Junior Middle School Language Presonalized Reading Guidance Strategy Based On Individual Differences

Through the investigation,the author found that the junior middle school students' Chinese reading there are significant individual differences.The difference is mainly affected by different family growth atmosphere and different ways of primary school education,the influence of the concept and content,and so on factors.In the Chinese reading mainly reflect in three core literacy: from the point of horizontal,is reading interest and differences in the way of reading,can be divided into several types;From the longitudinal view,is reading ability level difference,may divide into the optimal-in-three levels.Through the survey,also found that the homogeneity tendency exists in the junior middle school language personalized reading guide serious phenomenon.In not to guide the students' interest in different,ignore the student's research method difference way of teaching,not for students of different levels to set up level target ability to ascend.This not only makes some innovation spirit and independent thinking ability of students can't stand,at the same time can also lead to partial foundation weak students couldn't catch up with team,and contrary to adhere to the principle of teaching students.The discussion of this topic is based on the individual differences of junior middle school students' Chinese reading core literacy,the emphasis is on through effective intervention strategies to promote the improvement of students' Chinese accomplishment and Chinese ability,lets the student learning potential development,the better the students' personality get real.Through "experiential strategy",for example,interest guidance,read text arouse experience,reduction experience,look into the situation self sublimation experience;Method guidance by "open policy",open the discipline boundary,classroom space,the form of teaching,curriculum resources;Through the "gradation strategy" goal lead to interest in reading cognitive level is the primary goal,to the aesthetic reading appreciation level is intermediate goals are met,to reflect on reading research level is advanced goals are met.