The Study On The Teaching Of Self-Reading Texts In Junior Middle Schools

Compared with the Chinese textbooks of people's education press,the unified compilation of junior high school Chinese textbooks clearly distinguished between teaching-reading texts and self-reading texts,adjusted the selection and arrangement of the articles to further improve students' autonomous reading ability,which can help their learning transfer from in-class to out-of-class.The emergence of new textbooks requires teachers to correct teaching concepts in a timely manner and adopt more scientific and reasonable methods for teaching.Based on the investigation,this thesis combined with specific case analysis to explore how to conduct efficient teaching of self-reading texts.The introduction introduces the origin of the research and the significance of the topic selection.It summarizes the research status and problems of the self-reading texts of the unified compilation Chinese textbooks.At last,I will briefly introduce the research methods to be adopted in the research process.The first chapter summarizes the self-reading texts of the unified compilation Chinese textbooks from three aspects.Firstly,explain the concepts of"self-reading","self-reading text" and "self-reading text teaching".Secondly,introduce the arrangement of the self-reading texts of the unified compilation Chinese textbooks through comparison with the Chinese textbooks of people's education press,highlights the architecture,selected features and location distribution of the self-reading texts of the unified compilation Chinese textbooks.Finally,introduce the theoretical basis and the teaching value of self-reading texts.Not only can it help students develop their thinking ability,build a knowledge system,but also test their reading level,enrich the aesthetic experience,connect inside and outside the class,and inherit literary classics.The second chapter is a survey of the current situation of self-reading text teaching.One is to understand the current situation of students' learning self-reading texts through questionnaires,and the other is to understand the teaching situation of teachers through questionnaires and classroom record analysis.It was found that presupposition is too strong,asking is too casual,the rhythm of teaching is too fast and the use of side batches is improper.Based on data analysis and classroom observation,it is concluded that students' lack of interest,teachers' unclear understanding,and insufficient school curriculum are the three major reasons for the problems of self-reading text teaching today.The third chapter is the teaching strategy of self-reading texts for the unified compilation Chinese textbooks.First of all,it is necessary to attach importance to students' non-intellectual factors to stimulate students' learning motivation.Teachers should make them determine the value of self-reading texts so that they have a correct attitude and become willing to learn.This needs to strengthen their subjective consciousness,find the self-reading target and create an atmosphere for them to read.Secondly,teachers must focus on method guidance and application to improve students'reading ability,monitor classroom discussions and correct errors in a timely manner,strengthen technique practice to make them have ability to read,and conduct contrast reading to achieve expansion and extension.Finally,establish a multi-evaluation system to achieve dynamic growth.Students complete self-evaluation by filling out self-evaluation forms and complete the evaluation of team members through peer record cards.Teachers designed written test papers for students by referring to Zhu Xinhua's"six-level reading ability system".Based on the comprehensive evaluation results,improvements can be made in learning and teaching methods to ensure the teaching quality of self-reading texts.The conclusion part summarizes the innovation and deficiencies of the thesis.