Study Of High School Chinese Reading Teaching Based On Students' Academic Self-concept

This paper studies high school Chinese reading teaching based on students' academic self-concept.Academic self-concept is students' perception,experience,regulation and evaluation of their abilities,emotions,behaviors and achievements in the learning situation.Based on the principle of innovation,this study continues to refine and deepen the research based on previous research of academic self-concept theory and high school Chinese reading teaching.The summary of characteristics,elaboration of requirements,analysis of problems,and formulation of strategies are all the author's original research,and the application of theoretical research to practice is the author's real exploration.The study mainly uses the literature research method,the investigation research method,the classroom observation method and so on.The paper can be divided into six parts.The first part: Introduction.Firstly,it introduces the origin of the reaearch and defines two core concepts of “academic self-concept” and “high school Chinese reading teaching”.Secondly,it reviews the related literature.Finally,it expounds the significance of this research from two aspects: theory and practice,and explains the research methods of this thesis briefly.The second part: A basic overview of high school Chinese reading teaching based on students' academic self-concept.Firstly,it analyses the dimensional composition of academic self-concept in high school Chinese reading teaching,which laid the foundation for the follow-up research of the dissertation.Secondly,it expounds the basic characteristics and conceptual requirements of high school Chinese reading teaching based on academic self-concept.The third part: Investigation of the current situation of high school Chinese reading teaching from the perspective of students' academic self-concept.Including three investigation methods: questionnaire surveys,interview surveys,classroom observation.This article introduces their material design,implementation,and a general analysis of the status of students' academic self-concepts.The fourth part: Problems and causes of high school Chinese reading teaching from the perspective of academic self-concept.The issues listed in this thesis include: the students' self-concept of emotion is obvious,and the teaching process is less experienced;the students' self-concept of ability is uneven,and the teaching level is not concerned;the students' self-concept of behavior is fuzzy,the teaching subject is lacking in direction;the students' self-concept of achievement is passive,and the teaching boost is lack in motivation.The specific causes are analyzed as follows: the emotional stimulation of reading is not enough;the students' difference processing is not scientific;the learning behavior guidance is not clear;the feedback incentive system is not comprehensive.The fifth part: Strategies of high school Chinese reading teaching based on students' academic self-concept.This thesis mainly proposes teaching strategies based on academic emotional self-concept,ability self-concept,behavior self-concept,and achievement self-concept.Firstly,pay attention to emotional self-concept to stimulate students' reading emotions: use the original experience to stimulate reading enthusiasm;closely link the language quality to deepen the emotional connotation;guide the reading experience and promote the internalization of emotions.Secondly,pay attention to the self-concept of ability,and scientifically cope with student differences: analyze the student's level ability,identify differences in task requirements;attach importance to task completion feedback,and scientifically quantify reading ability.Third,pay attention to the Behavioral self-concept,and clearly set behavioral requirements: clarify students' behavioral rights,make learning behavior explicit;clarify the nature of reading teaching,and disciplinary learning methods.Finally,pay attention to the self-concept of achievement,and establish a positive feedback system: play an important role of others,build a scientific evaluation system;attach importance to the impact of contrast effects,and choose a reference system reasonably.The sixth part: Practice of high school Chinese reading teaching based on students' academic self-concept.This article applies the proposed teaching strategies to teaching practice,and does comparative analysis of three typical lessons at different stages of the internship.This study does as detailed and in-depth research as possible on the Chinese reading teaching based on the academic self-concept.However,due to the lack of theoretical knowledge and practical experience,the strategies of conceptual high school Chinese reading teaching are still relatively shallow.The author will take this study as a starting point for research,continue to explore teaching practice to refine and deepen the research of high school Chinese reading teaching based on the student's academic self-concept in the future,and try to be a Chinese teacher who enters the hearts of students.