How to Reconstruct Chinese Texts in Primary Schools

Throughout the reading practice of primary school students, there are generally lazy reading behaviors that TV replaces books, perfunctory reading behaviors that only taste and don't do, partial reading behaviors that only love pocket books and comic books, utilitarian reading behaviors that only look at selected compositions, impetuous reading behaviors that blindly follow the crowd, and impetuous reading behaviors that have no "law". The management and guidance of extracurricular reading lags behind, which makes the quality of improving students' reading ability and cultivating students' reading interest very low and needs to be improved urgently. According to the characteristics of students' Chinese learning and extracurricular reading in our school, in this semester, in order to get more in-class reading guidance time and make more solid and effective extracurricular reading guidance, we conducted a study on reading related texts of basic courses into the classroom, mainly exploring the timing and text selection of group reading into the classroom, and exploring teaching from the following three kinds of group reading based on in-class texts, and striving to build a Chinese classroom. 1. Simplify classroom teaching, streamline teaching hours and introduce relevant texts. Many texts in the current Chinese textbooks are not difficult for children to understand, but in actual Chinese teaching, teachers often ask questions and students answer them, and teachers also ask questions that students can clearly understand through independent reading. The teaching of some texts is more complicated, and the teacher always wants to find out all the language training points in the text, forget the last lesson and make the Chinese class easier. These two situations undoubtedly waste a lot of classroom teaching time, and also bring time obstacles to group reading in class.