Context Teaching Idea In Middle School Chinese Reading Teaching Strategies

On the concept of "context",scholars at home and abroad have done in-depth research from different angles and at different levels.Since ancient times,China has always had the tradition of context teaching.With the deepening of modern Chinese teaching research,Chinese educators and researchers have been studying Chinese teaching from different perspectives,strive to constantly improve and improve the means and methods of Chinese teaching,further improve the quality of Chinese teaching.The concept of "context" has played an important role in Chinese teaching since it was introduced into the field of pragmatics.With the new curriculum reform and the requirements of core quality,Chinese teaching theory and practice also show that the essence of Chinese teaching is context teaching.There are five parts in this paper.The introduction part starts with the problems of context teaching in middle school Chinese reading teaching,analyzes the concepts of context and context teaching,and proposes the meaning,content and method of context teaching research.The first part analyzes and summarizes the theoretical basis and characteristics of contextual teaching.It holds that contextual teaching has the foundation of pedagogy,linguistics and psychology,and that contextual teaching has the characteristics of authenticity,restriction and generativeness.The second part through the questionnaire survey of middle school Chinese teachers,to understand the current situation and problems of the use of context teaching in middle school Chinese reading teaching,although most middle school Chinese teachers have some understanding of context teaching,a few teachers are reading Context teaching methods are used in teaching,but most middle school Chinese teachers lack the theoretical knowledge of context teaching,and the consciousness of using context teaching methods in reading teaching is insufficient.The third part proposes strategies of middle school Chinese context teaching from five aspects: contextual context,situational context,social and cultural context,cognitive context and virtual context.The fourth part analyzes two cases of middle school Chinese context teaching by using the strategy of context teaching.This thesis aims to fully tap the contextual factors in the teaching of Chinese reading in middle schools,in order to provide a certain reference for the teaching of Chinese reading in middle schools,explore the teaching strategies of Chinese reading in middle schools under the concept of contextual teaching.And further enrich the context of Chinese teaching Applied theories.Make Chinese reading teaching can effectively improve students 'interest in learning,make Chinese class necessary training for students' daily communication,make the choice of Chinese classroom teaching strategy more flexible and change,break the traditional concept of Chinese reading classroom teaching in middle school,and further improve The effectiveness of middle school language teaching and learning.