Research On The Teaching Of Chinese Self-reading Text In Senior High School

Chinese education pays attention to the improvement of students’ autonomous learning ability and the transfer and application of Chinese knowledge.Self-reading text is a bridge connecting both inside and outside class,and an important carrier to improve students’ ability of independent learning and knowledge transfer.In self-reading class,students apply the experience and methods learned from teaching texts to self-reading,so as to realize the internalization,integration and application of knowledge.The characteristics of the unified compilation of high school Chinese textbooks can be summarized in four words: "integrity and innovation",while the "new" of the self-reading text arrangement is reflected in four aspects: the prominent status of self-reading,rich and diversified content,integrated design and following the cognitive law.It can be seen that self-reading text teaching research has important academic value and practical significance.Self-reading text teaching is beneficial to implement the idea of group text teaching and help students build a more effective and systematic knowledge structure;It provides the carrier for students to transfer and apply the reading knowledge and experience,and promotes the improvement of independent reading ability.Enhancing the flexibility of learning activities is conducive to students’ use of language and development of thinking in learning activities,promoting the comprehensive development of the core quality of Chinese subject,and meeting the requirements of various aspects under the new curriculum standard concept.The teaching of self-reading texts should be based on reading psychology,intertextuality theory and scaffolding teaching theory of constructivism.However,through the investigation and analysis,there are still many deficiencies in the teaching of self-reading texts: students have not developed a good habit of preview,preview tasks are single and lack of inquiry,teachers lack of guidance and feedback;The teaching classroom is patterned and fragmented,and the learning lacks systematic reading method guidance;The evaluation is simple and formalized,the learning results are difficult to get timely and effective feedback,and the teaching value of self-reading texts has not been given play to a large extent.Therefore,in order to change the current situation of self-reading text teaching,we can put forward three strategies to improve the teaching before class,during and after class: clear learning tasks before class,active students’ thinking;Strengthen the knowledge base,pay attention to the classroom connection;Generate learning questions and get effective feedback.Build in-class migration channel to broaden extracurricular migration horizon;Create self-reading situation;Clever set of questions to assist;Focus on teaching methods.After class,evaluation should pay attention to the diversification of evaluation subjects and evaluation content,and play a feedback and incentive role.The presentation of the teaching design of "A Letter to My Wife" aims to test the scientificity of the strategy and provide teaching references for frontline classrooms.