Application Of The "Block-type" Teaching Idea In Chinese Reading Teaching In Junior High School

Reading teaching is one of the five major fields of teaching objectives in Chinese,which is the basis for improving students' Chinese literacy,enriching students' emotional experience and promoting students to form good moral character.However,there are still many problems in the actual teaching.In the tide of new curriculum reform,many experts and scholars have made many beneficial attempts.Among them,Yingchao Yu,the famous and outstanding Chinese teacher,came up with a design philosophy on reading teaching---enough exercise and abundant accumulation of teaching skill,made requests on reading instruction---putting emphasis on text itself,reading,analysis,methods as well as accumulation.In addition,he,creatively put forward the "Block-Type" Teaching Idea,the form of the block is clear,the steps in the process are clear and the lines in the procedure are concise.Which not only optimizes the teaching content,but also improves the efficiency of the classroom,bringing a new atmosphere to the classroom of Chinese reading teaching.Based on Yingchao Yu's "Block-Type" Teaching Idea,this paper makes an objective analysis of the application of this Idea in the current teaching of Chinese reading in junior high schools through detailed research on relevant theoretical works and cases,and questionnaire interviews.Taking its essence and reflecting on its shortcomings,so as to carry out more effective practical exploration of the "Block-Type" Teaching Idea from the perspective of student-oriented,to further optimize and perfect the Idea.In addition to the introduction and conclusion,this text is divided into four parts.The first part is an overview of the "Block-Type" Teaching Idea and Practice.At the theoretical level,it expounds the basic form,design features and theoretical basis of the Idea,and analyzes the innovative practice of the Idea in reading teaching with prose,novels and poetry as examples.The second part focuses on the analysis of the application of the "Block-Type" Teaching Idea in the teaching of Chinese reading in junior high schools.Taking three junior high schools in different cities as examples,the survey is conducted in the form of student questionnaires and teacher interviews.While drawing on the successful experience of the Idea,the problems existing in itsspecific implementation were found and the reasons were analyzed,to find out specific and operable practical strategies.In the third part,on the basis of the reflection of the "Block-Type" Teaching Idea,further practice and exploration are carried out to effectively implement the "student-oriented".Firstly,from the design level,new requirements are put forward for teachers in the three aspects: multiple interpretation of textbooks,elastic presupposition,"instrumentality" and "humanity".Secondly,with concrete practice as the center,based on the literature and learning,specific and operable optimization strategies are put forward in four aspects: the infiltration of "student-oriented" in the lesson preparation,the highlighting of generativeness in the teaching process,the emotional experience of the text and the repositioning of the role of teachers and students in the new era.Finally,taking the practical realistic trend of the Idea of advancing with the times as a breakthrough point,effective discussions are carried out from the aspects of language,inheritance and exploration,which put forward higher requirements for teachers' professional qualities.The fourth part takes "Lao Wang" as an example to design a "Block-Type" reading teaching case.While absorbing the essence of the Idea,it also makes more effective thinking and exploration on its optimization in the specific reading teaching practice.This article,while studying the "Block-Type" Teaching theory level,combines the Idea with the teaching practice of Chinese reading in junior high school,in order to provide new ideas for the majority of first-line Chinese teachers,so that teachers can explore new methods and skills in actual teaching.To better form their own unique teaching style and promote the improvement of their professional skills.