小学英语分级阅读课程建设：新课标背景下的实践探索

English graded reading is a student-centered approach that respects the differences in students' reading abilities and allows them to choose materials based on their reading interests. By incorporating graded reading into the school reading curriculum, teachers can effectively stimulate students' reading interests, tailor instruction to individual students, and achieve the goal of cultivating reading abilities. The 'Compulsory Education English Curriculum Standards (2022 Edition)' strongly advocates for English reading instruction and emphasizes that teachers should be willing to break free from the constraints of textbooks when developing English curriculum resources. They can use English picture books, short plays, and other materials that match the themes of textbook units, as well as guide students to engage in extracurricular reading, with a focus on cultivating and developing reading literacy.

To help teachers in the studio build an actionable, practical, and systematic English graded reading curriculum and create an efficient English classroom, the English master studio organized all members to participate in the 'Primary School English Graded Reading Curriculum Development Seminar' held online by the Foreign Language Teaching and Research Press on September 15, 2023.

On the evening of September 16th at 7:30, all members of the studio gathered again online to share their learning experiences. The meeting was organized and chaired by the teachers. Everyone spoke freely, discussing the various challenges of implementing graded reading, expressing their learning gains, and exploring teaching methods for graded reading. Through exploration and communication, the teachers updated their concepts, learned from each other, and improved themselves, resulting in brilliant sparks of wisdom.

The teacher pointed out that the focus of the three teachers' lectures was on how to integrate picture book instruction with primary school English teaching. Specific methods included sustained silent reading, supplementary teaching, complementary teaching, and integrated teaching. The teacher said that although methods are now available, it is still necessary to discuss how to effectively implement graded reading into primary school English teaching based on students' needs, and achieve a breakthrough from 0 to 1 in primary school English graded reading. The teacher hoped that everyone could collaborate and gain true knowledge through practice.

Next, the teacher from the third group shared her insights from the seminar. She combined the requirements of reading abilities in the 2022 edition of the new curriculum standards and summarized the content and gains from the lectures of the three teachers. She emphasized the necessity of teachers conducting English picture book instruction under the new curriculum background and discussed three models for integrating English picture books with the main textbooks in classroom teaching: integration based on thematic significance, integration based on the continuity of reading and writing, and integration based on performance evaluation. She also emphasized the flexible use of English learning activity perspectives to guide pre-reading activities, during-reading activities, and post-reading activities in teaching practice.

The chief teacher reviewed the studio's growth and progress over the past year. We have taken solid and firm steps, with each research activity and online seminar, the members' eagerness to learn and research, and the selfless dedication of each chief teacher, core member, and research group leader, which has propelled the professional growth of the teachers. At the same time, she once again emphasized the importance of reading lessons in English teaching and made detailed arrangements for future work, such as conducting teaching activities in Miejiang Central Primary School in late September and participating in city-level teaching competitions in mid-October, which provided direction for our future research and teaching work.

Under the guidance of the master teachers in the studio, we have transformed our teaching ideology, updated our educational concepts, practiced the new curriculum standards, explored teaching methods, and tried new teaching organization forms. We have gained a comprehensive understanding of education and teaching work. In the future, we will continue to explore and make continuous efforts, carrying the initial intention and dreams of education, and moving forward.