Study On The Anchored Teaching Method In Chinese Reading Teaching Practice In Senior High School

Reading teaching is an important component of the teaching of Chinese subjects.The level of students’ reading directly affects the overall performance of Chinese language,and it also shows the students’ language literacy.There are many factors that affect the level of students’ reading.Among them,teachers’ language teaching methods are one of the important factors that cannot be ignored.In the practical class running under the traditional reading teaching concept,it is easy to place the teacher’s "speaking" in the main position and the student’s "study" in a passive position,which in turn causes a series of Chinese learning problems mismatched with the teaching philosophy of the new curriculum standard.This thesis centers on the practice of "anchored" pedagogy in the high school Chinese reading class.Through surveys and interviews with high school teachers and students,we discovered the problems of Chinese reading class in the high school and proposed practical steps and related strategies of reading "anchored" pedagogy for solving these problems.The paper consists of three parts: introduction,main body and appendix.The introduction part first elaborated the reasons for the study of "anchored" Chinese reading teaching methods,as well as the importance of improving the Chinese language class’ s attractiveness to students and the benefits of accessing new teaching concepts and teaching methods to teachers’ unique professional styles.Second,it briefly introduces "anchored" teaching,and fully explains the objects to be studied from the aspects of the importance of Chinese reading and the requirements of the new curriculum standards.Third,the author carries the literature review on "reading teaching" and "anchoring" related to this paper.Fourth,the writer elaborates the significance of the research on "anchored" Chinese reading teaching method from the aspects of the development of the teaching method of the Chinese subject and the detailed practical research on the anchored teaching model.Fifth,it introduces the main research methods used in this paper.The first chapter mainly discusses the related concepts and theoretical basis of "anchored" teaching and its value in high school Chinese reading teaching.The first section focuses on the definition of "anchored" teaching and systematically elaborates the differences between anchored teaching,traditional teaching methods,autonomous teaching methods and situational teaching methods.The second section introduces the theoretical foundations of "anchored pedagogy,"Recent Development Zone" theory,"Constructivist teaching theory" and "contextual cognitive theory".The third section mainly introduces the meaning of "anchored" teaching to students from the perspective of its functions on solving the problem of students’ reading knowledge in the language reading and learning,the cultivation of students’ language knowledge transfer ability,and the "owner" consciousness of mobilizing students’ Chinese reading and learning.It also expresses the meaning to teachers as a qualified reading guide from the aspects of stereotype disintegration,reshaping the new thinking of language education,enriching the theory,developing new forms of language teaching,promoting the improvement of Chinese language teaching professional ability,It also explains the meaning of "anchored" Chinese reading teaching method for Chinese subjects from the aspects of the formation of independent collaborative reading atmosphere,the study of innovative Chinese classroom culture and the construction of teacher-student community for Chinese learning.The second chapter focuses on the investigation and analysis of the status quo of high school Chinese reading teaching method.The first section focuses on the existing "teaching philosophy","classroom teaching(learning)method","classroom efficiency","learning effect evaluation method","individual teaching or learning satisfaction" in the high school Chinese reading class,etc.The scope of the survey and the design of the questionnaire were used to investigate the status of the language reading teaching method.The second section conducts a data analysis on the analysis of the teacher’s teaching philosophy,the investigation and analysis of the existing teaching(learning)methods in the classroom,the investigation and analysis of the Chinese reading classroom’s learning efficiency,and the investigation of the evaluation mechanism of the Chinese learning effects from the perspective of teachers and students.The third section specifically explains the problems in the high school Chinese reading classes such as the need to constantly "upgrade" the teaching philosophy,the slightly "rigid" teaching model,the self-evaluation "lower" Chinese reading classroom efficiency,and the need to improve the language learning evaluation mechanism.The third chapter focuses on the practical application of "anchored" teaching method in high school Chinese reading.In the first section,the thesis elaborates the major parts of "anchored" teaching method in high school language reading,including the aim of creating curriculum around the curriculum,creating or simulating real problem situations,"throwing out" issues,making assumptions,encouraging students to explore,teachers playing "inlaid" functions,providing students with "scaffolding" and independent research goals for students,gaining personal experience,team brainstorming cooperation,and promoting the "knowledge transfer" and display results,team evaluation,teacher comments and other specific practical steps.The second section starts with the development of Chinese language literacy in teaching objectives.It aims to provide "anchored" teaching strategies for the current major problems of Chinese reading in high schools from the following aspects of adding literacy into the formulation of teaching goals,the teaching objectives to create a real learning situation,student-oriented,respecting student differences,thinking in practice and cooperation,respecting a sense of comprehension,and creating an independent and free thinking space,enjoying the experience of aesthetic emotions,encouraging verbal expressions,creating a variety of display evaluation platforms,and timely feedback corrections.