Investigation And Analysis Of The Current Situation Of In-class Reading Cohesion Teaching In Middle And High School Chinese Classes Of SHY Middle School In Gongzhuling City

Readingis one of themain ways for us to acquire knowledge and one of the necessary abilities of Chinese.In Chinese teaching,reading teaching can be said to be the basis of the foundation,through reading teaching can further improve students’ thinking ability and aesthetic ability as well as writing ability.Only laying a good reading foundation and connecting reading teaching can help students to reduce the difficulty of reading in different learning stages.In reading learning,reading in Chineseclassisthemainwayforstudentstoreadandlearn.First,thereadingcontent included in the textbook is carefully selected,which is most suitable for improving students’ knowledge and ability.Second,reading in books is the most detailed explanation by teachers and the most thorough understanding by students.In different learning stages,students’ in-class reading learning has its own content and requirements,and the difficulty and depth increase with the change of learning stages.It is necessary for students to use the existing knowledge to learn the new reading course smoothly when they step into the next learning period,so as to avoid the problems of unsmooth or even broken learning connection.From the perspective of the law of cognitive development,the courses of two adjacent educational stages should be integrated,coherent and progressive,which is the principle that every discipline must uphold.Therefore,the middle school stage of Chinese classes reading learning from the shallow to the deep,step by step.This principle in specific teaching practice means that teachers should make clear the course objectives of each stage,design specific and appropriate teaching objectives according to students’ basic abilities and cognitive levels,and then carry out the teaching activities of in-class reading guided by the goals.Gongzhuling City SHY Middle School investigated in this paper is a middle school integrating junior and senior high schools,which provides convenience for the data investigation of reading bridging teaching in Chinese class in this paper.Through the investigation and analysis of the school,this paper found that the school has achieved achievements and problems in the teaching of reading cohesion in Chinese class.Will be third grade teacher in high school language lesson preview reading course in teaching,the high grade teacher for reading course in junior middle school language lesson taken back teaching way and method to arrange,summed up the school reading cohesion in Chinese classes teaching achievements,and in view of the language lesson in the school reading cohesion problems still exist in teaching,Give some suggestions with reference value.In view of the fact that there are few studies on bridging teaching and teachers still lack of attention to bridging teaching to a certain extent,the author puts forward some valuable suggestions for bridging teaching of middle school and high school teachers and bridging learning of students by analyzing data of questionnaire survey and based on educational curriculum theory.The structure of this paper is as follows: The first chapter is the introduction,including the proposal of the problem,research purpose and significance,research status,research scope and methods,and the definition of main concepts.The second chapterexpoundstherelevanttheoreticalbasisof readingcohesionteachinginmiddle and high school Chinese classes.The third chapter introduces the natural situation of the respondents and the basic situation of the in-class reading bridging teaching,andsummarizestheachievementsandexistingproblemsin thein-classreadingbridging teaching of Gongzhuling Middle School through questionnaires and interviews.The fourth chapter puts forward corresponding suggestions for teachers and students according to the existing problems of reading cohesion teaching in Chinese class.