Research On Chinese Close Reading Teaching In Senior High School

Based on relevant theory and teaching practice, this paper explores thestrategies and methods of close reading in senior high school Chinese teaching. Byway of literature research, questionnaire and case analysis, this paper gets a goodunderstanding of the current situation of senior high school Chinese teaching anddraws the following conclusions: firstly, students is not clear about close reading;Secondly, teachers haven’t enough preparation for close reading teaching and theuse of this method in reading teaching is not scientific. Thirdly, there is anenormous contrast between teachers and students in recognition degree. Fourthly,students have a weak awareness on close reading and teachers are lack ofguidance. Fifthly, the evaluation mode is not rich. Based on these conclusions, Ihereby analyze the necessity of close reading teaching from the perspective ofcognitive psychology, Cognitive Psychology, construction psychology andliterature criticism. For the reference of New Criticism, Jin Shengtan’s commentson close reading and Sun Shaozhen’s micro-analytic theory, this paper putsforward a relatively comprehensive text teaching strategies and specificimplementation methods: grasping the main idea from subjects; getting the detailsfrom words; understanding as a whole from structure; collecting information fromauxiliary materials and analyzing text from questions. It can be a great value forsenior high school teachers in reading teaching.