Research On Strategies Of Guided Reading Of Classic Novels At Junior Stage Education

Since 2000,the Chinese education community has paid more and more attention to bring up students' ability to read the entire book.It has gradually promoted policy formulation,curriculum setting,textbook arrangement,teaching reform and evaluation research.It is significant that students read entire books and classics.It will further bring up students' reading interest,improve Chinese core language accomplishment and develop integrel personalities.It is stated in the Chinese Curriculum Standard for compulsory education(2011)that attention should be paid to cultivating students' extensive interest of reading,expanding their scope of reading choices,improving the amount of reading and developing a good taste in reading.And in response to the standards,the Chinese textbook compiled by the Ministry of Education(MOE)for junior stage officially came into use in September 2016.It sets a specialised section of guided reading for teachers to guide students through reading literary masterworks.In this dissertation,the analysis focuses specifically on guided reading of classic novels at the junior stage education.First,novels account for 47% of the recommended masterworks both in compulsory and voluntary reading lists.Such a high proportion indicates the importance of novels in the textbook compiled by the MOE.However,in the meantime,students need the guidance of teachers to work through the difficulty in reading books of this literary genre because of their inadequate reading ability.Thus,it is suggested that analysing the strategies could be used in such guided reading is of certain value.Based on the review of context,theoretical analysis and examination of current implementation,this dissertation analyses and concludes the existing problematic issues of guided reading of novels as well as the reasons behind,and then explores effective and practical strategies for conducting it.The first chapter of this dissertation provides a review of the historical background,the realistic context and the value of guided reading of classic novels in junior high schools as a policy.The second chapter firstly analyses the highlighted principles of implementing the policy,namely classic,integrated,directional,enjoyable and multi-dimensional.And then this chapter searches for theories underpinning the policy through thereview of System Theory,Reception Aesthetics,Social Learning Theory,the psychology of reading and other relevant theories.And the third chapter is the research of present situation of guided reading.By distributing questionnaires,interviewing teachers and students and studying sample lessons,the author of this dissertation attempts to conclude the teaching problems currently existed,which are primarily the contradiction between limited lesson periods and the extensive reading materials,teachers' insufficient accumulation of classic reading,neglect of students' output after reading and divorced teaching practices from the teaching philosophy.Reasons behind these problems are the non-ideal external teaching conditions in need of improvement,the feature of ability demanding for teachers inherent in the guided reading of classics,and also teachers' failure in comprehending the specificity of reading novels.On the basis of chapters above,the fourth chapter puts forward possible strategies for conducting guided reading of classic novels in junior-high schools from perspectives of determining expected learning outcomes of guided reading,choosing reading materials,carrying the guided process forward and assessing the effects of reading.On the whole,guided reading of novel masterpieces should reflect the feature of classic and also the integration of novels particularly.It is also required to combine the students' current language ability with characteristics of the chosen texts so as to highlight the other three principles of directional,enjoyable and multi-dimensional.And teachers should follow those principles to set practical aims of guided reading,select appropriate reading materials,sequentially advance the reading process and duly assess the effect of reading.