Elementary school language opening report

Primary school language opening report

The opening report is a kind of written description material of the scientific research topic by the person who opens the topic. The following is about the opening report of elementary school language, welcome to read!

I. Research Background

1. Reading the Classics: 21st Century International Mother Tongue Curriculum Reform *** Knowledge

Since the 1980s, a number of developed international and emerging countries almost coincidentally initiated educational reforms for the 21st century, and as one of the core courses of the mother tongue curriculum, its reform has generally been emphasized by all countries. Reading is an extremely important learning content in the mother tongue curriculum, and in this internationalized mother tongue curriculum reform, countries have gradually reached a *** knowledge - reading the classics is a necessary way to improve students' mother tongue literacy and the quality of the nation's mother tongue. Many countries have included the reading of classics in their national curriculum standards and other official documents and made clear provisions. For example, in the UK, according to the English National Curriculum, "In Key Stage 3 and Key Stage 4, students should read the following works:

(1) Two of Shakespeare's plays.

(2) Plays by major playwrights such as Christopher Marlowe, J.B. Priestley, George Bernard Shaw, R.B. Bealton.

(3) Two novels by major authors published before 1900, selected from the following authors: (give names of fourteen authors).

(4) Two works published after 1900, written by major authors, of high quality and by authors who are already well known to critics, from the following authors: (give names of 4 authors).

(5) Four high-quality works by major poets published before 1900.

(6) High-quality works by four poets, published after 1900 and already well known in the critical world. In addition, the German Bavarian language syllabus lists many national and international literary figures and their works for students by grade and genre. In France, high school students are given an annual "list of works". The U.S. Department of Education has issued a list of 21 required reading books for secondary school students, of which 6 are from the United States, 5 are from the United Kingdom, 2 are from Russia, 1 is from France, 1 is from Germany, 4 are from Ancient Greece, 1 is from Ancient Rome, and 1 is from the Bible. It can be seen that reading the classics has become an important part of the reform of the mother tongue curriculum in various countries.

2. Reading the Classics: An Important Part of the Reform of China's Existing Language Curriculum

In the context of a modern society characterized by increasing internationalization and the rapid evolution of cultural pluralism, China has initiated a new round of reform of the basic education curriculum, and the language curriculum, as an important part of the reform of the basic education curriculum, has positioned the value of the curriculum as "to enable students to learn Chinese culture on the basis of the Chinese culture, and to learn to read the Bible". The language curriculum, as an important part of this basic education curriculum reform, has positioned the value of the curriculum as "enabling students to stand on the foundation of Chinese culture, have enough self-confidence and independence, and develop creatively in the midst of cultural expansion or impact". How to realize this transformation of the value of the language curriculum in teaching practice? Reading Chinese and foreign classics! In reading Chinese and foreign classics, students can "feel the profoundness of Chinese culture, build up national self-esteem and pride, and acquire the wisdom of creativity", and at the same time, "respect, learn from and absorb the diverse cultures of the world's countries and peoples". At the same time, students can "respect, learn from and absorb the diverse cultures of countries and peoples around the world". Thus, students can "look at the world on the basis of Chinese culture, and pay attention to the reality of cultural life on the basis of traditional culture". Based on the above understanding, the language curriculum has been developed with the aim of enabling students to "see the world on the basis of Chinese culture, and to pay attention to the reality of cultural life on the basis of traditional culture. Based on the above understanding, the most important guiding document of the language curriculum reform, the Language Curriculum Standards for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as the Language Curriculum Standards), has repositioned and systematized the concepts, objectives, and methods of achieving the objectives of reading teaching. (hereinafter referred to as the "Language Curriculum Standards") has repositioned the concept, objectives, and methods of achieving the objectives of reading teaching and has put forward specific and clear requirements. For example, in the "Basic Concepts of the Curriculum", it is stated that "the language curriculum should cultivate students' love of the motherland's language, guide them to understand and use the motherland's language correctly, enrich the accumulation of language, cultivate their sense of language, develop their thinking, and equip them with literacy and writing skills, reading skills, writing skills, oral communication skills, and the ability to write and communicate in writing, In the "General Objectives", the curriculum objectives of "Literacy and Writing Skills, Reading Skills, Writing Skills, and Oral Communication Skills" are set out; in the "General Objectives", the requirement that students should "read more than 4 million words outside the classroom over the nine-year period" is put forward; and in the "Teaching Suggestions", teachers are also advised to "read more than 4 million words outside the classroom". In addition, the "Teaching Suggestions" also suggests that teachers should pay attention to "cultivating students' interest in reading, expanding the reading surface, increasing the amount of reading, advocating fewer problems, reading more, reading well, reading good books, and reading the whole book" in their teaching. In the "Evaluation Suggestions", it is also clearly put forward "pay attention to strengthening the evaluation of students' weekday recitation, encourage students to recite more, increase accumulation in the practice of recitation, develop the sense, deepen the experience and comprehension" evaluation requirements. Moreover, the Curriculum Standard has set up two contents in the "Appendix": "Suggestions on Recommended Articles for Reciting Excellent Poems and Literature" and "Suggestions on Extracurricular Reading Materials". The appearance of these contents shows that guiding students to read a lot of Chinese and foreign classics is an important way to realize the "comprehensive improvement of students' language literacy".

