A Study On The Teaching Of Junior High School Chinese Group Writing Based On Self-reading Texts

The 2011 edition of "Compulsory Education Chinese Curriculum Standards" has been published for nearly ten years.During this period,Chinese teaching research showed a "very lively" scene,especially the study of "reading teaching" conducted the most "prosperity".Among them,the "multi-text reading teaching" model that focuses on multi-text combined reading and the construction of reading meaning by teachers and students is unique in reading teaching research.However,while "multi-text reading teaching" has been favored by more and more first-line teachers,we have also discovered some problems that need to be solved urgently.The current "multi-text reading teaching" gives people a feeling of "welcome but not valued",and its difficulty in deeply integrating with conventional teaching is staggering.Coinciding with the widespread application of the "Ministry Edition" textbook,the "trinity" reading system advocated by the new textbook and the "multi-text reading" are highly coincident in reading goals,however,there are few researches on the development of multi-text reading course type based on the "departmental edition" textbook system.This article will take this as a starting point to preliminarily design a multi-text reading teaching model based on the "ministry edition" junior middle school Chinese self-reading text,and explore the applicability of the multi-text reading teaching mode to the self-reading text.This paper is mainly divided into three parts:In the first part,I put forward the idea of "1+X" multi-text reading teaching based on self-reading texts.First,discuss the source of the reference of the "1+X multi-text reading teaching based on self-reading texts" : First,the internal requirements of the curriculum standards;It is the inspiration for the exploration of multi-text reading teaching.Secondly,on the basis of clarifying the problems to be solved by this course type,the basic connotation is explained,and the theoretical basis of the research course type of this subject is sorted out.Finally,it provides basic strategies for the application practice of this class type: determine "1" and select "X";Develop "1+X" teaching objectives;Construct the reading meaning of "1+X";Form the evaluation of "X?1".In the second part,the action research is carried out by taking the multi-text reading teaching of "Self-Reading Text" Laughing at Animals+X)First,explain the formulation of action research programs and data collection methods.Then,enter the "Laughing at Animals+X" multi-text reading teaching practice,the course of action is divided into three stages before,during,and after class.The pre-lesson part includes formulating action plans and pre-arrangement tasks;the in-class part includes the introduction of topics,reading texts,constructing meaning,and reaching consensus;the post-lesson part includes layout assignments and teaching feedback.Finally,the results of this study are explained: First,the students' pre-preparation is not good;second,in the construction of teachers and students' reading,most students can use reading methods to sort out multiple texts,and students' personalized thinking complements each other.Don't interpret the topics to show differentiation and diversification;third,teachers and students can reach a consensus more smoothly;fourth,most students have good feedback on the multi-text reading teaching form,and a few students feel that the effect is average.The third part discusses the results of action research,analyzes the gains and losses in the teaching practice and put forward the assumption of action again.In this action research case,the teacher has problems such as not broadening the essay selection and unconsciously performing reading and traction;students have the problems of poor self-preparation awareness and difficulty in immersing in reading and topic construction.Secondly,on these issues,the idea of multi-text reading teaching based on self-reading texts is put forward: first,the strengthening of teachers' action preparation;second,the actions are dynamically adjusted in time according to academic conditions.