A Study On The Details Design Of Chinese Reading Teaching In Junior Middle Schools

Reading teaching is the focal point of junior high school Chinese teaching.Since the content structure of Chinese textbooks can not be directly manipulated by teachers,the teaching methods and teaching content selected by teachers in their teaching design are strongly subjective,which leads to scientificity deficiency of reading class and low efficiency of students learning.By combing literature and analyzing the teaching cases collected in the front line,it is found that there are many details that are neglected in some teachers design of reading teaching.Teaching is composed of individual details.Thus,promoting the detailed design of reading teaching is an important prerequisite for improving the efficiency of reading classroom learning.This paper takes the details of Chinese reading teaching in junior middle school as the research object.In In front-line classroom observation,it is found that there are many details that are ignored by teachers,the most common and important ones among which are mainly as follows: the design of reading aloud is single;fragmented questions and full questions make the teaching content lack depth;stylized and blunt literacy activities flood the classroom;auxiliary materials are in a modular and low-quality manner.The main reasons for these problems are: exam-oriented education makes teachers’ teaching more utilitarian;teachers misunderstand the concept of student subjectivity,believing that the more students answer,the more the subject status of students can be reflected;teachers’ cognition of the close relationship between reading and writing is limited;the teacher’s own literacy is restrictive.Based on the analysis above all,in order to improve the teacher’s ability to design the details of reading teaching,advanced strategies are proposed from four perspectives:reading aloud design,problem design,combined reading and writing design and auxiliary material design,including designing the details of multi-dimensional reading activities,finding the details of "beauty point" design language appreciation activities,looking for a combination point to design the details of reading and writing activities,and selecting materials to create an intertextual context.In order to explore the effectiveness of the above strategies,this paper uses the above strategies to design teaching details,and applies them to front-line teaching,and improves them in reflection,aiming to effectively and effectively improve the efficiency of junior high school Chinese reading teaching.