Research On The Teaching Strategy Of The Self-reading Texts Of Modern Chinese For Junior High School In The Unified Edition

In order to clearly distinguish the two types of intensive reading and skimming,and change the status of the confusion of the type of curriculum,in September 2016,the compilation of the junior high school Chinese textbook came out,changing the usual name in the past,and clearly selecting the type of text as "teaching text" "Self-reading texts," as a result,self-reading lessons have been formally established as a new class in theory.Based on the mining of the concept,status and value of self-reading texts,and the investigation and analysis of the teaching status of self-reading texts,this article provides reasonable suggestions and strategies for the teaching of self-reading texts.The preface of the first part of the thesis,this part is mainly to explain the reasons for the topic selection,research significance and research status.The second part is the main body,which consists of four chapters.The first chapter mainly elaborates the concept and value of self-reading texts,including the development and evolution of the concept of "self-reading",self-reading texts and skimming texts,teaching and reading texts,in-class self-reading and extracurricular reading and other related concepts.The aspect ratio alignment reflects the teaching value and important position of self-reading texts.The second chapter mainly analyzes the number,proportion,location of the units,and the difference between the arrangement of the teaching texts and the reading texts.Most of them are presented in the form of tables in the new textbooks.Through analysis,the advantages and What needs to be improved.The third chapter mainly analyzes the teaching interview outline and the student questionnaire to understand the teaching status of self-reading texts,and finds that there are three main problems in the teaching work of self-reading texts: First,there is a deviation in the understanding of the compilation concept of unified textbooks;The second is that the teaching objectives are single and vague,and the teachers ’teaching concepts are outdated.In the face of new textbooks,the teaching methods cannot be changed in time;the third is that the teachers lack guidance on the students’ reading methods.The author analyzes the reasons behind the status quo from the perspective of teachers,students,textbooks,etc.,and finds that under the "big environment",teachers and students are in the swing of college entrance examinations and the cultivation of Chinese literacy.At the same time,the lack of self-reading text teaching theory systems,classroom The dominant position of upper school students cannot be fully reflected,and students lack interest in reading.Regarding the above problems,the author attempts to put forward related solutions in Chapter 4 with a view to making the best effort for the first-line Chinese teaching.The fourth chapter is the focus of this study.Focusing on teachers,students and textbooks,the author integrates specific selected texts from four aspects: academic conditions,self-reading texts,teacher guidance and evaluation,and proposes specific strategies for improving self-reading text teaching.It is hoped that the relevant strategies will be easier to understand and operate.In terms of academic conditions,teachers should have a deep understanding of students ’reading habits and real needs,improve students’ interest in autonomous reading,and actively create a good reading environment;in terms of texts,teachers should pay attention to the characteristics of self-reading texts,think actively,find teaching pivots,and formulate Practicable teaching goals,make full use of the student aid system,correctly grasp the "bridge" role of self-reading texts,and give full play to the teaching advantages of self-reading texts;in terms of guidance,teachers should timely resolve doubts and prompt students to self-digest,focus on Details,teaching methods to students,actively exploring diversified teaching models,and at the same time making students “get more in one lesson”;in terms of evaluation,the evaluation subject should be transformed from the teacher to the student,mobilizing multiple evaluation subjects,teachers and students Be involved together.The evaluation content should be rich.Teachers should carry out "dynamic evaluation" according to the performance of classroom students.The evaluation method should change from single to multiple,pay attention to feedback opportunities,organically integrate verbal evaluation and non-verbal evaluation,and strive to build a reasonable evaluation model.The third part of the thesis concludes with a summary of the innovations and deficiencies of this article.The innovation and practicality of this article are unified,that is,on the basis of previous discussions,the author puts forward teaching ideas in the teaching strategy part,combined with the specific content of the textbook,to enhance operability.In short,the idea of this article is from theory to practice.After an overall analysis of self-reading texts,combined with the existing problems,some specific teaching strategies are proposed,which are expected to have a certain enlightening effect on the teaching of self-reading texts for first-line Chinese teachers.