3. Analysis of the Current Situation and Problems Encountered

(1) Under the influence of "fast-food" reading and "graphic" reading, which are increasingly dominant in the society, students' reading activities are becoming more and more banal. Students' reading activities can not trigger their serious and profound thinking about society and life, and they can not feel the spiritual pleasure and shock of reading. In addition, students' reading horizons are narrow, and there is a lack of understanding of foreign cultures, which is a far cry from the goal of the language curriculum reform to cultivate students who are "based on Chinese culture and looking at the world, and based on traditional culture and paying attention to the reality of cultural life".

(2) In the specific teaching practice, the students' reading of excellent classic literature in terms of quantity and quality are very different, especially in the majority of rural schools due to economic constraints and the limitations of the level of teachers, it is very difficult to read Chinese and foreign classic literature in a more systematic way. In addition, the extracurricular reading materials on the market are complicated and of varying quality, which affects the quality of students' reading and the improvement of language literacy.

(3) The majority of front-line teachers of primary language extracurricular reading, for many years has been the lack of a mechanism and strategy to guide students to effectively carry out the reading of extracurricular classics; at the same time, to open up the connection between the classroom reading and extracurricular reading the lack of systematic and scientific understanding and methods of operation. Teachers are more likely to make intermittent attempts in teaching practice, lacking scientific behavioral research planning and the construction of related theoretical and practical systems.

(4) Regarding the experiment of guiding students to read a lot of literary classics under the new curriculum, some cities, counties and districts in our province have done a lot of research and achieved some results, but these studies are not systematic and comprehensive, and most of them are focused on a certain aspect of the research.

The basis of the study

1. China's traditional language teaching, reading, reciting, thinking, memorizing, is an effective way for students to receive rich cultural nourishment, accumulation of language to cultivate feelings, and to form a more solid language skills.

2. Based on the "Language Curriculum Standards" on the new concept of reading teaching and the reading objectives of the school segments. The first section (1 - 2 grades): read shallow fairy tales, fables, stories, yearning for beautiful situations, care about nature and life, interested in the characters and events have their own feelings and ideas, and happy to communicate with others. To recite children's songs, nursery rhymes and simple ancient poems, to develop imagination, to gain preliminary emotional experience and to feel the beauty of language. Accumulate their favorite idioms and aphorisms. Memorize 50 outstanding poems (paragraphs). The total amount of extracurricular reading is not less than 50,000 words. The second section (grades 3-4): Accumulate beautiful words and phrases, wonderful sentences and paragraphs in the texts, as well as language materials acquired in reading outside the classroom and in life. Memorize excellent poems, paying attention to experiencing emotions and comprehending contents in the process of recitation. Memorize 50 pieces (paragraphs) of excellent poems. Develop the habit of reading books and newspapers, collect and exchange library materials with classmates. The total amount of extracurricular reading is not less than 400,000 words. The third section (grades 5-6): recite excellent poems and pay attention to the contents and emotions of the works through the tone and rhythm of the poems. Memorize 60 outstanding poems (paragraphs). Utilize libraries, the Internet and other information channels to try to conduct exploratory reading. Expand their reading surface, the total amount of extracurricular reading is not less than 1 million words.

Throughout the elementary school stage, memorize 160 excellent poems and texts, and read a total of 1.45 million words outside the classroom.

