HowoimproveheeffecivenessofEnglishReadingTeachinginprimaryschools_开题报告

English reading is a very complex psychological cognitive activity, it requires students to use the known background knowledge of reading materials for perception, analysis, memory, synthesis, judgment, reasoning, etc.. The process of reading comprehension is an active thinking activity, a process of positive understanding and acceptance of written information. Efficient reading depends on two knowledge processing processes: one is the input based on language input and the other is the non perceptual input based on the original knowledge processing. Only two kinds of inputs can work together to achieve the best understanding and achieve better learning results.

Reading plays an important role in the process of English teaching, and reading skills are considered as one of the most important language skills. Course standard two goals for primary school reading requirements are: can use the picture to read a simple story or essay, and cultivate the habit of reading according to the group. Therefore, in the primary stage, especially in the senior middle school, the development of reading teaching has become an inevitable trend in the development of English Teaching in primary schools. Primary school English reading class teaching, students will see be sleepy straws in the classroom, the interest is not high, but always present a kind of state. The main reason is that when a student meets a new word or a new sentence for the first time, he feels fear and anxiety, can not read the reading materials, and even do not want to see. Moreover, most students have no reasonable and effective way to read the material alone. Furthermore, due to the limited time of reading teaching in the classroom, the use of English in the classroom is relatively narrow, there is no certain English learning atmosphere. Over time, it gradually formed such a bad situation. Most of the teachers in the teaching of reading, teaching methods single boring, much of the reading class into a grammar class, to explain too much words, too much to pay attention to vocabulary and grammar teaching, neglect of reading skills and methods of training. This is entirely a way to put the cart before the horse. Learning knowledge needs to be accumulated, and the improvement of reading ability also needs time precipitation. Therefore, teachers should be based on the existing knowledge of students, the best way to teach students to read, so as to achieve the best results. I believe students have a certain ability to read, usually practice will burst Mengjin, a good foundation for their future English learning and lifelong learning and lay.

At present, the primary English teaching materials from the initial trial, to the later stage of the promotion, the time between these stages. A lot of reading materials are lagging behind the times, teaching content and life out of touch, some of the content of the current era to understand the words, relatively boring, these are not conducive to the development of reading teaching. Moreover, the primary school English Teaching in the PEP version of story time in practical teaching has not been effectively utilized, many teachers just put the contents as teaching content, in passing, greatly wasting valuable learning resources. The ability to cultivate primary school students' English reading can not be ignored. In the teaching of reading in primary schools, teachers can consciously expand the discourse of students, not only can help students consolidate the content of teaching materials, but also can improve the ability of students to use knowledge comprehensively. In addition, through extensive reading, students can better promote their understanding of sentence structure, idiomatic expressions and so on. Moreover, in the teaching of reading, but also can fully mobilize students' old knowledge, you reach the effect.

二、^范文提纲

提供二级或者三级提纲

1 Introduction

2 English Reading Teaching in primary schools

2.1 students learning situation

2.2 teachers teaching situation

2.3 the use of teaching materials

3 strategies for English Reading Teaching in primary schools

3.1 before class: integration of teaching materials, various forms

3.1.1 teaching materials, flexible

3.1.2 combined with pictures, reduce difficulty

3.1.3 mining life, I used

3.2 in the course: the perception of content, practice combination

3.2.1 hearing, know the effect

3.2.2 practice combination, from easy to difficult

3.3 after class: expand the application, improve reading

3.3.1 small Lianbi

3.3.2 retelling content

4 Conclusion

三、参考文献

王娜. 小学英语阅读教学策略初探[J]. 软件:电子版, 2015(8):209-209.

孙可. 浅议小学英语阅读教学[J]. 四川教育, 2015(6):44-44.

肖峰. 小学英语阅读教学之故事教学法案例研究(英文)[J]. 海外英语, 2014(2):62-64.

马琳琳. 小学英语阅读教学策略[J]. 科普童话·新课堂:上, 2014(9):46-46.

孙娟. 牛津小学英语阅读教学策略[J]. 教师, 2014(6):45-45.

王蔷. 中小学生阅读素养内涵及其培养——全国首届中小学英语阅读教学学术研讨会发言(节选)[J]. 英语学习:教师版, 2016(1).

黄小华. 英文绘本的选择及在小学英语阅读教学中的运用[J]. 课程教育研究:新教师教学, 2016(15).

邓洁亭. 英文绘本的选择及在小学英语阅读教学中的运用[J]. 校园英语旬刊, 2016(5).

王文静. 小学英语阅读教学中的点滴体会[J]. 学周刊a版, 2015(9):133-133.

倪恩兰. 小学英语阅读教学的理性突围——基于对北美阅读理念的借鉴[J]. 江苏教育:小学教学版, 2014(7):41-43.

陈丽芬. 浅谈小学英语阅读教学中常见问题[J]. 校园英语旬刊, 2014(6):127-128.