The Study Of Junior Middle School Language Life Reading Teaching

The language has the characteristic of unification of instrumental and humanism, so the junior middle school language reading teaching requires teachers to do a combination of both and no one can be neglected. But the fact is that the current junior middle school language reading teaching is losing touch with the students actual life, putting too much emphasis on knowledge, lack of human aesthetic, and unable to turn the classroom reading into the student’s life aesthetic experience and practical application. Therefore, this paper presents perspectives that junior middle school language reading teaching should be associated with life. Only by life, a gourd ladle running water, can we connect the teaching of text knowledge and life, stir up the students’ perception of life and lay a valuable cognitive foundation for the students’ outlook on world, life and values. By emphasizing the teaching philosophy of junior middle school language life reading, according to this paper, this paper will be discussed for four parts.The sources of this thesis, including interest points and the thoughts origin of this topic, are mainly introduced in the introduction part. The present situations of life reading teaching both at home and abroad are described and the research innovation points and signification of the junior middle school language life reading teaching are expounded.Some problems existing in the current junior middle school language reading teaching are concerned in the first part of main body. The existence of these problems seriously hinders the junior middle school language reading teaching from effectively cultivating students’ ability of reading and weakens the students’ ability of applying knowledge into practical life.The characteristics of language life reading teaching in junior middle school are discussed in the second part of main body. In view of the characteristics of the junior middle school students and the present situation of junior middle school language reading teaching, the junior middle school language life reading teaching has the characteristics of openness, flexibility, subjectivity. These features give the junior middle school language life reading teaching fresh blood, thus substantially clarifies the close contact between life and the language reading teaching, and further emphasize life reading is a kind of emotional reading and life reading.The reflection problems of junior middle school language life reading teaching are discussed in the third part of the main body. This is a kind of cognitive problem, namely teachers may be one-sided understanding of the language life reading teaching, which will enlarge the life reading teaching, but the "Chinese taste" of reading is lost. The "life" and "literary style" issue in reading teaching is also very important. Some teachers don’t pay attention to the teaching methods of different literary styles, which produced invalid life reading teaching. I will expound effective teaching between "life" and "literary style" with narrative, expository and argument for example. Finally, in the process of junior middle school language life reading teaching, we should make the three, namely the author’s life, the text’s life, the student’s life, integrate into one. Only in this way, can we carry out reading teaching more effectively and better.