3. Many famous scholars in education and society today have discussed reading.

Zhu Xiaoman (Director of the Central Institute of Education and Secretary of the Party Group): I hope that from our educators to learn to thirst for knowledge, *** with reading to support our lives.

Zhu Yongxin (doctoral director of Soochow University and vice mayor of Suzhou): Although our technology is constantly developing and our society is constantly moving forward, at the same time, the future of our human beings is constantly being challenged, and one of the major reasons for the challenge is the delayed spiritual development of human beings. It can be said that the history of one's spiritual development is essentially the history of one's reading; a nation's . . spiritual realm depends to a large extent on the reading level of the whole nation. ...... We have always believed that the reading problem is one of the most serious problems facing the Chinese nation. If we no longer emphasize reading, and no longer build a bookish campus, and then promote a bookish society, the future and fate of our nation is something to worry about.

Shi Zhongying (Beijing Normal University): Reading is a kind of taste, a state of mind, which accompanies human growth.

Jin Baocheng (Central Institute of Education): If you don't read, you don't have the courage to read, and reading should start when you are a child.

Xie Wei (Capital Normal University): Reading is a sign that people are purifying their minds and moving towards civilization.

Yan Wenfan (Penn State University): It is equally important for us to study how to read and what to read.

Herman Cheng (The Chinese University of Hong Kong): For learners, the depth of reading is more important than its breadth.

Shang Youjing (a renowned education scholar): You can't imagine how poorly children read until you open their schoolbags.

Xu Yan (Nanjing University): A nation that doesn't read can't talk about having a national spirit, a national soul.

Fang Zhanhua (Zhejiang Academy of Education): Teachers should talk less, students should read more, and the right to learn should be returned to students.

Fan Peisong (Soochow University): called for rationalization of the education system, teachers and students to read time and space.

Yang Jiu Jun (Jiangsu Provincial Academy of Education): reading, for children to construct a more ideal ecological mind.

Fu Weili (Liaoning Normal University): Fun is the root of reading, and competition is the guarantee of reading.

Cheng Sihui (Wuhan University School of Education): There is no physical fitness without exercise, and no intelligence without reading.

Wang Jiayi (Northwestern University): Reading brings knowledge, reading updates ideas, and knowledge and ideas change destiny.

Fan Xiaoqing (famous writer): People who like to read can enjoy peace of mind in the most restless world.

Tao Wenyu (famous writer): Reading is the process of sketching beauty with the mind.

4. Sukhomlinsky's discourse on reading.

"Whether a student can learn successfully in the middle and upper grades depends first of all on whether he will be able to read with understanding: to be able to think while reading, and to be able to read while thinking. Elementary school teachers should, therefore, carefully examine how this ability develops in each student. ...... A student's intellectual development depends on good reading skills. A pupil who is able to think while he reads appears to be able to cope with any assignment more quickly and smoothly than a pupil who has not acquired this ability to read quickly, which at first sight seems so simple. There is no rote memorization in his mental work. When he reads a textbook or other book, the situation is quite different than that of the student who does not read and think at the same time." "The pupil who is able to think while reading and to read while thinking will not fall behind in his studies, and without falling behind in his studies the work of the teacher is easier."

"A mind stimulated by reading is like well-organized land; if the seeds of knowledge are sown on it, they will germinate and grow and yield a harvest. As a result of being able to think about books, it becomes easier for students to master the material prescribed in the syllabus. The more the student thinks about books, the stronger the feeling of fondness that is inspired within him because of them, the easier it will be for him to learn."

He also made the claim that reading is closely related to learning and that it creates an "intellectual background" for learning. He also believed that extracurricular reading "is both the sail by which the ship of thought sails and the wind that blows the sail forward", and that teachers should grasp and implement the two sets of syllabi, "learning" and "extracurricular reading". The teacher has to grasp and implement the two syllabi of "learning" and "extracurricular reading".

Research Objectives

1. Explore the laws of reading teaching in the mother tongue, and build a theoretical system and operational methods to guide primary school students to read the classics effectively.

2. To develop and write a set of Language Classics Reader.

3. Comprehensively improve students' language literacy, enrich the accumulation of language; promote the improvement of humanistic qualities and professional growth of experimental teachers; enrich the cultural connotation of the experimental school, enhance the cultural taste of the experimental school, promote the construction of experimental school culture, enrich the experimental school's school characteristics.

