Research On 'Group Reading' In Classical Chinese Teaching-Illustrated With Chinese Textbooks For Junior High School

Classical Chinese teaching plays an important role in Chinese teaching,However,there is still a phenomenon of non-interactive teaching in classical Chinese reading.Students are reluctant to read classical Chinese articles,and they are not capable of reading these articles.Based on this phenomenon,the author carries out a research on group reading in classical Chinese teaching,illustrated with Chinese textbooks for junior high school,to inject vitality into the classical Chinese class and improve students' reading quality of classical Chinese articles.This paper consists of three parts:introduction,body and conclusion.The introduction includes the research background,questions and significance of the paper.Meanwhile,the research objects,research methods and research ideas are summarized.Besides,the author discusses the successes and shortcomings of previous studies.The main body of the paper consists of three chapters.The first chapter introduces the concept,theoretical basis and value of group reading in classical Chinese teaching in junior high school by the research method of literature.The second chapter presents the teaching and learning problems in group reading by means of questionnaire survey.It was found that in the current group reading teaching of classical Chinese in junior high school,problems like unclear teaching topics,emphasizing on 'group and quantity' while lightening 'text and quality',meaningless questions asked by teachers,replacing 'free reading' by 'arbitrarily teaching'.These problems occurring owe to reasons like unmatched teaching goals and the neglect of the textbooks' integration and selection,etc.Moreover,there are even misconducts such as teachers trying to cover students' reading experience and personalized understanding with their own knowledge of the text.The third chapter mainly uses the case analysis method to put forward the optimization teaching strategy of group reading in classical Chinese teaching.To improve the teaching status of 'group reading' in classical Chinese teaching,the paper,taking the Chinese textbooks of junior high school as an example,proposes that teachers should achieve the topicalization of teaching targets and diversification of groups,and should not hesitate to optimize and integrate Chinese text resources in the pre-teaching period.In the process of collective construction,teachers should not only strengthen the guidance of reading methods and act as the leading readers of group texts,but also being the regulators of the reading process and the creators of problem situations.They should lead students to deepen their thinking with key issues,and develop inductive as well as distinguished thinking skills by seminars,which can effectively improve the literacy of classical Chinese reading of junior middle school students.Additionally,students should be reminded to make a summary timely,consolidate what they have learned in class and practice writing after reading with the aim of promoting students' creative thinking ability after the group reading.