Research On Junior High School Chinese Reading Classroom Teaching Based On Solo Classification Theory

Under the background of the new round of basic education reform,the exploration of junior high school Chinese reading classroom teaching field,It has always been concerned by teachers,experts and scholars.Especially for the evaluation of reading classroom teaching,has always been one of the focuses of teachers and scholars.This paper consists of seven parts.The first part is the introduction of the paper,which mainly summarizes the research sources,methods and related significance of this paper.The second part is the summary of "solo" classification evaluation theory,which introduces its theoretical basis,main content and current research status at home and abroad,so as to provide a theoretical basis for the writing of this paper.The third part is to analyze the current situation of junior high school Chinese reading classroom teaching,through questionnaires and teacher interviews,to further understand the current situation of junior high school Chinese reading classroom teaching.The fourth part,based on the former two,puts forward a specific evaluation scheme with strong operability,so that teachers can more intuitively understand students’ thinking hierarchy and evaluate students’ learning achievements.The fifth part of the current situation of junior high school Chinese reading classroom teaching problems,put forward some corresponding methods to improve students’ thinking level structure.The sixth part is to select a case,based on the "solo" classification evaluation theory and the current situation of junior high school Chinese reading classroom teaching,to carry out case analysis.The seventh part is mainly for the completion of this paper in the process of some reflection,in order to junior high school Chinese Reading Classroom Teaching in the future can do better.Therefore,on the basis of the "solo" classification evaluation theory,the author puts forward a workable evaluation scheme for students’ Chinese reading classroom learning achievements through questionnaires and individual interviews,and further puts forward some suggestions,hoping to help improve students’ Chinese reading thinking ability,so as to help teachers truly understand Effectively improve the efficiency of Chinese reading classroom teaching,and truly achieve "mutual benefit of teaching and learning"...