The Problems And Countermeasures Of Chinese Reading Teaching And Learning In Grade Nine

Reading teaching and learning is the main way to improve students' language attainment.In Grade nine,Chinese reading teaching and learning influence students'reviewing for entrance examination,and they also influence the jion of Chinese courses teaching and learning between junior high school and senior high school from three aspects:knowledge,ability and psychology.However,due to the influence of traditional teaching ideas,Chinese teachers in Grade nine used to pay too much attention to the instructional teaching of Chinese reading,so they ignore the inspirational induction of students' reading;students in Grade nine are under the pressure of reviewing,and they also have many problems in reading psychology and methods.It is the most important part of junior high school's Chinese teaching and learning.Parents and school leaders only focus on the results,pay more attention to students' grades rather than their reading ability.These problems have led to the inefficiency of the Chinese reading teaching and learning in Grade nine.This paper aims to explore the significance of the Chinese reading teaching and learning based on the the Full-time Compulsory Chinese Curriculum Standards(Trial Version),combine the author's experience in teaching and the questionnaire survey,analyze the problems existing in the current reading teaching in Grade nine,and start from the cause of the problem,try to propose corresponding countermeasures.In the first chapter of the thesis,the author firstly interprets the reading teaching and learning objectives in the Chinese Curriculum Standards,and then analyzes the main types of the Grade nine reading teaching through the analysis of the middle school entrance examination questions in Suzhou for the past ten years,and finally combines the psychological characteristics of students' learning that the author observes in the internship.They shows what kind of requirements should be met in the Grade nine Chinese reading teaching and learning,and what is the significance of reading teaching and learning after meeting these requirements for students in Grade nine.In the second chapter of the thesis,the author explores the problems in reading teaching and learning in the three aspects of students,teachers and home-schools through questionnaire survey and interviews in his internships,and takes these questions as the starting point to explore the causes of the problems.The author tries to analyze the negative impact of these questions on the practice of the reading teaching and learning in Grade nine,and even all the teaching activities of the ninth grade through insights in his internship.In the third chapter of the thesis,according to the division of the problems in the previous chapter,the author continues to discuss the countermeasures for the problems in the Grade nine reading teaching and learning in junior high school from three aspects of students,teachers and home-schools.In the discussion of this chapter,the author discusses the countermeasures that should be taken in the reading teaching from the three dimensions of knowledge,psychology and method,and how to impove the efficiency and quality of Chinese reading teaching and learning.