A Study On Group Reading Teaching Of Classical Chinese In Senior Middle School

The group reading teaching is a teaching way of reading that students who are under the guidance of teachers,around a topic for discussion,systematically read the selected multiple texts in a fixed amount of time,and reach a collective consensus with teachers in the end.Group reading teaching receives the much attention because it attaches importance to the reading experience of students,and can effectively improve their reading ability.As one of importance part in senior middle school Chinese teaching,teaching of classical Chinese has always been valued,but the problems of traditional classical Chinese teaching which gives too much importance to the translation of words and ignores students5 experience of reading are becoming more and more serious,it will restrain the development of the classical Chinese teaching.And by the end of 2017,new ordinary senior middle school curriculum standard arrange Chinese learning by the way of eighteen learning task groups,the learning task groups mostly are presented by form of special subject.In fact,it has implied the application requirements of many teaching ways as group reading teaching etc.Therefore,on the Chinese teaching,trying to apply group reading teaching way to classical Chinese in senior middle school,is not ouly a beneficial exploration to the teaching reform and the improvement of teaching efficiency,but also the objective requirement for the times’ development of Chinese teaching and learning task groups teaching of implementation.The first chapter mainly summarizes group reading teaching and necessity of its application in the classical Chinese teaching in senior middle school,it is divided into two parts:firstly,summarizing briefly the concept,theoretical basis and realistic requirements of group reading teaching;secondly,analyzing necessity,by investigating the current situation of classical Chinese teaching in senior middle schools in the form of questionnaires and exploring the value of classical Chinese reading teaching,it proves the necessity of applying the group reading teaching way to the teaching of classical Chinese in senior middle schools.The second chapter mainly explores the methods and strategies of group reading teaching of classical Chinese in senior middle school,it is divided into four parts:firstly,it is the establishment of topics for discussion,analyzing that the establishment of topics for discussion should be based on the curriculum standards,learning situation and texts,exploring three principles of inclusiveness,discussion and expandability,and introducing the types of topics for discussion established;secondly,it is the choice and organization of multiple texts,discussing selective ways and requirements of multiple texts,analyzing the methods of organizing texts;thirdly,it is the design of related tasks,introducing the approaches of related tasks designed,exploring the rationality of tasks design based on text style and learning situation;later,it is the achievement of collective consensus,analyzing that the collective consensus should follow the principles of students’independent reading,based on the collective,focusing on topics for discussion and texts,and exploring possible existing misunderstandings.The third chapter takes "Character Description in Records of the Historian" as the topic for discussion,makes an exploration of design for group reading teaching of classical Chinese in senior middle school,it is divided into two parts:firstly,elaborating the design ideas from the aspects of topics for discussion,text materials,class hour arrangement and related tasks;secondly,showing the teaching design of group reading of"Character Description in Records of the Historian".The fourth chapter evaluates group reading teaching of classical Chinese in senior middle school,it is divided into three parts:firstly,introducing the perspectives of evaluation from both teachers and students;secondly,through the analysis of quantitative evaluation method and qualitative evaluation method,finding that they are feasible in the evaluation;later,analyzing the methods of effective feedbacks,including grasping the time,focusing on the collective,the appropriate amount of information,expounding the significances of effective feedbacks from the aspects of reading and writing,and introducing the cases used in conclusive evaltuation.