Research On The Teaching Of Multi-Text Reading Of Chinese Kinship In Junior High School

Multi text reading teaching is the abbreviation of multi text reading teaching method.It is a groundbreaking teaching and educational practice that takes textbook texts as the core and foundation,and associates "multiple texts" around a certain topic.It generally involves integrating two or more in class and out of class texts,including discontinuous texts such as fragmented texts and charts,to achieve task driven multi text reading,In the process of collective discussion,display the reading results,form a comprehensive understanding and extension of the topic,and thus achieve multidimensional thinking and aesthetic perception in reading teaching.Junior high school is a critical period for students’ emotional development.The family relationship texts in the unified edition of junior high school Chinese textbooks carry excellent traditional cultural concepts,which are of great significance in cultivating students’ good moral character and conveying correct views on family relationships.However,there are problems in the current teaching of family text reading,such as teachers’ single teaching methods,students’ lack of initiative in learning,and a relatively weak awareness of family relationships.Therefore,the use of multi text reading teaching can expand and enrich the teaching of Chinese family text reading in junior high school,providing resource reference for reading teaching.The paper introduces the teaching method of multi text reading into the teaching practice of junior high school family relationship text reading,in order to enhance students’ core Chinese literacy,improve their emotional shaping,form a complete and healthy personality,and lay a certain foundation for their lifelong development.In addition,it is also beneficial for them to establish harmonious family relationships and build a harmonious and beautiful family atmosphere.At the same time,enhance teachers’ awareness of exploring and innovating in teaching,and open up new teaching ideas for reading teaching practice.The paper mainly consists of the following parts:The introduction section introduces the origin of the topic selection,research significance,current situation,and methods;The first chapter explains the relevant aspects of multi text reading teaching related to family relationships;Chapter 2investigates the learning situation of students and the teaching confusion of teachers in the teaching of familial multi text reading through a survey questionnaire,providing a practical basis for proposing teaching strategies;The third chapter takes the teaching case of familial multi text reading that teachers in Dancheng County are practicing as the research object,demonstrating how to explore and implement familial multi text reading teaching,and pondering on it,absorbing experience and making up for shortcomings,providing ideas and references for proposing teaching strategies;Chapter4 discusses and explains the teaching strategies for multi text reading related to family relationships in junior high school Chinese,mainly from four aspects: reaffirming the concept of multi text reading related to family relationships,establishing teaching topics for multi text reading related to family relationships,restructuring teaching texts for multi text reading related to family relationships,and overall perception of multi text reading related to family relationships;Chapter 5 combines the text based on "Memories of Autumn" to design a multi text reading instruction for family relationships,aiming to confirm and test the feasibility and effectiveness of the above teaching strategies,and further reflect and prospect.