Research On The Teaching Strategies Of Chinese Reading In Senior High School Under The Hierarchical Class System

With the deepening of the curriculum reform,the reading teaching reform in the Chinese teaching reform has attracted much attention.As reading occupies a large proportion in high school Chinese teaching,educators should pay great attention to reading teaching.Although teachers spend a lot of energy on the teaching of Chinese reading,the results are not very ideal,and many experts began to focus on the western reading theory,aesthetic theory and constructivism theory,etc.,hoping to learn their theoretical results,and to inject fresh blood into the teaching of Chinese reading.Among them,the stratified teaching theory is the more representative reading theory among many theories.Although the theory and practice of stratified teaching system came from the west,the basic idea are consistent with Confucius's idea which propose to preach students according to their aptitude.Both theories advocate the development of student's personality.According to different levels of students,teachers need to design different teaching goal,create different problem situation,arrange different assignments and tests and equip with different evaluation system.Stratified class walking teaching is a new teaching mode which is different from the traditional fixed class.The purpose of class teaching is to enable every student to study happily,to learn knowledge and develop ability under the guidance of interest,and to grow into an innovative talent adapting to the socialist construction.The introduction part reviews the process analysis of stratified teaching practice and the status and development of stratified teaching research at domestic and overseas,as well as the research and development of stratified teaching in Chinese and foreign educational world,and introduces the practical significance of stratified teaching and the main research methods.The first chapter mainly introduces the new requirements on Chinese reading teaching proposed by the hierarchical class walking system and the 2017 curriculum standards,as well as the related theories and concepts,and provides theoretical support for hierarchical teachingThe second chapter analyzes,integrates and summarizes the problems existing in the reading process of senior high school students under the stratified class system through the questionnaire survey.The third chapter analyzes the results of the questionnaire and puts forward five questions:the concept of multi-level teaching,the objectives of multi-level teaching,the reading scope and time of multi-level teaching,the desire of students to read and the differential evaluation of students' reading level,so as to better develop reading teaching strategies under the multi-level class system.The fourth chapter mainly discusses the theory and practice of stratified teaching based on teaching examples,expounds the implementation strategies of reading teaching in stratified teaching,and examines the application of stratified teaching in reading teaching.Through the analysis of multi-level teaching,the corresponding teaching inspiration and reflection are obtained,so as to better guide students at different levels to use different reading strategies,improve reading efficiency and optimize reading experience,and ultimately improve the effectiveness of Chinese reading teaching.