Middle School Chinese Reading Class To Help Students Promote Research

In the Chinese reading teaching class in middle school, the teacher uses the text material other than teaching text to help the student interpret the article, this kind of teaching method is called the auxiliary reading materials to promote studying.Auxiliary reading materials to promote studying has its practical significance and theoretical basis. At the level of realistic demand, from the point of view of teaching content, the use of auxiliary reading materials can alleviate the contradiction between the openness of Chinese courses and the lag and limitation of textbooks. From the teaching-learning subject's point of view, It can adjust the contradiction between the student's subjectivity and the teacher's dominance; from the point of view of teaching implementation, it can regulate the contradiction between the presupposition of teaching objectives and classroom generation; from the point of view of teaching effect, It can adjust the contradiction between the breadth and the depth of the student's reading. From the support of theoretical resources, Traditional reading experience, teacher's teaching experience and literary theory such as intertextuality provide a theoretical basis from the perspective of learning, teaching and research to the auxiliary reading materials to promote studying and can draw nutrition and perfection Use methods and strategies.According to the role auxiliary reading materials in classroom teaching and student development, from the perspective of learning psychology, it can be summarized into four types, including information supplemented reading aided materials, cognitive enhanced reading aided materials, thinking-guided auxiliary reading materials and experiences-promoted auxiliary reading materials of information, each type contains a number of types of information.In the actual application of auxiliary reading materials in the process, the choice of materials to be based on the need to ensure the authenticity of the scientific basis of the text to help reflect the essence of the text,to show teachers expertise,closely linked to teaching objectives; The teaching of the text, to promote the students to understand the text of the text, to help students understand the conflict, to promote students to understand the text; The deep connotation, improve the quality of language.In the classroom teaching process, the use of auxiliary reading materials strategy should also be considered. Pre-class, focusing on stimulating interest, make up the experience; the middle of the classroom, focusing on inspiring thinking, to solve doubts; classroom end, focus on consolidating and expanding, to explore the desire to explore language to expand learning time and space.In the process of using the reading aided materials, we should also pay attention to the threshold problem, need to grasp the appropriate quantity, the difficulty of appropriate, the appropriate time principle. So that the effect of classroom teaching can be improved.