A Study Of High School Chinese Reading Teaching Under Deep Learning

With the continuous deepening of the reform of the basic education curriculum,how to improve students' core Chinese literacy has become a heated topic and focus of Chinese research.Chinese core literacy is a necessary character and key ability for students to gradually develop in the study of Chinese disciplines to meet the needs of personal lifelong development as well as their social development.It has the characteristics of foundation,integration,practicality,migration,etc.It is compatible with higher thinking level,emphasizing experience,striving for integration,focusing on generativeness and the focus on deep learning.Therefore,high school Chinese reading teaching under deep learning exudes unique charm and becomes a significant approach to improve the core literacy of Chinese.Its specific manifestation in the development of basic education is:Teachers at the front line in primary and middle schools pay more and more attention to the construction of reading situation of "big units,big situations,big tasks".In view of this,the author carries out the research on high school Chinese reading teaching under deep learning so as to cultivate students'core literacy of Chinese,promote students' sustainable development,and respond to reading teaching reform.This article is composed of three parts:introduction,text and conclusion.For the introduction part,the author elaborates the background,questions and significance of the research in this thesis,and briefly summarizes the research methods.There are three chapters in the text:the first chapter takes the literature research method to analyze and explain the characteristics of the concepts,related discrimination,theoretical basis and design framework of high school Chinese reading teaching under deep learning;the second chapter adopts the diagnosis methods—interviews for teachers method and questionnaire for students to understand the current situation of high school Chinese reading teaching under deep learning,refine and explain the advantages and values,compare and analyze the problems it exposes,and deduce the reasons for these problems;the third chapter uses teaching examples analysis method and model construction method to put forward corresponding suggestions for teaching improvement targeting at the three major problems exposed in the survey and interview.Through analyzing the current situation of high school Chinese reading teaching under deep learning,this thesis finds that:for scattered and comprehensive problems,thematic reading teaching can be carried out,which has the characteristics of integration and focus.Based on the students,it makes the thematic direction,closely links every part,makes preparations before the research,refines every part to manifest the results of joint research;for the public rational analysis in reading teaching,experiential reading teaching can be attached importance to,which has the characteristics of individual participation.It uses situation as the point of evoking students' experience,takes activities as a carrier throughout the reading classroom and takes reciting as the red line to make emotional interaction;for superficial and single thinking training problems,it can promote critical reading teaching,which has the characteristics of deep thinking.It questions the text,determines the problems,analyzes the arguments,exchanges opinions,refutes the assessment,and improves the viewpoints.In view of the relevant criteria in the first chapter,in the long run,the above teaching improvements can help students establish a complete system of knowledge and meaning,improve the quality of higher-order thinking as well as effectively cultivate students' core literacy of Chinese and promote their sustainable development to realize the pursuit of ultimate value in high school Chinese reading teaching under deep learning.