| After questionnaire surveys, interviews and paper researches, the author found there are disappointing situations of careless teaching plans set by teachers randomly, as well as low interests shown by students in the teaching and learning process of Chinese comprehensive reading during the period of Grade 7 to Grade 9 of junior middle school. Based on this current situation, the author proposed "Knowledge Serialization of Teaching Chinese Comprehensive Reading", in order to help to solve those problems. This proposal has its significance in different aspects, for example, on the teacher's side, changes could be brought to the making of teaching plans, the transformation of former role as a teacher, the focus on the nourishing of student comprehensive reading ability, and the full use of the textbook; on the student's part, changes would happen on the motivation of study, the transformation of study methods, and the building of knowledge structure. What's more, both the existing academic study and the present teaching practice could help to make this proposal a practical and feasible one in some way. This study is supported by the knowledge theory of "relative relativism", thus build an open framework which adjusts to the dynamic development of knowledge acquirement process. By distinguishing three different reading knowledge, namely, directional knowledge, practical knowledge, and internalized knowledge, this study has worked macroscopically and microscopically on the methods and modes of "Knowledge Serialization of Teaching Chinese Comprehensive Reading" of study period of junior middle school based on these three categories, which redesigned different kinds of knowledge for comprehensive reading in the way of serialization by combination and aggregation. The redesign will be put into practice in the textbook with the principles of openness, free of option, periodical and constant timetable setting, and also focuses on the different teaching features of different time periods and full respect to students' mental development, in order to improve their comprehensive reading abilities. At last, in order to improve the feasibility of this study, the author analyzed the mplement of the "Knowledge Serialization of Teaching Chinese Comprehensive Reading" during the junior middle school from three angles of learning and teaching section, academic year and semester. |
