curriculum reform, how to cultivate the reading ability of primary school students in grade 5 and 6 and improve their reading level has become the goal pursued by teachers and students.

First, the problems in Chinese reading in the fifth and sixth grades of primary schools

The factors that affect the reading ability of the fifth and sixth grade students in primary schools mainly come from two aspects, namely, the two subjects of reading in teaching, teachers and students.

student

1, improper reading method

Improper reading methods will lead to students' incomplete understanding of the content of the article during reading. Students' improper reading methods are mainly manifested in the following aspects: some students just read the article carelessly without understanding the deep meaning of the article; Many students refuse to let go of articles that should be skimmed for a long time, resulting in a lot of energy and waste of energy; Most students have no plan and purpose when reading articles, but only perfunctory reading, do not take reading notes, and do not think deeply after reading.

2. Low interest in reading.

Many students are not aware of the great role of reading and the importance of cultivating reading ability, and are not interested in reading. This idea is extremely common among students in grade five or six in primary schools. Many times, they are waiting for the teacher to analyze the content and essence of the article for them, but they are too lazy to use their brains. This sense of dependence on teachers has seriously damaged students' interest in reading.

3. There is little reading time

The fifth and sixth grade students in primary school are not mature enough, have weak self-control and are easily influenced by the surrounding environment. At the same time, students in grades 5 and 6 of primary school have a heavy learning burden. Some students not only have to study at school, but also have to cope with the art education arranged by their parents when they go home. Therefore, the usual classroom study or training time occupies most of the day, which makes students have little time to read books inside and outside the classroom. In addition, modern entertainment tools such as TV, games and the Internet are very attractive to the fifth and sixth grade pupils. Many students would rather spend their spare time playing games than reading.

(2) Teachers

1, blind reading teaching

At present, in teaching, many teachers are blind in guiding students to read, and they explain the articles in the textbook casually, which leads to students' little knowledge and incomprehension. At the same time, teachers talk too much in the course, which will make students' learning very passive and occupy students' independent thinking and reading time. When students are induced to play independently in time, teachers can receive unexpected teaching results from the side. We should attach importance to the application of various novel curriculum resources, but we can't ignore the importance of teaching materials.

2. The teaching objectives are vague

In the process of reading teaching, some teachers' teaching objectives are not clear enough. It is easy to see the following situations: the teacher's interpretation of the article is not deep enough to understand the true meaning of the article; Teaching objectives are mechanically copied from books, and teaching objectives are not set according to the actual situation; The teaching objectives of each class should be interrelated, not relatively isolated, which will make the teaching process lose sight of one thing and another.

3. Language training lags behind.

When teachers cultivate students' language ability, they pursue more and better, fail to highlight key points and have unclear purpose. Ignoring the accumulation of language knowledge and the cultivation of premonition, students' language training lags behind and can't keep up with the reading rhythm.

Second, the countermeasures to improve the Chinese reading ability of the fifth and sixth grades in primary schools

(A) to stimulate interest in reading is the foundation

As a teacher, we should constantly enrich our knowledge and expand our cognitive range. Set an example by example and set a good reading example for students. In the process of reading teaching, I will comprehensively apply all kinds of knowledge I have mastered to teaching to make the class lively and interesting. Teachers should highlight their eloquence, make their language charm attract students, stimulate students' imitation nature, and thus stimulate students' interest in reading.

(2) Improve reading methods and enhance reading ability.

Reading Chinese texts has certain regularity and universal methods. Teachers can seriously teach students to practice in class and turn them into their own reading methods. Often teach students reading skills, teach students where to study hard and where to skim. In addition, in teaching, teachers should carefully read articles and prepare lessons according to the characteristics of students in the class. Teachers can also assign certain reading tasks to students, and emphasize spot checks to supervise students to read diligently. If students have problems in reading, teachers should always help them understand, so as to prevent students from losing interest in reading because of repeated difficulties.

(C) put an end to blind guidance, clear reading teaching objectives

For students of different grades, teachers should set different reading teaching objectives, and students of all grades cannot be generalized. When setting teaching objectives, we should fully consider students' different age groups, knowledge, language ability and other factors, and combine teaching resources to formulate the most reasonable teaching objectives. Otherwise, it is blind teaching to set teaching objectives at will to guide students' learning. When students are reading, teachers should give more guidance, where to guide students to read carefully, where to guide students to read easily and where to let students read by themselves. Only in this way can students improve their reading ability.

(D) Consolidate the language foundation

Reading teaching is a teaching method that integrates students' understanding, analysis, induction and comprehensive ability. Therefore, this requires students to have a solid language foundation. Chinese teaching in primary schools should cultivate students' language ability from the lower grades and help students read, understand and read well in the actual reading process. To lay a solid foundation for students' language, teachers should often train students to understand words and phrases from ordinary courses and read the meanings behind words according to the artistic conception of the article. In the teaching process, teachers can pick out the key paragraphs, key areas and key words in the article, so that students can scrutinize and understand them, and then put some words, words, sentences and paragraphs back into the whole article, and then scrutinize the artistic conception.