| The Chinese reading teaching which occupies an important proportion in Chinese teaching isan important approach to improve students’ language ability and cultivate the students’ Chineseaccomplishment, however, developping the ability and accomplishment need to rely on theChinese practice. This research plan combining the teaching of Chinese reading and Chineselanguage practice and guiding the reading teaching design under the perspective of languagepractice. This thesis consists of five parts:The first chapter is introduction that explore the purpose and significance of theresearch, comment the present situation of research on language practice ontologydomestic andabroad as well as the design of Chinese language reading teaching in junior high school and definethe core concepts.The second chapter is the part of empirical research and the problem presentation. the firstpart is to master the present situation at all aspects of the design of Chinese reading teaching; thesecond part is clearing out the following five problems: lack of pragmaticlanguagepractice requirements; design aspects of the independentconsciousness;Design view of teachercentered tendency; teachingevaluation dimension one-sided single; teaching evaluation of theimplementation model of a single on the empirical basis. The third part is reserch the source of acareful study of this problem based on clear the problems.In essence, above problems issue fromthe current middle school Chinese teachers’ speech practice noumenon consciousness, theprofound effect of exam oriented education and the inertial continuation of teacher-centered traditional.The third chapter is the theoretical part of this article, this part is to demonstrate the rationalityof language practice ontology separately from the philosophy of language (ontology layer), thepsychology of learning (Law), Chinese reading(essential layer) and system science (Methodology).The fourth chapter is the theory analysis part, this part tries to find and prove the feasibility onthe basis of language practice ontology concept to guide the junior middle school language readingteaching design separately from thespirit of syllabus and curriculum, the law of students learn thelanguage and reading teaching of junior middle school to argument.The fifth chapter is the last part of this research. The last part is the actual design practice andclassroom practice on the basis of exploring the possibility of designing Chinese Reading Teaching depend on language practice. This study put forward the suggestion of reading teaching designunder the language practice view on the basis of observing the successful cases and personaldesign practice and teaching practice. |
