Research On Reading Comprehension Teaching In Educational Reforms Of Chinese

Teaching of reading comprehension has always been an important part of the education of Chinese, in the course of which reading comprehension takes up a great proportion of labor and occupies most of the instruction periods. The formation and the development of the capabilities such as listening, speaking and writing necessarily rely on the reading practice, therefore, how to enforce the instruction of reading while enhancing the accomplishments to the greatest extent of the students has been the focus concerned by the educational circle of Chinese. Great achievements have been acquired in the theoretical researches, the construction and innovation of teaching patterns and the reformation of teaching approaches in the reading comprehension of Chinese within the development of more than a hundred years while quite a number of problems still exist. In the way of ontology and epistemology, the author of this thesis, based on the brief description of current situation of the education of Chinese, has conducted his personal analysis on the essence of it and put forward the essence definition of it, i.e., reading is a type of learning activity, in which learners extract meanings and significances from reading materials in the process of self-understanding and self-construction. Then after carrying out some surveys on the teaching aims, the author has made his idea that the teaching aims should be pluralistic, including learners cultivation, training of reading comprehension and improvement of thinking. Based on what have been mentioned above, in combination with teaching practice, the author has focused on several new teaching concepts and the analysis of the status of reading. The author has pointed out the necessity of intensive reading, intonation and reciting in class while after class, instructions and guidance should be given for the reading of classics, aiming at establishing the teaching institution of Chinese reading. The said thesis consists of seven sections. Section one, introduction to the significance of the project; section two, the current situations of Chinese education in middle schools, especially of the developments and disadvantages of reading instructions.; section three, essence analysis of reading in middle Chinese teaching, analyses and comments of diversified theories; section four, researches on the aims and targets, and author's own pluralistic teaching theory; section five, some discussions about a few new concepts, such as integrated cognition, comprehensive grasp, conversational theories and individualistic reading; section six, analyses on the status of reading comprehension; and the last and section seven, conclusion, summary of the basic idea and something that needs further discussions.