Exploration And Application Of Teaching Strategy Of Self Reading Text In "Department Edition" Junior Middle School Chinese Textbook

The "department edition" junior middle school Chinese textbook attaches importance to the cultivation of students’ independent reading ability,and constructs a "Trinity" reading teaching system of "teaching reading-self reading-extracurricular reading".Among them,in order to distinguish the characteristics of course types,the "department edition" junior middle school Chinese textbook changes the previous "intensive reading" to "teaching reading" and "skimming" to "self reading",which highlights the compilation concept of paying attention to students’ independent reading practice.However,in the actual self reading text teaching,teachers do not see the essence behind the name change,do not fundamentally change the concept and teaching of self reading text teaching,and it is difficult to give full play to its due teaching value.Therefore,this paper hopes to clarify the characteristics and value of self reading text in "department edition" junior middle school Chinese teaching materials through specific research,combined with the problems existing in the actual teaching of self reading text,and explore the effective teaching strategies of teachers in self reading text teaching,so as to give some inspiration and reference to the first-line Chinese educators,so as to improve the current situation of self reading text teaching.The research of this paper mainly includes the following five parts:The first chapter is the introduction,which introduces the origin of the research,combs the existing research results of the self reading text,summarizes the shortcomings of the existing research,and on this basis,defines the research significance,theoretical basis and research methods of this paper.The second chapter,firstly,compares and studies the self reading text,teaching reading text and extracurricular reading of the "ministry edition" junior middle school Chinese textbook,mainly in terms of concept definition,compilation,teaching value and teaching method connection,so as to summarize the positioning of the self reading text in the "ministry Edition" junior middle school Chinese textbook;Secondly,it analyzes the text selection,arrangement characteristics and reading aid system of self reading text to clarify the course type characteristics of self reading text;Finally,it summarizes and analyzes the teaching value of self-reading text in improving the efficiency of knowledge transfer,improving autonomous learning ability and building a personalized reading platform.The third chapter,through the forms of teacher-student questionnaire,interview and teaching case analysis,understands the current situation of front-line Chinese self reading text teaching,and summarizes the problems existing in its current teaching,such as cognitive deviation in the compilation concept and course type characteristics of teaching materials,the use of reading aid system needs to be strengthened,the teaching mode is not mature enough,the evaluation system is relatively vague,etc,It also analyzes the causes of the problems from two aspects: the theoretical source of the teaching objectives of self reading text and the main body of teaching practice.The fourth chapter is the exploration of the teaching strategy of self reading text in the "department edition" junior middle school Chinese teaching materials.Based on the course type characteristics and teaching status of self reading text,combined with specific teaching cases,explore the teaching strategy.First,clarify the positioning of self reading texts,and establish the teaching principles of "students’ self reading first,supplemented by teachers’ guidance","based on teaching materials,closely follow the learning situation" and "progressive training and layered training".Second,highlight the characteristics of self reading text,and carry out research from the perspective of unit integrity,reading aid system and "Trinity",in order to build a reasonable teaching support of self reading text.Third,innovate reading teaching methods,start with ingenious design of reading tasks,creation of self-reading situations according to the text,regular organization of reading exchange meetings and other forms,and explore effective self-reading text teaching methods,in order to improve students’ independent reading ability.Fourth,from the aspects of changing the evaluation subject,adjusting the evaluation perspective and adjusting the evaluation content,this paper uses multiple evaluation means to explore the strategy of multi-dimensional evaluation of self reading text teaching.Among them,the first and second parts focus on the exploration of teaching concept,and the third and fourth parts focus on the exploration of the implementation means of self reading text teaching.The fifth chapter carries on the classroom teaching design of self reading text,and carries on the corresponding analysis,in order to explore the operability of the above strategy.