A Study On The Teaching Strategies Of Student-Oriented High School Chinese Reading

Education is human activity,and human being is the main body of education.The core concept of the new curriculum reform is "people-oriented,student-oriented".All education and teaching must be student-centered,and the fundamental goal is to promote the comprehensive and harmonious development of its personality.Classroom teaching is the core of the curriculum and is the top priority of the curriculum reform.With the advancement of the new college entrance examination reform and the compilation of new textbooks,the cultivation of students' reading ability and the training of reading thinking have become more and more important.The teaching of reading has put forward higher requirements.What kind of questions to ask in Chinese reading teaching and how to ask questions become important questions.This article mainly includes the follows:The introduction introduces the research background,research ideas and methods,sorts out relevant research status and literature,and defines and defines key concepts such as life-orientation and main issues.The first chapter is from the perspectives of humanism,discovery learning,constructivism,pragmatism,modular teaching and other educational and psychological theories,as well as the basic requirements for reading teaching and teachers in the General Senior Chinese Language Curriculum Standard(2017 Edition)Start,pay attention to the learner's difference,situational,interactive,and inquiry reading,and analyze the theoretical basis of the design of the main problem of reading.The second chapter analyzes the status quo and reasons of the design of Chinese reading problems in senior high schools.Through observation and research of teaching practice and collection and analysis of teaching cases,it points out that the current problems of Chinese reading teaching problems are lack of the main problem design consciousness and main problems in terms of content,orientation,difficulty,and evaluation Problems are poorly designed problems.Analyze the causes of the problem: one is text-centered,students are absent,and the default is single;the other is exam-centered,indoctrination,and the goal is single;the third is teacher-centered,authoritative classroom,and single teaching method.The third chapter analyzes the principles and functions of the design of the main question for senior high school students.The principle of designing student-oriented reading main questions includes: one is guided by core literacy,and the tasks are diversified;the other is based on teacher-student co-reading,and the content of the question is open;the third is process dialogue,and the problem guidance is hierarchical;The fourth is characterized by knowledge integration and flexible problem solving;the fifth is ability improvement as the goal,and the evaluation and analysis are diversified.Analyze the function of designing the main question of student-based reading from the aspects of text study,teaching process,classroom activities,teaching rhythm,and teaching effect.The fourth chapter focuses on the design and implementation strategies of the main reading questions for senior high school students.From the source,generation,presentation,solution,evaluation and other aspects of the main problem to explore the process of reading the main problem design of the main problem design: the source of the main problem should be based on learning,and the text closely;the generation of the main problem should grasp the doubts and combine the goals;The main problem solving should create situations and provide demonstrations;the main problem solving should use dialogue and encourage exploration;the main problem evaluation must respect differences and implement accomplishments.The implementation strategies of student-oriented reading main questions include: one is to ask questions based on students,starting with students 'reading questions;the other is to ask questions along the way,taking students' knowledge and experience as the field;In order to generate a platform,emphasis is placed on the equal reading of texts by teachers and students and democratic dialogue between teachers and students.The fourth is to change the questions and take the concept of open evaluation as the basis for advocating diversified answers,process evaluation of behavior,and partnership of literacy evaluation.