Fourth, the content of the study

1. The content of the reading of classics for primary school students

(1) the characteristics of the classic texts suitable for elementary school students to read;

(2) the proportion of the ancient Chinese traditional classic texts that should be read by primary school students;

(3) the proportion of the modern Chinese classic texts that should be read by elementary school students;

(3) the proportion of the current Chinese classic texts that should be read by primary school students;

(4) the proportion of the traditional Chinese classic texts that should be read by primary school students. texts in elementary school students' reading;

(4) the proportion of works of various genres in each grade of elementary school;

(5) the proportion of memorized texts in each grade;

(6) the proportion of foreign classic texts in each grade of elementary school;

(7) the design and principles of the presentation of the combination of classic texts in elementary school students' reading. and principles, etc.

2.

2. Research on teaching and learning methods of reading classics for primary school students

(1) New strategies and means to improve the efficiency of in-class reading teaching;

(2) Research on ways and means to link extracurricular reading with in-class reading;

(3) Guidance strategies for effective extracurricular reading;

(4) How to enrich language accumulation through reading;

(5) How to improve reading skills through reading; and

(6) How to improve reading skills through reading.

(5) How to combine reading and writing, and learn to write from reading;

(6) How to make students feel the pleasure of reading through reading;

(7) How to cultivate students' good personalities and sound personalities through reading;

(8) How to stimulate students' interest in reading;

(9) What kind of good reading habits should be cultivated, and how to cultivate them;

(10) What kind of good reading habits should be cultivated by students? (10) How to cultivate students' love of the motherland's language through reading and recognize Chinese culture;

(11) How to broaden students' horizons by reading about foreign cultures, so that they can have admiration, absorption and respect for human culture, think of the world and look to the future;

(12) How to penetrate the textbooks in the study of related reading content;

(13) how to use family, school, library and other resources to enrich reading content;

(14) reading and comprehensive language learning;

(15) reading and research learning;

(16) how to realize students' correct and diversified interpretations of the text;

(17) basic ways and operational strategies of primary school students' reading

(18) What are the evaluation criteria for the individualized reading of primary school students;

(19) Teachers' roles in the process of primary school students' reading;

(20) Changes in the reading and learning styles of primary school students and other issues.

V. Research Methods

This topic in the experimental process, the main use of educational action research, supplemented by literature research, survey research and other educational research methods.

Sixth, the research stage

1.Phase I ? (June 20xx-July 20xx)

(1) June 20xx-December 20xx, complete the experimental demonstration and the development of the program; study the experimental pre-testing tools; study the preparation system of the "Language Classics Reader", complete the preparation of the next book; complete the declaration of the experimental unit.

(2) January-July 20xx, the opening meeting of the subject will be held; the experimental units will complete the experimental pre-testing and write an analysis report on the pre-test and the experimental program of the school; and the preparation and publication of the first volume of "Language Classics Reader" will be completed.

2. The second stage (July 20xx-June 20xx)

(1) Organize the experimental schools to carry out in-depth research according to the identified research content, and build a theoretical and practical system for reading Chinese and foreign classics.

(2) To use, verify, revise and improve the Language Classics Reader.

3. The third stage (July 20xx-December 20xx)

Comprehensively summarize, appraise and promote the experiment.

Seven, the form of research results

1. The formation of the subject of the experimental report.

2. Publication of theoretical and practical monographs of related research.

3. Develop a set of high-quality elementary school "Language Classics Reader".

4. Record the classroom teaching of outstanding experimental teachers.

5. Publish a collection of student-related works in various forms.

VIII. Research Organization and Management

1. Research Organization

(1) Experimental Project Leadership Group:

Group ? Leader: Wang Jinghua

Members ? Members: Li Jiadong, cities, some counties and districts, the director of the teaching and research office, some experimental school principals, special teachers.

(2) Experimental project implementation group:

Group ? Leader: Li Jiadong

Deputy leader: elementary school language teaching and researchers in each city

Members ? Members: elementary school language teaching and researchers in the experimental counties and districts, some experimental school principals and teachers.

(3) experimental schools (formed by the experimental schools themselves)

2. experimental management of the subject

The subject is managed by the Provincial Office of Teaching and Research, according to the management of the subject, the regular organization of seminars, exchanges.

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