A Case Study On Personalized Chinese Reading In Senior High School

Reading teaching to the success of the Chinese teaching, it is the most teachers expend energy, teaching part of the effect is not very obvious. The task of High school Chinese reading teaching is to let the students use their original knowledge and accumulation of life experience to improve the quality of their reading ability. The traditional pattern of Chinese reading teaching lays too much emphasis on the uniformity of the results which aims of the exam and which the purpose utilitarian, The mode mainly gives priority to the teacher’s lecture and ignore students’ inner feelings and needs, which lead to inefficient Chinese reading class. In terms of current reading teaching situation, the author thinks that the implementation of personalized reading teaching is imperative.Besides the introduction and conclusion, this paper includes the following five main aspects: the first part is mainly to the definition of related concepts and expounds its theoretical basis; The second part is about the necessity and feasibility of high school Chinese individuation reading teaching implementation were discussed in this paper. The third part analyzes the misunderstanding between the Chinese individuation reading teaching in high school and deeply analyze the causes of error, for the back of the personalized reading teaching strategies into alignment with the problem. This part emphatically analyzes the misunderstanding and the classroom teaching of individuation reading text misunderstanding between the two sides, including personalized reading of the text from the Angle of three misunderstandings are analyzed, including the text type generalization, one-sided pursuit of new ideas. Don’t consider work background, optional derivative text meaning; Too much emphasis on "multiple interpretations", ignoring the text value orientation. Misunderstanding between the classroom teaching mainly from teachers’ devotion to "lively" class, students ignore the reading of the text; Too much emphasis on the students’ subject status, ignore their own dominant position; Deviate from the language teaching purpose, ignore the language taste. The fourth part mainly summarizes the characteristics and principles of Chinese individuation reading teaching in high school. The fifth part is to explore the implementation of personalized reading teaching strategy, mainly from arousing students’ interest in reading, let the students master various reading methods, reading of the text in the process of implementing multiple dialogue on the three aspects of individuation reading teaching strategy, so as to realize the ultimate purpose of the implementation of personalized reading teaching, to improve the students’ reading ability.The idea of individuation reading teaching will spread throughout the Chinese teaching curriculum reform, as many experts and scholars and front-line teachers continually explore, deepen the teaching theory, teaching mode will be more and more mature. The students’ reading ability get promoted and reading teaching effect will be more productive.