A Research On The Speculative Reading Teaching Of Chinese In Junior High School

Speculative reading teaching is an important part of the reform of Chinese reading teaching,which points to the cultivation of students’ speculative ability and the development of subject core competences.At present,the research of speculative reading teaching is in a stage of rapid development,and the research results are mainly concentrated on the subject of Chinese in high schools,while few in the junior schools.This article summarizes the research results of speculative reading in the past two decades,and conducts in-depth research on the teaching of speculative reading in junior high school.It includes four parts:The first part is the introduction.First of all,it clarifies the aim of promoting the development of Chinese reading teaching theory and students’ core competences of Chinese subject.It also helps to update the reading teaching mode in junior high school.Secondly,the history of research on speculative skills and speculative reading is sorted out and the main research results are summarized.Finally,it shows that the main research methods used in this article are literature research method,case analysis method,and questionnaire survey method.The second part is an overview of speculative reading teaching in junior high school.Based on the connotation of speculation and speculative reading,the concept of speculative reading teaching is defined,and its theoretical basis is discussed.Combined with the requirements of the new curriculum reform,it is clear that the development of speculative reading in junior high school has it is significance in improving the quality of reading teaching,students’ thinking patterns,the professional growth of teachers,and an equal teacher-student relationship.The third part is the analysis of the status quo of Chinese speculative reading teaching in junior high schools.Through a questionnaire survey,it is found that there are problems such as narrow teaching content,outdated teaching models,simple teaching activities,and one-sided teaching evaluation.The reasons for these problems include teachers’ lack of theoretical reserves,insufficient teaching literacy and conservative teaching concepts.The fourth part is the exploration of teaching strategies,which provide teaching implementation strategies for frontline teachers based on concept definition,questionnaire survey results and a large number of case analysis.First of all,teachers should find the key points,grasp the speculative factors of a single text,clarify the focus of speculation through group text reading,clarify the focus of speculation through group text reading,and discover the questions of the classics,so as to stimulate the development of teaching content.Secondly,teachers should apply appropriate teaching methods to guide students to develop in-depth learning,and set up high-quality teaching situations for a high-quality speculative classroom.And then,teachers should clarify their goals and implement teaching arrangements to train students’ independent speculative ability,for the improvement of students’ knowledge structure,which helps students internalize the method.Finally,teachers should grasp the principles of teaching evaluation,clarify the key points of teaching evaluation,and attach importance to multi-dimensional ability evaluation.With the good use of different evaluation methods,they can combine teacher’s evaluation and student’s self and mutual assessment together,which plays an important role in teaching evaluation.