A Research For Boundary And Development Of Reading Teaching Content In High School

The boundary of teaching content is the important premise of effective teaching. The author focused on Chinese reading teaching content boundary problem, trying to find how to determine the basis and the effective development, hoping to explore the new road to get out of the Chinese teaching "little, slow, poor, useless" pridicament, in order to help the reading teaching from invalid to valid, from inefficient to efficient.In the current reading teaching, its content boundary is not clear. The existing problems are as follows: expanding the content, the Chinese teaching content is "alienation"; overemphasis on migration, Chinese teaching content is "generalization"; thought over form, Chinese teaching content is "narrow"; too much emphasis on generation, Chinese teaching content is "adventurers"; the one-sided pursuit of innovation, the Chinese teaching content is "formal".The fuzzy of reading teaching content boundary is directly affect the effectiveness of teaching. How to determine the border? The author provides the following bases:First, the course content ——‘what to teach’,bases on the style. Literary should emphasis on the aesthetic,cultural works should emphasis on the application, and classical Chinese poetry should emphasis on knowledge accumulation.Second, the text and text help read system——‘how to teach’,bases on the texts.The text is the main foundation, and the text help read system is the auxiliary foundation.Third, characteristics of students——‘what needs to teach in reality’,bases on the students. Students’ thinking is the basement of teaching content, at the same time consider the reality of classroom generating.Fourth, experts and scholars’ research ——reference of ‘what to teach ’ and ‘how to teach’.Based on the problems in practical teaching, and reference the established basis, the author puts forward three dimensions of the effective extension of reading teaching content:First, the comments: reference for the similar materials and upholds. Different versions of textbooks have distinguishing feature, provide the reference to teachers.Second, the breadth: adjust the structure of teaching materials, create a project. Put the same style, the same author, the same content, the same theme of the texts together, set up corresponding project.Third, the depth: respect the original meaning and expand moderately. Respect the original meaning of the content, from "the search for meaning" to "construct new meaning"; Respect the original meaning of the teaching material structure, from "single text" to "unit".