Research On The Teaching Of Chinese Language Group Reading Teaching In High School

Classical Chinese is an important carrier for inheriting the excellent traditional Chinese culture.It not only contains the spiritual pursuit of the Chinese nation,but also is the spiritual nourishment of the nation's everlasting and ever-changing spirit.The teaching of classical Chinese should take on the important task to inherit excellent traditional culture.However,the teaching of classical Chinese still pays more attention to the preparation for examinations,the displacement of knowledge,and the training of skills,while ignoring the inheritance and reflection of culture.The problems of students' lack of interest,poor reading ability,and single teaching mode are particularly prominent.Multi-text reading focuses on issues,takes multiple texts as carriers,takes collective construction as a way,and aims to reach consensus.It is a teaching method that crosses text and context and fully respects students' reading experience.At present,as a useful supplement to single-text teaching,it has distinct advantages in improving students' interest in reading and comprehensively improving students' core literacy.The introduction of multi-text reading is bound to bring beneficial changes to the classical Chinese teaching,and its multi-text teaching method is worth exploring and trying.Based on the "intertextuality theory" "constructivism learning theory" and "curriculum integration theory",the thesis uses literature research methods,questionnaire survey methods,interview methods,case analysis methods and other research methods to explore the implementation basis,application value,teaching strategies and other contents of multi-text reading in high school classical Chinese,trying to find an effective way to combine multi-text reading and classical Chinese teaching to improve the situation of classical Chinese teaching.The thesis is divided into four parts to discuss the main content:The first chapter firstly summarizes multi-text reading from the aspects of elements and comparison with other reading forms.Based on grasping the basic characteristics of multi-text reading,the thesis discusses the theoretical and practical basis of the implementation of multi-text reading.The second chapter takes the teachers and students of the internship school as the survey objects to investigate the current situation of classical Chinese teaching.Aiming at the problems in teaching,the application value of multi-text reading is explored from the three dimensions :improving reading interest,increasing reading input and enriching the teaching model.The third chapter focuses on the teaching strategies for the multi-text reading of classical Chinese in high school.Based on the characteristics of the "one body and four sides" of classical Chinese and a large number of excellent lesson examples,the thesis analyzes the pre-learning strategies,topic design strategies,text organization strategies,collective construction and consensus reaching strategies,combining multi-text reading theory with existing practice.The fourth chapter explores the teaching design of multi-text reading in classical Chinese for high school.The thesis focuses on the topic of "method is the key to learning",and aggregates the two texts of "Encouraging Learning" and "Teacher's Talking",expounding from the three aspects of design ideas,implementation process,and teaching reflection,in order to provide useful reference for the implementation of multi-text reading in classical Chinese for senior high schools.