Research On Teaching Practice Of Chinese Independent Reading In Thirty-sixth Middle Schools Of Xuzhou

The independent reading ability of Chinese is an important quality to adapt to the lifelong development of students and the development of modern society.With the proposal of ‘independent reading’ in the new curriculum reform,this teaching method has also been used more and more in the Chinese classroom practice of primary and secondary schools.The idea of running a school in the thirty-sixth Middle School of Xuzhou is ‘taking the adult adult as the base’.The school is committed to the development of students’ ability,and attaches great importance to the cultivation of Chinese autonomous reading ability for the students’ lifelong development.Therefore,this paper takes the junior middle school of the thirty-sixth Middle School of Xuzhou as an example to study the students’ development as their own task and actively carry out the independent reading activities within and after class,so as to improve the full implementation of the students’ ability to read independently.The full text is divided into three parts: the first part is the investigation and analysis of the current situation of the autonomous reading of junior middle school in thirty-six.This chapter mainly uses the questionnaire survey method in the investigation and research method,with a simple interview,and makes a sampling survey on some students from grade 1 to junior grade 3,and preliminarily understands the general situation of autonomous reading in the thirty-six middle school.The second part is about the practice of self reading in junior middle school Chinese in thirty-six.It mainly takes the 34 excellent class records of the junior middle school in the 2017-2018 school year thirty-six as the research material.According to the teacher’s self reading teaching behavior in the reading teaching,the text is intercepted and the independent reading teaching phenomenon is analyzed and evaluated,and the achievement obtained in the independent reading teaching practice in the class is obtained after the examination of the independent reading of the whole situation.Achievements and shortcomings in order to help the majority of front-line teachers’ autonomous reading teaching in class.The third part is an overview and evaluation of thirty-six autonomous middle school extracurricular reading teaching.After a brief description of several extracurricular reading teaching activities carried out by the junior middle school in thirty-six,we still summarize the achievements and shortcomings of these situations,and expect to play a slight role in the reform of the extracurricular reading teaching after the thirty-six and the Japanese.The thirty-six junior middle school autonomous reading teaching can achieve certain results,because the thirty-six is willing to stand on the standpoint of students to think about the problem,based on the development of students,with the development of students as the base.We should pay attention to the whole process of autonomous reading teaching,and let students experience the happiness and happiness of Chinese learning in the process of autonomous reading.However,there is still a lot of room to improve.The construction of independent reading teaching theory is in a weak state and needs to be further improved;the evaluation system of independent reading teaching needs to be improved;the time of independent reading teaching needs to be guaranteed.We study the independent reading teaching of junior middle school in the Middle School of the thirty-sixth middle school in Xuzhou.It not only provides suggestions for improving the independent reading teaching in and out of thirty-six,but also provides reference and reference for other schools to carry out independent reading teaching.