The Study On Teaching Strategy Of Self-Reading Texts In Junior High School

In 2016,junior high school Chinese textbooks complied by Ministry of Education were promoted and used nation-widely.The editors divided the texts into teaching to read texts and self-reading texts,and constructed a "trinity" reading system,self-reading plays an important transitional role.but in practice,it is difficult for teachers to realize the core value of self-reading text teaching.Based on this,the thesis will explore the situation and countermeasures of self-reading text teaching.The introduction mainly introduces the origin and significance of topic selection,and to sort out the status quo of related research from four aspects:the definition and teaching value,the assisted reading system,the teaching strategies,and teaching examples of self-reading text.The first chapter of the thesis,through sorting out the historical context of the development of "self-reading texts" in China,and comparing "self-reading" with"skimming","teaching reading" and "extracurricular reading",to distinguish the concept and connotation of "self-reading texts".Through combing the selection and compile status of self-reading texts,to explain the characteristics of self-reading texts;by analyzing the positioning of self-reading texts,to explain its teaching value.The second chapter,through the questionnaire method and interview method,to understand the understanding and teaching and learning situation of self-reading texts,and found that there are problems,such as improper cognition,lack of teaching resources,lack of reading methods,and single evaluation mechanism,which further lead to randomness of teaching goals,relatively disorder teaching,delayed teaching,and low interest in reading.investigation provide a factual basis for subsequent strategic research.The third chapter proposes corresponding teaching strategies in view of the current problems in the teaching and learning of self-reading texts.The first subsection introduces the teaching principles:the principle of "teaching roughly by teachers and self-reading by students","using textbooks as the bottom limit,and learning conditions as the upper limit",and "gradual and layered training";The second section introduces lesson preparation resources:take the textbook as the foundation,play the auxiliary role of the assisted reading system and the demonstration role of teaching to read texts;supplemented by extracurricular resources,learning from excellent lesson examples and exploring teaching paths.The third section is student-centered and introduces the application of annotated reading method and comparative reading method in self-reading texts.The fourth section introduces the evaluation requirements of self-reading text teaching:layered examination of Chinese elements,multiple evaluation of emotional elements,and creation of a true evaluation context.The concluding part briefly sorts out the context of the thesis,and summarizes the teaching strategies and the innovations and shortcomings of the research.