Investigation And Research On Teaching Strategy Of Reading Classical Chinese In Junior Middle School

Since 2017,most parts of the country have been using the Chinese textbooks compiled by the ministry.Many front-line teachers are confused about the use of the new textbooks,let alone how to implement the teaching of reading aloud into the teaching of the new textbooks.There are still deficiencies in the current teaching strategy of reading aloud in classical Chinese.Based on the theoretical basis of reading aloud,constructive psychology and characteristics of classical Chinese,392 middle school teachers in C city were investigated by using survey method,interview method and literature research method.Questionnaire and interview data were analyzed to find the problems and causes of reading aloud teaching strategy in classical Chinese in middle school,and suggestions for improvement were put forward.Through the investigation and analysis of the known data,it is found that there are some problems in the four dimensions of the teaching strategy of reading classical Chinese in junior middle schools: cognition,situation creation,student initiative and evaluation.In the aspect of reading aloud cognition,teachers’ teaching awareness of reading aloud is insufficient,and the phenomenon of emphasizing speaking and neglecting reading is common.Therefore,teachers ignore the teaching of relevant skills of reading aloud in classical Chinese,resulting in students’ insufficient cognition of reading aloud in classical Chinese.In the creation of the situation,the teacher failed to make full use of modern teaching means,limited to the traditional teaching mode.At the same time,the teaching target of reading aloud is vague and the teaching text of reading aloud is limited.In terms of students’ initiative,the teachers adopted a single form of reading and failed to pay attention to students’ interest in reading aloud.In the evaluation of reading aloud,the evaluation subject is single and the teacher’s evaluation language is empty and weak.Through the difference analysis,it is found that the problems of young teachers with low educational background,low teaching age and low professional title are more significant.The cognitive problems are caused by the pressure of examination-oriented education and the lack of professional level of teachers.The problems in situation creation are caused by the teachers’ low modernization accomplishment,negligence of lesson preparation,lack of experience and their own reading range.The problems in students’ initiative come from teachers’ neglect of students’ interest and lack of understanding of learning situation.The problems in reading evaluation come from teachers’ weak awareness of evaluation and lack of reasonable evaluation mechanism.In view of the problems and reasons of reading aloud teaching strategies in classical Chinese in junior middle school,suggestions are put forward from four dimensions of reading aloud cognition,creating situation,students’ initiative and reading aloud evaluation.In the aspect of reading cognition,through plain reading training and reading micro class,teachers and students’ reading cognition can be improved by strengthening reading skills guidance.At the level of creating reading situation,we can arouse students’ enthusiastic reading emotion by creating multimedia situation,problem situation and group reading situation.At the level of students’ initiative,various forms of reading and strengthening imitation training are carried out to stimulate students’ interest in reading and improve their self-confidence.In the aspect of reading evaluation,we should realize diversified evaluation,practice specific evaluation,pay attention to encouraging evaluation,and pay attention to the development of each student.