Investigation And Research On The Application Status Of The Teaching Method Of "Classics Cuided Reading" In Junior Middle School Chinese

With the full use of junior middle school Chinese textbooks edited by the Ministry of Education,“Classics guided reading” has become one of the main contents of teaching,and the Chinese curriculum standards for compulsory education also puts forward corresponding requirements for the use of the teaching method of “Classics guided reading”.However,in actual teaching activities,the current situation of teachers’ use of the teaching method of “Classics guided reading” is not optimistic.Therefore,based on the Chinese curriculum standards for compulsory education,scaffolding instruction theory,Rogers’ s non-directive teaching theory,Osupor’s meaningful learning theory,etc.,the paper takes junior middle school Chinese teachers in Z City,SD Province as the survey object,and carries out the investigation and research on the application status of the teaching method of “Classics guided reading”,the problems and reasons of the application of the teaching method of “Classics guided reading” were analyzed,and suggestions for improvement were put forward.Through the analysis of the survey data results,it is found that junior middle school Chinese teachers have problems in the four dimensions of cognition,attitude,application and evaluation of the teaching method of “Classics guided reading”.In terms of cognition,teachers have insufficient knowledge of the theoretical basis of teaching methods;in terms of attitude,the enthusiasm for research and innovation of teaching methods is low and the initiative is poor;in terms of application,the teaching methods are too utilitarian,the means are too traditional,and lack of interesting;in evaluation,there is a lack of teaching method evaluation,the evaluation form is single,and the evaluation of teaching method effect is not good.After analysis,it is found that the main reasons for the problem are the limitation of teachers’ teaching specialization level,the lack of attention to the teaching and research of teaching methods,the tight daily teaching time and heavy tasks,the tendency of exam-oriented teaching mentality,the influence of teaching experience and habits,and the lack of teaching demonstration cases that can be used for reference,teachers pay less attention to teaching method evaluation,etc.Aiming at the problems and reasons of using the teaching method of “Classics guided reading”,this paper puts forward suggestions for improvement from the four dimensions of cognition,attitude,application and evaluation of the teaching method.At the cognitive level,improve the cognition of teachers’ teaching methods and strengthen the learning of teaching methods and theories.At the attitude level,change the attitude of teaching methods,improve the awareness and initiative of research innovation,and build a research community among peers.At the application level,optimize the use of teaching methods,introduce famous works in the pre-reading guide,and stimulate interest;plan reading and guide methods.Timely guidance in post-reading inquiry promotes reading;task-driven and inquiry is carried out.Carry out activities and share results in the post-reading summary;expand reading and continue enthusiasm.At the evaluation level,the evaluation of teaching methods should be strengthened,the evaluation subject should be diversified,the evaluation content should be multi-dimensional,and the evaluation methods should be diversified.