A Survey Of The Teaching Situation Of The Self-Reading Texts Of Classical Chinese In Junior Middle School

Starting from September 2016,the departmental version of the junior high school Chinese language textbook was officially put into use.The new textbook proposed a "trinity" reading system of teaching reading,self reading,and extracurricular reading.As a bridge between teaching and extracurricular reading,the role of self reading courses cannot be replaced.On the one hand,this article sorts out the development of teaching classical Chinese self reading texts,analyzes the characteristics of selecting and compiling classical Chinese self reading texts in textbooks and their teaching value;On the other hand,through actual investigations,problems in teaching classical Chinese self reading texts have been identified,and corresponding teaching implementation suggestions and strategies have been proposed.This article mainly focuses on the current situation of teaching classical Chinese self reading texts in the middle school Chinese textbooks compiled by the Investigation Department.Firstly,it starts with the research status of self reading teaching and classical Chinese teaching,and sorts out the context.Secondly,a summary of the current research status of the teaching of classical Chinese self reading texts was conducted,and it was found that either the classical Chinese self reading course should be classified from the perspective of class types and genres into macro level self reading teaching and classical Chinese teaching,and universal teaching strategies and methods should be drawn from it,or it should be focused on the research of individual teaching reflections and teaching records.Based on this,this article mainly adopts questionnaire method,classroom observation method,and interview method to conduct a survey and research on 300 students and 10 Chinese language teachers in a certain middle school.Firstly,a questionnaire was used to investigate students’ cognitive status,preview status(before class),classroom participation(during class),learning effectiveness(after class),and learning methods regarding the course types in the textbook.Secondly,an interview method was used to understand the current situation of teacher teaching from different dimensions.Finally,classroom observation was conducted through listening to and recording classes,as an auxiliary survey to support the results of the student questionnaire survey and teacher-student interviews,To explore the teaching and learning situation of teachers and students in the most authentic classroom environment.The survey results found that students lack understanding of the classical Chinese self reading course and have insufficient understanding of the course type;The teacher’s understanding of the classical Chinese self reading course is not accurate;Inadequate pre class preparation by students and single feedback from teachers;The subjectivity of students is difficult to highlight,and classroom participation is not high;Lack of initiative in post class review and extracurricular reading,with fixed evaluation methods;Teaching and learning methods cannot enhance students’ autonomy.In response to the specific issues mentioned above,the author proposes that teachers should change their teaching concepts and transfer "teaching reading" to "self reading";Make full use of various systems in the new textbook,from "learning assistance" to "grasping hands";Divergent thinking,expanding and extending from "in class" to "out of class";Transforming teaching methods and strengthening guidance on reading methods;Emphasize the cultivation of students’ internal motivation and stimulate interest;Establish a diverse evaluation system and provide timely and effective feedback to students.