On The Implementation Of Comparative Reading Pedagogy In Middle Schools’ Chinese Language Classes

This thesis focuses on the research into comparative reading pedagogy，by adoptingthe methodologies of literature review, case study and comparativestudy,on the ground ofstudying the Chinese language textbooks at the middle school level published by JiangsuEducation Press. In the first part, it elaborates the notions and the implications andcharacteristics of comparative reading pedagogy. From the theoretical angle of philosophy,education science and psychology,it also analyses the comparative reading pedagogy inthree respects, i.e. horizontal, vertical and comprehensive comparisons. And then, ananalysis is made on the advantages and feasibilities of comparative reading pedagogy, withwhich the thesis testifies through case studies, the significance of its implementation inmiddle schools’ Chinese Language classes. Finally,the implementation strategies of thispedagogy are elaborated with the author’s own teaching experience, centering on “seekingdifferences among commonalities” and “seeking commonalities among differences” anddisplay several misunderstandings in practice. A conclusion is reached: comparativereading pedagogy not only provides teachers with an effective method of teaching, but alsoimproves students’ ways of thinking and reading abilities.