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“Role” usually refers to the role of an actor in a play or novel. Due to the transfer of knowledge in modern society, the word “role” is gradually introduced into teaching, thus forming the teaching strategy of role-playing. The meaning of role-play in teaching is to carry out teaching in the form of sketches or plays, which can provide students with real situations, so as to present the teaching content vividly. At this time, the identity of students becomes “actor” and “audience”, so that students are more likely to be involved in the classroom (Yang, 2014, p. 81). Role-playing in primary school Chinese reading teaching requires students to have a preliminary understanding of the text and the characters (Liu, 2008). Students play the characters in the text and show the story completely, which is a piece or play completed by many students. In the process of acting, students can experience the emotion and inner world of characters more deeply through a series of actions and words, and form correct values. If role-playing is introduced into primary school Chinese reading teaching, reading an article becomes appreciating a play, which can experience the feelings of the authors and the thoughts and feelings of each role in the article. At the same time, in the process of teaching, the identity of students has changed greatly, from the identity of readers and onlookers to the “dramatists”, which can give full play to the main position of students. It is of great help to improve the cognitive level, the ability of language application and the dialogue between the students and the characters in the text.

A Study on the Role-Play in Chinese Reading Teaching in Elementary School