With the promulgations of the Chinese Curriculum Standards for Compulsory Education(2022 Edition),more emphasis is placed on "the major theme of education in the new era",and the reading of biographical texts plays an important role in improving the education of students in junior middle school.Their text features are unified with history,authenticity and artistry,and they are important learning materials for improving students’ humanistic and Chinese literacy.Although junior high school biography accounts for a small proportion of textbooks,it has attracted much attention from teachers and students in recent years due to its exquisite selection of texts,long span of time,wide distribution and rich class types.However,a series of problems brought by the actual teaching process of biography also cause teachers to reflect.Subject teaching,as a scientific teaching concept,can better play the principal position of students,help students to fully understand the biography,stimulate students’ interest in independent exploration,so as to improve students’ comprehensive Chinese literacy.Therefore,this study is based on the biographical texts of junior middle school characters,introduces the theme teaching into it,explores the rules of its practice in combination with the specific learning situation and the requirements of the new curriculum standard,and gives corresponding strategies,in order to provide reference for the majority of Chinese teachers.The thesis is mainly divided into the following four parts:First of all,it summarizes the origin of the research on the application of thematic teaching in the teaching of biography reading in junior high school,points out the purpose and significance of the research,and proposes the definition of the concept and provides the theoretical basis by sorting out the literature research on thematic teaching and the reading of biography in junior high school.Secondly,by sorting out the distribution of the selection of biographies,the research ideas,methods,processes and tools are clarified to lay the foundation for specific teaching research in the classroom.Through student questionnaire survey and teacher interview,this paper further understands the implementation of biography reading class in junior high school and the existing main problems.It is found that the main problems are as follows: First,biography teaching lacks integration and depth,which affects students’ personalized interpretation.Second,the expansion and extension of text resources is insufficient,and students’ understanding of characters is fragmented.Third,the teaching method of classroom biography is relatively simple,which makes it difficult for students to obtain emotional experience.Thirdly,according to the teaching practice,summarize the teaching strategy of biography reading under the theme teaching.Including the following five points: a multi-focus deconstructed text,accurate concise biography theme.Second,establish an overall sense of entry and locate the theme of teaching objectives.Three closely related topic links,flexible generation of classroom content.Integrate thematic teaching resources and reform classroom teaching methods.Expand the way of biography evaluation and improve the test criteria of the effect.Finally,in view of these existing problems,according to the proposed strategy,taking eighth grade students as the research object,the design and implementation of the teaching program of the three biographical texts of "Beautiful Colors","Leo Tolstoy" and "Zhou Yafu Jun Xiliu".In addition,with the help of two forms of comparative analysis of the scores before and after the test of students’ biographies and interviews with students after class,the practical effects of the application of subject teaching in the teaching of biographies reading were evaluated,and the research conclusions and reflections were drawn. |