The Analysis Of The Formative Factors And Coping Strategy On Inefficiency Of Chinese Language Reading In Junior Middle School

Obvious High Altitude Phenomenon objectively exists during the improvement of reading strategy. Since the New Curriculum was put into practice,many front-line Chinese language teachers and researchers have made an intensive study of Chinese language reading teaching. The range,quantity and profundity of their research are at an all time high. Their research is based on the same premise that Chinese language reading teaching is inefficient. However,they seldom mention what has caused the inefficiency and how to improve the situation.Therefore,this thesis first demonstrates the necessity and possibility in a clear way. Then,it makes the analysis on existing conditions in order to find out the real reason of the inefficient reading. Furthermore,it tries to illustrate that this kind of inefficiency results from not only the inadequate reading of the students but also their undesirable psychology of reading. Apart from the analysis on the students,this paper also investigates the teachers and realizes that the teachers'teaching values,unreasonable teaching procedures and the utility-based and blind extracurricular reading guidance lead to the inefficient reading teaching and learning. Thus,this thesis attempts to present the strategy to improve the inefficiency from the sides of the students and the teachers. Meanwhile,it tries to offer a certain normal formulas with the help of the theory of Metacognition.