On The Phenomenon Of False Reading In Middle School Students

Reading Chinese is inseparable from reading.Reading teaching is an important part of Chinese teaching content in middle schools.The goal of reading teaching is to cultivate students' independent reading ability.However,in reality,the independent reading ability of middle school students is weak.So why is the independent reading ability of middle school students weak? What's wrong with reading class? With such doubts,the author consulted a large amount of literature and found that the phenomenon of "false reading" was hidden in the Chinese classroom in middle schools.Therefore,cracking the "false reading" phenomenon has become the only way to improve the independent reading ability of middle school students.Therefore,this thesis chooses the subject of "false reading" in middle school students.The text is divided into three parts.In the first part,the author combed the reading in the general sense and the reading in the Chinese course in detail,and confirmed that the reading in both the broad and narrow sense emphasizes true reading.Therefore,the author summarizes and summarizes the basic characteristics of generalized true reading:1.Reading is an indispensable behavior of human existence;2.Reading is a complex process of cognitive activities of humans;3.Reading emphasizes the active perception,understanding,and understanding of reading subjects.Get meaning.Subsequently,the author collated and reflected on the research results of "fake reading" in the teaching of Chinese reading in middle schools,and found that the research results of "fake reading" were relatively shallow,and had no practical significance in correcting the phenomenon of "false reading" in students.Based on the above,the author has established three standards for judging students' "false reading" behaviors: first,students are not the subject of reading in the reading activities of classroom teaching;second,students do not have a personalized perception in this reading activity And understanding;third,the students did not get meaningful information about their growth after reading.In the second part,the author conducted a questionnaire survey on the current reading situation of middle school students.This survey mainly focused on the reading behavior of students.It was found that the phenomenon of "false reading" was common in middle school students.The specific manifestations are that most students are notactively reading,students have no individual understanding during reading,and students do not gain meaning after reading.In this regard,the author analyzes this situation,mainly due to two aspects: First,there is a misunderstanding between the teacher's reading teaching concept and reading teaching behavior;second,the students' misunderstanding of the meaning of reading and students' bad reading habits.In the third part,in order to correct the phenomenon of "false reading" of the students,the author thinks that the teacher's guidance is necessary,so he puts forward the practical strategies for the teacher to lead the students into the real reading state.Strategies mainly include the following three parts: The first part,middle school Chinese teachers should deeply understand the nature of reading.First,teachers should start from the nature of reading and understand the teaching of reading.Second,teachers must read really and continuously improve their own quality.In the second part,teachers create a good reading atmosphere to make students enter a positive state of reading and reading.From the three levels of establishing long-term reading goals,setting up situations,and setting up reading activities,it expounds some feasible measures.In the third part,teachers optimize the design of reading teaching and lead students to think deeply.Through teachers 'selection of appropriate entry points,designing effective questions,and using expanded links,specific measures are proposed to promote students' true reading.In the fourth part,teachers and students read together and grow together.Suggested measures for teachers and students to recommend reading books to each other,read a whole book together,and exchange reading experiences with each other,guiding students to true reading.