A Study On The Effective Implementation Strategy Of Chinese Reading Course In Junior Middle School

Junior middle school extensive reading Chinese lessons are carried out at the nine-yearcompulsory education period (6th grade to9th generally).The teachers guide their students to theextensive reading class of autonomous reading activities both in and out of class which is thetype of expanding Chinese. In this thesis, educators are mainly the full-time Chinese teachers injunior middle school, while the being educated are the students at nine-year compulsoryeducation period and the extensive reading are mainly about real books of articles apart fromtextbooks. Junior middle school extensive Chinese reading lessons were born in the concreteimplementation of national curriculum, due to the different learning conditions and schoolconcepts they have showed various characteristics, which is the concentrated reflection ofschool-based curriculum.This topic mainly lay its foundation on the exploration and discussion of middle schoolChinese course of extensive reading type, which is divided into four chapters. First chapter is theintroduction. It discusses the nature and the research status quo of extensive reading class fromthe macroscopic angle which includes four sections. The first section is the origin of the subjectand defines junior high school Chinese extensive reading class, elaborating the researchbackground of subject; The second section is about the research both at home and abroad, that is,explore the native language reading in terms of two aspects of theory and practice overseas anddomestic; The third section is the analysis of the junior middle school extensive Chinese readinglesson current situation, from three aspects: national, schools and teachers and its reason; SectionFour is the research’s goal and significance, that is, to explore this topic research value.The second chapter junior middle school extensive Chinese reading lesson, three sectionsincluded. The first section comprehensively discusses the characteristics of junior middle schoolextensive Chinese reading lessons, its sense of foundation and autonomy; Based on thesecharacteristics, in the second section of this chapter define its value. The junior middle schoolextensive Chinese reading lesson highlighted the discipline nature of the course, andcomprehensively improve the student’s Chinese accomplishment, help to promote the reform ofChinese course, and can solve the problem of learning and test; The third section focuses onjunior middle school extensive Chinese reading lesson’s essence, readers psychologicalmechanism and lay the foundation for the next phase of junior middle school extensive Chinese reading lesson curriculum theoretically.The third chapter on the basis of the previous research puts forward the effectiveimplementation of the junior middle school extensive Chinese reading lesson strategy, namelythe construction of class type. In order to ensure the class construction is scientific andsystematic, the class construction is divided into four systems: the target system, content system,implementation system and evaluation system, comprehensive whole answer to the problemsexisting in the current junior middle school language reading lesson on "why" and "what" and"how" and "how". Each system has its own chapter, this chapter is divided into four sections.First section for the target system construction, the author first puts forward the overall objectiveof class type, and based on this, advances in junior middle school language reading lesson pointsperiod goal; The second quarter for the content system construction, in this section the authorputs forward the quality of reading plan, reading form, the integration of reading material,reading in the construction of organization form, in the class all confirmed the type of readingcourse content; Third section is the implementation of the construction of system, combiningwith teaching practice, the author in practice to construct the initial type reading lessons, orientedreading lessons and appreciate the type reading class and independent reading lesson fourcategories of reading class, and the detailed form for each type of reading class; The fourth is toconstruct evaluation system, solved the reading lesson in teaching practice, the difficulty ofevaluation, and puts forward the evaluation opinions. Contents of this chapter is the core part ofthis article, as well as the value of this paper.This thesis for master’s degree is about education. Therefore, it focuses on practical research under the guide of educational theories. The fourth chapter of this thesis is the practical research on the Chinese extensive reading class. The author carried out the research in the Middle School Affiliated to Shandong University and has collected sufficient data from the Chinese teachers from this school. The thesis will show how the extensive reading classes are going, how to implement the classes and also how to categorize the classes. Based on the discussion, the author willalso shows her own opinion on the classes.