The Ancient Reading Theory And The Middle School Language Reading Teaching

Read as a matter of language learning methods, its role cannot be ignored. But due to various factors, the current middle school language reading has gradually become a kind of form, lack of proper effect. The cause of this phenomenon is that Chinese reading guidance of high school and teaching method exists some misunderstanding and blind spots. In order to change this situation, the current middle school language teaching can be selectively absorb the experience and method of the theory of ancient Chinese reading. By combing the visible, the ancients’reading pay attention to order, from outside to inside, from eye to mouth and then go to the mind. First of all, watching and reciting belongs to form the basis of reading. In addition, watching is a preparation of reciting, which including general view, taxonomy, marks marking method and integration method; reciting is the middle procedure of the program and the transition from watching to heart feeling, which is including voice, syllable and speed. Secondly, it’s the inherent requirement of reading. The ancients put forward recitation to step by step, perusal, modest in the connotation, the tight force, and volunteers in worship. Finally, the result of the internalization in mind to use certain reading methods to achieve it, such as choose mnemonic system, time allocation method, the cumulative increase law, glides gracefully gradually accumulate, mentor friends play and calligraphy, these are the concrete operational method, and covers a certain reading standard. The theory of ancient Chinese reading reference value of the current middle school language teaching, reflected in the following aspects:First of all, teachers should guide students to read effectively. First, the teacher should be ready to read before. Detailed task arrangement, including the time section, specific content, form explicit, target motivation. Second, strengthen guidance. Teacher should according to different types of materials in the text put forward the corresponding reading method, and presented in the form of form, for reference. Third, we should take effective control measures. Adjust the monitor target according to the length of time, adjust monitoring according to learning strategies. Fourth, do a good job in feedback to establish a long-term feedback mechanism, expand the way of feedback. Fifth, improve the evaluation. Optimization evaluation, increase the evaluation main body. In addition, students shall create conditions for the effective reading. First, according to the mental state and the text, students should choose different reading methods. Second, according to the difficulty of the text and the integrity of the time, students should arrange the reading time reasonably. Third, use learning strategies consciously, such as memory and processing strategy.