Research On The Strategies Of Constructing The Context Of Group Reading Teaching

Group reading,as a new reading concept,shows extensive advantages in promoting the comprehensive reform of Chinese curriculum,improving the reading teaching system,and stimulating the vitality and imagination of reading.Although the teaching value of group reading is far-reaching and many valuable research results have been obtained,there are still some problems in the actual teaching practice of group reading,such as formalization of teaching,separation from Chinese subject,neglect of ability cultivation,and insufficient understanding and application of context.In view of this,this thesis tries to put forward the solution strategy of context construction in view of the realistic dilemma faced by the teaching of group writing reading,hoping to benefit the development of the teaching of group writing reading.The author interprets "context" as "the real situation of language use".The new curriculum standard points out that importance should be attached to guiding students to accumulate language experience and cultivate the ability to use the Chinese language in real situations.The formation of students’ Chinese core literacy inseparable from the "real language use situation," the teacher if you can base on group article many contextual factors in reading teaching,based on the cognitive context,text context,social and cultural context,context of teaching situation,to build real let students learn in the class,can drow effectively improve student’s Chinese accomplishment,Improve the efficiency and quality of group writing reading teaching,promote the group writing reading to in-depth practice.This thesis mainly studies the specific strategies of context construction in the teaching of group reading.Based on the "context" and the conditions and relations involved in the teaching of group reading,the author divides the context factors in the teaching of group reading into four categories: text context,socio-cultural context,cognitive context and teaching context.Among them,text context and socio-cultural context are relatively static existence,and more emphasis is placed on the horizontal connection in the context construction process of group text reading teaching,which is the realistic basis for context construction in teaching.On the other hand,cognitive context and teaching context have the characteristics of dynamic,generative and developmental,which promote the vertical and in-depth teaching.In the process of constructing the teaching context of group text reading,these four contexts support and complement each other,flexibly run through the whole teaching process,and jointly serve the collective construction of teachers and students.Secondly,the thesis clarifies the current situation of the construction of the context in the teaching of group text reading by means of example analysis,and puts forward the construction strategies of the four types of context in the teaching of group text reading based on specific teaching cases,namely: By creating a good language environment,a kind of reading space with both slow comprehension and generative creation can be formed between "this one" and "this kind","single" and "group" essays.Guide students to learn and understand group prose in "real language application situation",stimulate students’ thinking flexibility,broaden their knowledge horizon,and cultivate their Chinese feelings.In addition,in order to further support the author the value and significance of the study,based on the group article reading teaching exploration and interpretation of context construction strategy,the author attempts to design and implement an "into the tao yuanming’s" meaning "life" as the topic group article reading class,in order to offer a glimmer of language teachers and language education researchers valuable reference and advice.