The Study On Chinese Expository Reading Teaching In Junior High School Since1978

Expository, as a basic teaching style, is an important part of promotingbalanced development for students’ Chinese ability. It is of great fundamentalsignificance to shape students’ ability of statement, and their scientific and rationalthinking.The study is mainly to adopt literature research and comparative analysis toanalyze the exposition reading teaching from the teaching position, teaching focus,teaching objectives, teaching content and teaching methods five aspects of theexposition reading teaching in nearly40years since1978,and to draw the outline ofbasic features, summarize stage characteristics, present main problem,and to divideit into three states: the Restoration (1978-1989), the Development (1990-2001), theReform period (from2001).The specific development face of these three can besummarized as:1) teaching position from high to low.2) Adjustment on teachingfocus, target and content. Ideological and political education andknowledge-transference were the points of the Enlightenment. Read-write method,language sense and thinking were the emphasis to the Development. The Reformperiod emphasized to dilute style, cultivate scientific and rational thinking.3)Inadequate teaching methods development. They developed from guide-type toheuristic method, then discussion-based and to research-style, and strengthened thecomprehensive and practice of Chinese curriculum.From its basic features extracted these aspects of the problem: on its’ teachingstatus and teaching focus, Status changes from high to low and teaching focuscontinuously adjusted at each stage, reflects What kind of language education topursue? On teaching objectives, textbooks’ goal setting is consistent with theSyllabus (Curriculum standards) teaching objectives? To better achieve teachingobjectives, textbooks should choose what or what kind of explanation? What willhappen to adjust its arrangement and unit organization basis? On teaching content,how to select and arrange of each unit, each lesson teaching content, and how tothrough teaching methods to optimize it? On teaching methods, changes in teachingmethods at each stage reflect what kind of language education to pursue? For thisstage is not big breakthrough in teaching methods, how to carry out exploration infuture teaching? These issues are worthy of educators and front-line teachers toexplore.