The Self-Identification Theory And Middle School Students' Text Reading

With the development of society, people expect more of School Chinese teaching. Consequently, literature reading is playing a more and more important role for middle school students. Means should be taken to facilitate students' acquiring knowledge and showing their personality. In three aspects, this thesis will probe into some problems about text understanding and knowledge assimilating in the process of middle school students' literature reading.The introduction points out some problems existing in the teaching process on middle school students' text reading, and then lists the advantages for middle school students from text reading.The first half of the body, beginning with an introduction of the history of the Self-Identification Theory, analyses the relation between the Self-Identification and middle-school students' personality developing, and finds out that self-identification is a process during which one thinks deeply of themselves based on their personal experience and identify with themselves, only by which can one be what they want to be.The second part of the body applies the Self-Identification Theory to text reading including analyzing the characters, exploring the connotation of topic, etc. by which middle school students can adjust their judging criterion and assimilate new information by reading literature, and thus improve their Chinese, develop their personality and creativity.