Since the history of writing, humans have had reading. Reading is the most effective way to acquire knowledge in Chinese language teaching, and its position in primary school Chinese language teaching is crucial. It is not difficult to find that in primary school Chinese language classrooms, reading teaching occupies most of the teaching time, and the quality of reading teaching largely determines the overall quality of Chinese language teaching.

In the context of the new curriculum reform, the new Chinese textbooks have greatly increased the quantity and difficulty of students' reading of classic works. It is urgent to strengthen teachers' guidance on reading methods for classic literature and improve their ability and literacy in teaching classic literature. During the winter vacation, the "Excellent Chinese Language Teacher" launched a training activity on reading classic works. During the five-day training activity, new perspectives constantly collided with my heart. Thank you very much for this training, which has cleared up many of my inner confusion. Finally, I summarize my insights from this training activity as' Buddhist Reading '.

1、 Not seeking a deep understanding

Reading, in Chinese language teaching, our ultimate goal is always to "understand". Under the traditional education model, we always hope that children can analyze every article they have read thoroughly, understand the meaning of every article and every word, and let them complete page by page reading notes. Many children just get by with it. In the end, we also found that we invested a lot of time in reading instruction, but the results were not satisfactory. Faced with this issue, in this classic reading training activity, expert teachers always answer with the phrase 'not seeking a deep understanding'. As a primary school student, learning interest is more important, as it will be the intrinsic motivation for students to learn knowledge and the most crucial aspect. We are often too eager to achieve results, always hoping for a satisfactory outcome. We often overlook that the group we are facing is elementary school students. We lack in-depth exploration of this group, and our teaching should be based on students' age characteristics and knowledge levels. If we cannot gain a deeper understanding. When we make reading requirements, there may be situations where they are too low or too high. Low requirements can make students feel that reading lacks interest and challenge, gradually losing their interest in reading. Excessive demands can make students feel that reading is too boring and their sense of distance increases. So, when it comes to reading requirements, we should think twice and not blindly set reading requirements. We should give children a certain degree of freedom and let them read a book on their own, so that they can see the "hidden world" in "not seeking deep understanding".

2、 Wind, flowers, snow, moon

What can be transmitted to everyone like knowledge is science, not literature. Literature is like wind, flowers, snow, and moon, sitting alone in a secluded bamboo flute, playing the piano and letting out a long roar. This is Professor Kong Qingdong's simple explanation of literature at the beginning of the training. Science places greater emphasis on rational thinking and logicality. Literature, on the other hand, is based on science and requires scientific support, but it has a higher level.

Lu Xun, the founder of modern literature, Mao Zedong once commented: "Lu Xun's direction is the direction of the new culture of the Chinese nation." When we read his literary works, we often doubt our own abilities, and the logic in them makes us exclaim that we cannot understand them. However, this does not hinder our enthusiasm for reading Lu Xun's works. All of this stems from our yearning and pursuit of literature.

We often say that to give a child a bowl of water, we need a bucket of water. To teach students how to read, teachers should pay attention to the guidance of reading methods. However, I think the guidance of reading methods is actually secondary. We know that elementary school students have a strong tendency towards teachers, and they hope to establish common ground between themselves and their teachers. We should seize this point, first of all, we should take action ourselves and demonstrate by example. We make students feel that reading is a habit, not a task. Reading together with teachers and students will have a better effect on primary school reading teaching.

Each keynote speaker is well read, with a poetic and scholarly aura that is always the most attractive. Professor Fang Lin is giving a brief introduction to the compilation of middle school ancient poetry and literature. He took a different path and led us to appreciate ancient poems from the perspective of time, giving us a different feeling in our hearts. Professor Fang Lin once said: In creation, one should not use rational logic to think, but should restore the mood at that time. Reflecting on our teaching, we can also break away from traditional educational models. Under the new curriculum standards, education has given us greater space. Often, what we need is thinking, and we need to give back to education with a satisfactory answer.

Let's lead students to appreciate the beauty of reading.

3、 Return to authenticity

Buddhism teaches that 'color is emptiness, emptiness is color', and everything will return to its true essence. Since ancient times, China has had four great wonders and numerous classic works. In our teaching, we often recommend students to read classic works, and there are also many adapted versions for different age groups on the contemporary market. However, we gradually realize that many have lost the beauty of language and writing expressed in classic works. So, we should encourage children to read original works.

Speaking of the beauty of language, Professor Cheng Xiang read aloud classic passages from the Four Great Classical Novels in his lecture, without delving into in-depth analysis. However, he deeply immersed everyone present in the classics, and I think this is the charm of words.

The Chinese language curriculum standards for compulsory education clearly state that "reading aloud can develop students' thinking, stimulate their interest. As students' reading ability gradually improves, their understanding of the content of the text will gradually deepen." Therefore, in reading teaching, appropriate and sufficient use of reading aloud methods can help students understand the content of the text, develop language, stimulate imagination, develop thinking, and cultivate emotions. Meanwhile, reading aloud is also a form of artistic recreation. It uses multiple senses in the process of transforming silent written language into vivid spoken language. It can not only promote students' understanding and memory of knowledge, but also help them accumulate a large number of vocabulary and sentences, improve their comprehension and expression abilities. This is the truth of "reading a book a hundred times, its meaning is self-evident"! It is the responsibility of every Chinese language teacher to pay attention to reading guidance in reading instruction.    

Reading teaching is the main body of primary school Chinese language teaching, and strengthening reading is something we must do. However, we cannot be impatient and take a long-term perspective. Let's work together with children to "Buddha like reading", truly fall in love with reading, and become proficient in reading. Of course, there are still many things that Chinese language teachers need to constantly explore and discover in their future teaching work.