Research On The Program Presupposition And Guiding Strategy Of The Unified Version Of Junior High School Chinese Self-reading Class

After four years of careful polishing,"Chinese teaching material compiled by Ministry of Education" was finally put into use in 2016.On the basis of drawing lessons from the previous experience in textbook compilation,the textbook is innovatively designed around the core task of reading,and a "trinity" reading system is constructed from "teaching reading" to "self-reading" to "extracurricular reading".Among them"self-reading" text is an important innovation.It focuses on students’ independent reading,aims at cultivating students’ self-study ability,fully stimulates students’ interest in reading,guides them to study independently,and transfers the knowledge and methods learned in reading classes.It can be said that "self-reading" class is the key link connecting the inside and outside of the class,and an important channel to realize"teaching is for not teaching".However,according to the author’s observation and interview during the internship,there are still some problems that cannot be ignored in frontline teaching:teachers still have shortcomings in the guidance of self-reading texts,and some teachers even directly ignore the self-reading texts.If this situation cannot be changed,students’ interest in reading will not be stimulated,and their reading ability cannot be improved fundamentally.Based on the Chinese teaching material complied by Ministy of Education for junior middle school,this paper refers to relevant curriculum standards,takes constructivism and learning transfer as the theoretical basis,and takes"program presetting and guidance strategy of self-reading courses for junior middle school Chinese" as the research topic,and carries out in-depth thinking and forms a thesis.The framework and main viewpoints of the thesis are as follows:First of all,the introduction describes the reasons for choosing this topic.First,it clarifies the requirements of the Compulsory Education Curriculum Standards(2011 edition)on students’ reading level and ability.Second,based on the observation and thinking in the process of educational practice,the author summarizes the problems existing in self-reading teaching;Thirdly,according to the literature available for reference,the author sorted out the domestic periodical papers related to Chinese teaching materials compiled by Ministry of Education,teaching strategies of self-reading texts and analysis of class cases,and summarized them.Fourthly,from the relevant curriculum standards,constructivism,learning transfer,explains the theoretical basis of self-reading text learning.Finally,the research value and significance of this paper and the research methods which are used explained.The first chapter focuses on the compilation,characteristic innovation and value of the self-reading texts in the Chinese teaching materials of compiled by Ministry of Education.The second chapter analyzes the reasons why the self-reading texts deviate from the design concept based on the polarization problem in the teaching of self-reading texts,that is,the "teaching-reading" or "non-reading" of self-reading texts.As for the reasons,the author mainly analyzes from three aspects tanging from the lack of self-reading theory,the impact of exam-oriented education,to the lack of reading ability of students.The third chapter analyzes the problems and causes in the teaching of self-reading texts in the last chapter,and puts forward the presetting and guidance strategy of self-reading lessons.At the same time,this chapter also thinks about how to implement the self-reading texts to achieve the presetting.The author puts forward the guidance strategies of content presetting from four aspects:unit target,help-reading system,extracurricular reading and key intensive reading.In addition,from the four perspectives of learning,choosing teaching methods,carrying out activities,and adjusting plans,a process of the achievementof self-reading to presetting was built.So as to avoid increasing the burden of students,and the value of self-reading texts can be better played.The fourth chapter shows and analyzes the examples of different text types,proves the feasibility of guidance strategies with examples,and provides some thinking perspectives for teachers in the practice of content presetting.In the conclusion part,the thesis is summarized and the deficiencies are mentioned.It is expected that the project preset and guidance of self-reading text can be implemented in teaching as soon as possible.