Research On The Teaching Design Of The Unified Edition Of Junior Middle School Chinese Self-reading Texts

The construction of "Trinity" reading system aims at cultivating independent reading ability and improving Chinese literacy.This requires us to attach importance to the unique status of self-reading texts.The self-reading text is the practice platform that connects the in-class and after-class reading in the whole reading system.How to integrate the writing concept of self-reading texts with teaching design and show the unique value of self-reading texts in teaching has become the subject of the author’s research.The thesis mainly focuses on the self-reading texts "why teach" and "how to teach".First,understand the current situation of the teaching of self-reading texts in unified junior high schools through the questionnaire survey method.According to the actual investigation,it is found that the self-reading texts are either not taught at all,or are taught as texts for teaching,and the teachers have not implemented the intentions of the textbook editors in place.The main reason is the lack of understanding of the compilation concepts and innovative characteristics of the editors of the unified textbooks,and the lack of a set of teaching strategies to transform teaching theories into teaching practice.The specific manifestation is that the teaching mode is single,not according to the stylistic characteristics to differentiate the treatment of teaching materials;The function of the reading aid system is not played well,and the teaching effect is not good;the self-reading text and the text reading are not organically combined,and the unified textbook "1+X" is implemented"The reading concept.This provides a realistic theoretical basis for answering the self-reading text"Why teach?"Secondly,the writing structure of self-reading texts presents the characteristics of cultivating students’ self-reading ability,creating "reading prompts" and incorporating "self-reading side review",which is intended to guide students to transfer and use the reading methods of teaching texts.However,people’s cognition of the teaching value and positioning of self-reading texts is not clear enough,and self-reading texts are in a state of laissez-faire or detailed explanation.Based on this,clarify the compilation characteristics of the junior high school Chinese textbooks and the selection of self-reading texts,which can answer the question of "why should be taught" in the self-reading texts at the theoretical level.Finally,from the perspectives of the three pairs of relationships among self-reading texts: "Teachers and Students","Textbooks and Teaching",and "Trinity" reading system,a general optimization idea for the teaching design of self-reading texts is proposed.Based on this,the author puts the theoretical optimization into the teaching design of prose self-reading texts closely with the stylistic consciousness.And on the basis of the combination of theory and practice,from the aspects of teaching objectives,teaching content,teaching process of junior high school prose self-reading text teaching design for example,in order to provide help for the front-line teachers in other styles of self-reading text.In short,based on the overall overview of the teaching of self-reading texts compiled and compiled,to update front-line teachers’ cognition of the teaching value and orientation of self-reading texts.Take junior high school prose class self-reading text as an example,it explains how to design the teaching of self-reading prose texts from the perspective of combining theory with practice.In the end,the article hopes to provide reference for frontline teachers to solve the problem of "how to teach" self-reading texts.