Research On The Teaching Of Reading In The Life Of Junior High School Chinese

The Chinese teaching under the new curriculum concept is devoted to the cultivation of the students’ability to use the language and the aim is to let the students acquire the key Chinese ability and the personality quality with the lifelong development value.As an important part of Chinese teaching,reading teaching should stick to the basic direction of Chinese course and teaching.In the process of reading teaching,teachers should guide students to experience the subtlety of language and the splendor of life world,and let students learn to understand and express through language and language freely in the concrete context and reap spiritual happiness.Life-oriented reading teaching is such a "living" reading teaching,which aims at teaching students to "seek truth" and "learn to be a real person" without deviating from the requirements of the essence of Chinese teaching,so as to make reading teaching"return to innocence",let Reading Teaching coruscate vigor.The purpose of this study is to choose the teaching content of life-oriented reading from two aspects:in-class reading and out-of-class reading,according to life education theory,Martin Heidegger’s ontology of survival and relevant pragmatic theories,based on the use of language and characters,this paper puts forward a feasible teaching strategy of life-oriented reading,which helps teachers to integrate life and Chinese subject closely,so as to improve students’reading literacy and reading ability,and cultivate students’sound personality.There are four chapters in this study.The introduction summarizes the origin and significance of this study,and summarizes the research literature on "life-oriented reading teaching",so as to determine the "language use" as the entry point of this study.In the first chapter,we re-identify the connotation of the life-based reading teaching,further summarize the characteristics of the life-based reading teaching,and make a summary of the theoretical basis of this study.The second chapter,through the analysis and summary of the questionnaire,analyzes the problems existing in the teaching contents and teaching strategies,and then makes a concrete analysis and summary of the causes of the problems in the teaching of reading.The third chapter is in view of the existence question to the life-like reading teaching content choice elaboration.First of all,it points out the principle of teaching content selection of life-oriented reading in general,and secondly,it points out the method of concrete teaching content selection.From the point of view of class,the content of life-oriented reading teaching should be integrated with the life of the text,the life of the author and the life of students.Outside class,the use of living reading resources includes the use of expanding reading resources,the use of regional reading resources,the use of popular culture reading resources.The Fourth Chapter is in view of the existence question proposed the life reading teaching teaching strategy.First of all,from the level of semantic understanding of life strategies;second,from the level of discourse expression of life strategies;finally,summarize the life of reading teaching evaluation strategies.There are many imperfections in the research of life-based reading teaching,how to really life-oriented reading teaching into practice is indeed a difficult problem,which need the researchers to keep on studying.The author hopes that this study can provide a suitable reference for the further development of life-based reading teaching.