Research On Character Education Strategies For Secondary School Chinese Reading Teaching

Character,as the most central personality trait,is of great significance to individual development.Middle school students are in a critical period of character development,in the face of the worrying development situation and the lack of character education in schools,Chinese reading teaching should take on the responsibility of promoting the positive and healthy development of students’ character by giving full play to their unique advantages.Therefore,based on character-related theories and the current situation of character development of middle school students,this study explores the effective strategies for implementing character cultivation in the teaching of Chinese reading in secondary schools.The introduction section mainly elaborates on the research origin,research significance,research status and research methods,and determines the systematic and specific discussion of the implementation of character cultivation for middle school students in the teaching of language reading according to the research status.The first chapter of the main text mainly defines the core concepts of character education in secondary school Chinese reading teaching,and analyzes the current problems in the character development of middle school students.The first section mainly combines the psychological explanation of the concept of character to clarify the connotation and characteristics of the character cultivated by education,and then clarify which character belong to the good character.The second section explains the basic connotations of character education in language reading teaching.The third chapter reveals the advantages of character education in middle school Chinese reading teaching,and mainly summarizes the problems and analyzes the causes.The problems are mainly reflected in four aspects: the deviation of the concept of character education,the incomplete excavation of character education resources contained in teaching materials,the single and passive way of character education,and the weak demonstration of Chinese teachers as students’ character learning examples.Based on the current situation of education,character related theories and the characteristics of middle school students’ character development,the fourth chapter puts forward the principles of character education in middle school Chinese reading teaching.It includes three aspects: paying attention to students’ individual character differences and teaching students according to their aptitude;Grasp the differences of students’ character development between junior middle school and senior high school;Pay attention to the combination of knowing,will and action.Take this as the criterion to point out the direction for character education.The fifth chapter explores the strategies of character education in Chinese Reading Teaching on the basis of the above discussion.First of all,teachers should consciously tap the relevant resources of teaching materials,pay attention to the typical character features and aesthetic factors that play a positive role in cultivating students’ character in the text,and then flexibly cut into the cultivation of students’ character according to the features of different styles.Secondly,in terms of learning activities,appreciating languages,reading aloud,rehearsing textbook plays and practicing writing associated with reading are learning activities that can effectively promote students’ experience and internalize their excellent character.In addition,teachers’ guidance of effective autonomous and cooperative learning can also mobilize the active participation of students’ character,provide them with practical opportunities for character training,and enhance the autonomy of shaping character.Finally,as a direct example of students’ character learning,teachers should also update the educational concept,take cultivating students’ good character as one of the tasks of reading teaching,and actively cultivate their own good character and show it in teaching activities.The sixth chapter selects a text of Chinese textbooks for junior middle school and senior high school for teaching design according to the above strategies,and expounds the design concept.Through the above six aspects,I hope to provide some reference for character education in Chinese Reading Teaching in middle school.