Junior Middle School Chinese Lu Xun Works Students Reading Interest Cultivation Research

Since the founding of new China, Lu Xun’s works have been used as a model in the middleschool Chinese textbook, selected up to a maximum of thirty or forty. However, due to the longhistory of political misreading, in reality, Lu Xun works in the students’ reading marginalized,and teacher’s own lack of research of Lu Xun’s works, lack of specific reading guidance, lead tothe works of Lu Xun suffered a "teachers teach, students learn to fear than" crisis on Chineseteaching in middle school.Junior high school textbooks in the works of Lu Xun is not only the students listening andspeaking ability to read and write the carrier, wherein the precious thought wealth and highartistic value it would give people the power forward and cultural accomplishment, have alasting impact on. The junior middle school stage is the key period for students’ Outlook on life,values, world view of the formation of teachers, especially teachers guide the interest of studentswill have an important impact on their life, and even can be about the nation’s future. Therefore,in the stage of middle school students to cultivate interest in reading the works of Lu Xun thegreat significance, how to read the learning to cultivate students interests, become the key of theproblem.The first part of the teaching and reading of Lu Xun’s works are analyzed, find out theexisting problems and causes of problems are explored. The second part of the junior high schoolstage significance reading Lu Xun’s works are analyzed. The theoretical basis for the third part isthe research interest in reading, some psychologists to children interested in the study of theformation of theory of teaching strategies. The fourth part through a lot of possession andanalysis of material, the image of Lu Xun remodeling true: Lu Xun is a filial son, a loving father,sincere friends, honest man, especially, loneliness, real people, is the heart of the people therelove. Reshaping the image to eliminate the misunderstanding of Lu Xun’s long, to enablestudents to understand and close to Lu Xun, to stimulate his works reading interest. The fifth partis based on the text, explore the specific strategies of cultivating the students’ interest in reading:we should pay more attention to preschool presupposition, background, understand the work,find a meeting point, works with the students skillfully into; secondly on the text, the elimination of students on the works of Lu Xun’s fear, to establish contact between students and text.Through the cycle of reading, the overall perception, grasp the meaning of the text; the details,read on, feel the meaning; deep emotion connotation, realize the integration and resonate withstudents and works. Finally, through multi-angle extended reading, the elimination of Lu Xunworks in the risk of students reading the marginalized, the rich student on Lu Xun and his works:according to the different stages of cognitive learning to grasp the recommended reading list;with new media, expand the channels of reading; organizational practice, strengthen students’interest in reading.