A Research On The Paradigm Of "stratification-transfer" As A Guide To Reading Of Literature Classics For Junior High School Students

With the promotion of the unified Chinese textbooks and the deepening of the new curriculum reform,literature masterworks reading has become an important content of Chinese courses for junior middle school students.In the process of reading them,sentiment can be edified,and self-cultivation can be achieved in that the comprehensiveness of them is conducive to improving reading ability,the canonicity of them conduces to forming noble aesthetic taste and sound personality,and the humanistic features of them contributes to cultivating Chinese literacy.The research methods of this thesis include literature review,survey,and case study.Following the research path of "bold practice and rational reflection",the research starts from the problems in the guidance teaching of masterworks reading,explores the teaching framework of "classification-transfer" paradigm,and forms a practical and feasible teaching paradigm.This thesis is divided into five parts: The introduction chapter elaborates the origin,purpose and significance of the research,narrates the ideas and methods of the research,and summarizes the research status quo of masterworks reading,hierarchical teaching and transfer learning in junior middle schools.The first chapter is the investigation of masterworks reading of junior middle school students based on literature research.It investigates the situation of students' masterworks learning and the guidance of teachers.According to the survey,the major difficulty of promoting masterworks reading lies in the deficiency of reading time,the complexity of the reading materials,and the desultory teaching plans of the teachers.The second chapter puts forward the “classification-transfer” paradigm for the reading guidance of classic Chinese books in junior middle schools,defines the goals,connotations and principles of the paradigm,and outlines the implementation of it based on the problems collected in the investigation illustrated in the first chapter.The third chapter is the main content of this article.It introduces the implementation procedures of the “classification – transfer” paradigm.Firstly,it illustrates the contents of the “classification – transfer” paradigm,which includes focus on personal and thing,knowledge accumulation and sharing,emotional experience,and cooperation in comprehension.Secondly,it explains the implementation of the content through four aspects: "audiovisual","speaking","reading" and "writing".Finally,it explains that in the process of paradigm implementation,we should pay attention to the application of three basic methods:activity-based teaching,group dynamic method,and quantitative evaluation.Activity-based teaching runs through the entire process of teaching guidance,group dynamics theory guides team cooperation,and quantitative evaluation boosts the depth of teaching of masterworks reading.The fourth chapter discusses application practice of the “classification – transfer”paradigm.In this chapter,the implementation of the paradigm as exemplified by the guidance reading of “Journey to the West”,the experience and results in the practice process,and the limitations of the research are reflected.