A Study On Reading Teaching From The Perspective Of “Liberation ”

Mr.Tao Xingzhi advocates “liberating” the students' minds,eyes,mouth,hands,time and space.The concept of “liberation” teaching is endowed with practical guiding significance.Reading teaching is composed of a number of complex parts,which mainly includes text interpretation,teaching design,and teaching implementation.In this process,if the teacher can guide properly,the student's subjectivity can be guaranteed,and then we call it a process of“liberation” of teacher-student,and teaching-learning.Be that as it may,if the relationship among text interpretation,teaching design and teaching implementation cannot be handled properly,it can easily cause “inhibition” for students to a large level.The “inhibition” here refers specifically to the inhibition of the student's subjectivity by the teacher's domination.The“oppressive”reading teaching is mainly manifested in two aspects: the teacher's dominantness is too strong and the students' initiative is weak and even Chinese teaching are supposed to pursue a higher level of “liberation”.Therefore,“liberation” reading teaching is the choice of the times.This article takes “liberation” as the research perspective,and strives to learn from Tao Xingzhi's “liberation” teaching concept,draw on Paulo Freire's conversational teaching with combination of some typical classes from experts and the author internship experience,to explored the current situation of “non-liberation” reading teaching,and probe into the“liberating” reading teaching from the experts.Naturally,the strategy of “liberating” reading teaching will be put forward and reflected according to the existing problems.The thesis consists of three parts: introduction,body and conclusion.The introduction part includes the background of the study,the significance of the research,related research and enlightenment,the research questions and research instrument,research methods and related concepts.This part begins with the inhibition the subjectivity of students under the “teacher-based” educational concept,and establishes the research subjects of the reading teaching of Chinese teachers.Taking “liberation” as the research perspective,the existing related literatures are summarized and organized,and then it will present the research methods used in this paper: namely the literature research method,the comparative research method and the case analysis method.There are five parts in the body part.The first part defines the “liberation” teaching concept clearly,and focuses on its performance,characteristics and value.The “liberation” discussed in this study is based on the“six liberation” thoughts of Mr.Tao.The reading teaching based on the “liberation” is featured with four characteristics: first,the classroom atmosphere has to meet with three conditions:living,ecological,students oriented.Second,the students' subjectivity is highlighted while the teacher can be the guider as well.This reflects the teacher-student's cooperative relationship of equal communication,which is mutual respect and trust,mutual cooperation and learning;The third is to base the text,beyond and return the text.Fourth,Chinese reading teaching should be full of “Chinese flavor”.This is the “liberation” of “teaching and learning” in reading teaching,and it is also to avoid the danger of Chinese language discipline being mixed into“pan-language”.The value of “liberation” reading teaching is mainly because it inherits the spirit of “liberation” of education.On the one hand,it is conducive to the “liberation” of the individual.On the other hand,it is also the “liberation” of teaching and learning in the teaching of Chinese reading.The second part focuses on the current situation of "oppressive" reading teaching.The "oppression" here refers specifically to the "repression" of the teacher's dominantness on the subjectivity of the students.On the one hand,teachers are over-dominant,mainly because the teaching objectives are dominated by teachers.Teachers replace the life experiences of students,which can lead to communication remains in form.Moreover,the students' “communication” has been affected to some extent due to the excessive performance desire of the teachers.The evaluation from teacher is focus on form,not the meaning.Besides,evaluation is lacked of the participation of students;On the other hand,the students' domination is weak,which is mainly reflected in the low enthusiasm of students' learning,the lack of questioning spirit and ability,the failure to present their own ideas to the teacher's interpretation in the classroom,and passive obedience to the teacher's traction.The content of the third part is the exploration and interpretation of the “liberation” reading teaching.It is mainly divided into three categories: The first category is the exploration of the humanistic “liberation” reading teaching represented by the teacher Han Jun.He takes the humanistic spirit as the guiding ideology and pays attention to the humanistic care of the students in reading teaching;the second comes the life-oriented reading teaching represented by Xiong Fangfang,with the life-speaking teaching concept as the guiding ideology,focusing on improving the quality and strength of teachers-student in reading teaching.The third category is life reading represented by Li Zhenxi.Taking Li Zhenxi and the author's educational internship experience as teaching cases,the study explores the “liberating” reading teaching from theperspective of life.The fourth part introduces the strategy of “liberating” reading teaching.Firstly,teachers are required to change the teaching concept and strengthen the theoretical consciousness of“liberation”.Secondly,it is necessary to enhance students' subject consciousness and develop students' initiative,mainly starting from Tao Xingzhi's “six liberation” teaching thoughts;finally,Finally,the author puts forward the main direction that “liberating” reading teaching needs to grasp----to develop key competences of Chinese subject.This requires a higher “liberation” in the Chinese language discipline,which are the ideal measure and the goal pursued by the majority of Chinese teachers.The fifth is the reflection part.“Liberating” teaching is universal,but it is also relative.If the relationship between text interpretation,teaching design and teaching implementation is not well handled,the reading teaching of “liberation” can lead to the temporary “inhibition” of the student's subjectivity.The “liberating” reading teaching should also pay attention to the pan-life of reading teaching,clearly understand the relationship between teaching and life,and reasonably grasp the degree between them.In addition,the “liberation” of reading teaching is mutual.The personality of students and teachers as the guider is supposed to achieve “liberation”.Teachers and students,teachers and parents,parents and students shall work together to promote each other's “liberation”.“Emancipation”reading teaching should not only stay in the “liberation”of the mind,hands,mouth,eyes,time and space,but should also pursue the "liberation" above the mind and spirit.The conclusion part will further stress the importance of “liberation” reading teaching.