Research Of Value Guidance Strategy In The New Curriculum Chinese Reading Teaching

The new "Chinese Curriculum Standard" points out that "reading is the student's personal behavior", and teachers in the teaching process should "respect for the students'individual understanding and construction" and "value the unique feelings, experience and understanding of students". Meanwhile, the new curriculum also stresses that teachers should guide students to "understand and experience deeply the text values", enable students to comprehend and reflect on the value orientation of the texts, and form the correct values and positive attitude towards life based on it. Thus, individual reading of students and value guidance of teachers is two inseparable aspects in the teaching process. However, in the actual teaching of reading, these two concepts are unfairly treated:"individual reading" is emphasized one-sided, while the value guide has been largely ignored. To change this phenomenon that only stresses on "personalized reading" not on "value guide", based on Beck's cognitive theory, this dissertation has mainly researched the meaning of value guidance in Chinese reading teaching of the new curriculum, the main forms that students misinterpret the text'value orientation and the cause of value misinterpretation, the dealing styles of teachers to the students'value misinterpretation and the cause of leading to the incorrect dealing styles, and on this basis propose the principles and strategies of value guidance. This dissertation is divided into three parts total:The first part discusses the meaning of the value guidance in Chinese reading teaching of the new curriculum, it points out:in the reading teaching the Value Guidance not only can help students correctly understand the value orientation that is hided in the text, but also can promote the values of student individual and student groups to move in the right direction. The second part describes the main form that students misinterpret the value orientation of the texts in the Chinese reading teaching and the styles that the teachers often adopt to deal with the students'value misinterpretation, and investigate the causes that make student misinterpret and make teachers respond in an inappropriate way. In reading teaching, the forms that students misinterpret the value orientation of the texts mainly have the following six kinds:regarding the forms as the nature, absolute either-or thinking, Selective generalization, "should" generalization, explaining the ancestor by today's views, self-interest tendencies and so on. Although there are some differences among the all kinds of value distortions, the essential reason is due to the cognitive characteristics of students. That is to say what when facing with the text value orientation that is inconsistent with previous experience, students tend to use previous experience to explain the current text value orientation to achieve individual inner balance. At the situation of students'value misinterpretation, different teachers will adopt different ways, and there are some bad coping styles such as completely negate, ignore, or completely agree with students'individual understanding and construction, the value guidance from is not based on the text or follow the minds of students. The cause leading these inappropriate dealing styles mainly are the influence of the traditional teaching mode, the one-sided unscramble to the new curriculum advocates reading concepts, the time limit that the class teaching system itself exists, not to understand laws of a student values'formation and development, the lack of effective value guide strategy and so on. The third part puts forward effective value guidance principles and strategies in new course reading teaching. In this part, this dissertation puts forward six piece of principles such as scientism, orientation, measure. Timeliness. dredging, respect for the students combined with the stringent requirements of students and the six strategies of value guidance such as to help students understand the nature of the value construction, value analysis, semantic analysis, supplementary reading, self-opening, reasonable decomposition of the value level.