Narrative Research Of Chinese Teacher’s Reading Teaching Wisdom In The Junior School

Under the baptism of the new curriculum reform, the reading teaching situation in the Chinese class has changed a lot, however, the vigor and vitality in the Chinese class which is long expected by the people have not been inspired. Teachers feel confused when facing complex and changeable teaching situation and students feel difficult to release and show their life energy when facing ordinary and mechanical study situation. How to inspire the Chinese class’s vigor and vitality from the experience of life has caught the Chinese teaching’s universal attention. As the product which is from the result of highly integrated science and art, the wisdom of teachers’ reading teaching in the class has moved into the researchers’ sight.This research mainly uses the education narrative research method and it is based on the classroom teaching practice. Through systematically coordinating the existing achievements in teachers’ wisdom in classroom reading teaching, the author chooses a Chinese teacher who teaches in a junior high school to carry on the education narrative. In this education narrative, the teacher’s wisdom in classroom reading teaching is shown to provide the insight for first-line teachers to observe personal classroom reading teaching wisdom and as a reference for improving personal teaching practice. The author tries to conclude the reasons of this teacher’s wisdom in classroom reading teaching to provide some useful advice for other teachers.This paper has four chapters in total.The first chapter mainly talks about the research’s origin and study methods. The research starts out with the author’s heterogeneous practice experience. The author choose a Chinese teacher Miss L who teaches in K junior high school in Shanghai as her research object and spends 5 months collecting and organizing the relevant data to complete this paper.The second chapter firstly narrates the relevant theories at home and abroad and then identifies the related core concepts. The research defines the teacher’s reading teaching wisdom as follows:it is a kind of comprehensive ability which teachers fully use their own knowledge、emotion、wisdom and skills to resolve the various teaching problems creatively in their teaching practice in order to respect life and inspire vigor. In particular, the teacher’s reading teaching wisdom can be divided into four parts:use knowledge to show their accomplishment; use wisdom to observe the teaching situation; use love to care for each student and use ability to practice teaching concept.The third chapter is the core part of this paper, it is made up of 12 stories which come from the teacher L’s reading teaching practice. The author uses class records、 interview records、reflective journals and the survey material to present the teaching wisdom of L teachers in four aspects:teaching of the knowledge, teaching of the intelligence, teaching of the wise and the teaching of practice.The author analyzes the reasons accounted for teacher L’s teaching wisdom from her teaching concept、teaching knowledge and teaching reflects in the fourth chapter.The purpose of this paper is to observe, record and present the problems and emergent events with education connotation in the real teaching situation, and explain its meaning and significances in order to stimulate other professional Chinese teachers’ and scholars’ attentions and deep discussion about the Chinese teacher’s wisdom in classroom reading teaching.