| With the development of the times and the deepening of the new curriculum reform,the traditional Chinese Reading Teaching in junior high school has been unable to meet the needs of the times,and the multi text reading teaching should be shipped out,and gradually developed into an important trend in the reading teaching reform.The introduction of multi text reading teaching method in junior high school Chinese class can not only improve students' reading quantity and interest,but also promote students to develop good reading habits and comprehensive reading ability,which is of great significance to the cultivation of Chinese core literacy.The thesis is divided into four parts:In the introduction I introduce the reason and significance of the topic,the current research situation and the research ideas and methods.The first chapter focuses on the theoretical research,mainly exploring the adaptability between the multi text reading teaching method and the argumentative teaching of Junior high school.This chapter analyzes the necessity of the teaching reform of argumentative papers in junior high school from the perspectives of the changes in the selection of argumentative papers in the current textbook compiled by the Ministry of education,the distribution of relevant test points in the Chinese test papers in 2019,the questionnaire survey and interviews on the current teaching situation of argumentative papers in junior high school.At the same time I demonstratethe feasibility of introducing multi text reading teaching method into argumentative paper teaching in junior high school by combining the following factors:the common practical value of multi text reading and argumentative paper teaching in junior high school,the favorable conditions of implementing multi text reading in the current textbook compiled by the Ministry,and the advantages of conducting multi text reading teaching experiment in the selected experimental school.In the second chapter I mainly summarize the operational strategies of multi text reading teaching method in junior high school argumentative teaching.The concrete strategy includes determining topics according to the students' interest orientation and the stylistic characteristics of argumentative.organizing texts is not limited to argumentative texts,which breakthe rigid model of argumentative teaching and select appropriate multi text reading teachingmethods and classes according to the needs of teaching.In the third chapter I analyze the practice of argumentative teaching with multi text reading teaching method,which is the key part of this paper.In this chapter I introducesfive teaching designs of argumentative multi text reading in detail,which are new teaching class based on knowledge accumulation,composition class based on the combination of reading and writing,and review class based on reading and answering strategies,specifically including teaching design,classroom teaching situation analysis and reflection.In the conclusion of the paper I summarize the main content of the whole paper,analyze the highlights and defect of this study,admitting that there are deficiencies in the specific classroom teaching operation of multi text reading teaching method,and looking forward to the broadprospect of multi text reading teaching method in junior high school Chinese teaching practice.The appendix is the multi texts which are used in the third chapter teaching design.This paper mainly uses literature research,questionnaire survey,interview,teaching experiment and other research methods,focusing on the application of multi text reading teaching method in junior high school argumentative teaching to explore and analyze,hoping to provide reference and reference for front-line teachers' multi text reading teaching practice. |
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