Research On Chinese Reading Teaching In Junior Middle School From The Perspective Of "Reading Therapy"

Reading method,can play the magic effect of health care.At present,"reading therapy" has become a new fashion,not only can improve the Chinese literacy,but also has the function of resolving worries,can help people to change their attitude,adjust their behavior,and solve the growing troubles.In our country,junior middle school students are generally in the best reading period and growth confusion period,"reading therapy" to improve the current Chinese reading teaching to provide thinking and useful reference.In view of the junior middle school Chinese teaching object has particularity,most is in adolescence,is the transition period,the role of children’s to adults with certain cognitive abilities,but still lack of the stability of the world,society and self cognitive problems,so it is particularly important to junior middle school language reading teaching,is one of the most important stage in the Chinese reading teaching.Every junior middle school language teacher should attach importance to reading teaching,combining with the different features of this age students,use appropriate teaching strategies,choose the appropriate teaching methods,improve students’ Chinese ability and cognitive ability of thinking,alleviate the pressure of the school and growing anxiety,resolve interpersonal problems,promote the junior middle school students grow up healthy and happy learning.From the perspective of "reading therapy",the author of this paper discusses the teaching process design,teaching effectiveness test and teaching improvement suggestions from three aspects,to explore the feasible path to improve and optimize junior middle school Chinese reading teaching.In this paper,based on the perspective of "reading therapy",use different way,from the analysis of reading therapy,and junior high school Chinese reading teaching on the basis of relevant theories,in a series of data,for example,grasp the essence of junior middle school language reading teaching,to improve people’s devotion to reading teaching,teachers of reading therapy in Chinese teaching relevant solution methods.Aimed at the above research,mining how to optimize the way of junior middle school Chinese reading teaching.This paper is divided into five parts in structure,and each part is arranged as follows:The first part is the introduction,which mainly introduces this research.Firstly,the background of this research is discussed.Secondly,it states the purpose,practical significance and theoretical significance of the research.Thirdly,the methods selected in this study are listed.The second part is a theoretical review,mainly summarizing the relevant theoretical achievements.Firstly,the concept of bibliotherapy is introduced.Secondly,the relevant theoretical basis is introduced.Finally,the related research at home and abroad is summarized.The third part is the scheme design,mainly introduces the development process of Chinese reading teaching in junior middle school from the perspective of "reading therapy".The first part is the pre-class preparation stage,which involves the psychological growth problems of junior middle school students,mastering the essence of reading therapy and related reading materials.Second,classroom learning,including stimulating students’ interest in reading,promoting communication between teachers and students,establishing students’ subject status,promoting students’ individual interpretation,paying attention to students’ understanding of reading materials,and improving students’ sense of language;The third is after-school work,which mainly includes carrying out multiple evaluation,paying attention to the cultivation of students’emotions and values,and carrying out Chinese reading practice activities.The fourth part is the research experiment,which is the demonstration part of this research.Firstly,the research objects and methods are introduced.Secondly,through a questionnaire survey,the current situation of Chinese teaching in junior middle school is analyzed from three aspects:participation interest in reading teaching,reading teaching methods and reading teaching effectiveness.Finally,through comparative experiments,to observe the junior middle school Chinese reading teaching from the perspective of "reading therapy",also from the above three aspects;Thirdly,to analyze the research results,analyze the relevant data results,and extract valuable views from them.On the one hand,it analyzes the current situation and problems of junior middle school Chinese reading teaching.On the other hand,it analyzes the advantages and causes of junior middle school Chinese reading teaching under the perspective of "reading therapy":First,superiority analysis.Including:for the reading teaching participation interest,for the reading teaching method,for the reading teaching effect;Second,causes.It includes:junior high school students pay more attention to their psychological problems,the establishment of students’dominant position in reading therapy,the cultivation of students’ emotions and values through reading therapy,the close interaction between teachers and students in reading teaching,the rich and colorful teaching methods and the diversified evaluation system;The fifth chapter is countermeasures and suggestions.It mainly proposes suggestions for improving junior middle school Chinese reading teaching from the perspective of"reading therapy".The implementation measures are as follows:First,stimulate the interest of reading teaching participation.Including:teachers pay attention to the psychological growth of junior high school students,collect relevant materials;Second,reform the teaching method of reading.Including:carry out related practice activities of reading therapy,realize dialogue teaching through reading therapy;Third,to improve the effectiveness of reading teaching.It includes:scientifically designing the teaching mode of reading therapy to cut into the problem,using reading therapy to help students find their own problems,and expanding students’ learning thinking through reading method of reading therapy.