Research On The Teaching Of Junior High School Chinese Self-reading Class In The Lower Part Of The "Trinity" Perspective

In the modern society of information explosion,how to quickly obtain the information that individuals need shows the importance of independent reading ability to personal development.In order to cultivate students’ independent reading ability,the Ministry of Chinese textbooks for junior high schools designed a "trinity" reading system.An important bridge for book reading.However,the teaching effect of the actual self-reading class is not ideal,which makes the writing intention and teaching value of the "Trinity" reading system fail to achieve the expected writing goal.Therefore,this paper studies the teaching of self-reading classes in junior high schools from the perspective of "Trinity",in order to help teachers and students better play the teaching value of self-reading classes in teaching.The full text is divided into the following five parts:The first part is the introduction to this paper。The second part is an overview of reading teaching in junior high school language self-reading classes in the lower part of the "Trinity" perspective.First,we will introduce the concepts related to the "Trinity" reading system.Secondly,the distribution and compilation characteristics of "teaching reading-self-reading-extracurricular reading" in the textbook are analyzed,and the differences and connections between the three are clarified.Finally,the significance of self-reading class teaching from the perspective of "Trinity" is analyzed.The third part investigates the teaching status of junior high school Chinese self-reading courses in the lower part of the "Trinity" perspective.Through the distribution of relevant questionnaires,the current situation of teaching and learning in self-reading classes was collected.Find out the problems in the current teach:Attach importance to teaching and reading class teaching,and neglect self-reading class teaching;Pay attention to the teaching of selected text content and neglect the teaching of guide reading system;Pay attention to the results of reading teaching,ignore the guidance and evaluation of the reading process,and analyze the causes of these three aspects.The fourth part is the teaching case,summary and reflection of the junior high school Chinese self-reading class in the lower part of the "Trinity" perspective.Mainly taking the seventh-grade self-reading text "The Man Who Reshape Life" as an example,explore the relationship and value of its teaching in teaching and reading and extracurricular reading,and find the optimal teaching path for self-reading among the three types of reading courses.The fifth part is the optimization strategy of junior high school Chinese self-reading class teaching in the lower part of the "Trinity" perspective.This chapter mainly focuses on the teaching problems of self-reading classes found in questionnaire surveys and case studies,and puts forward optimization strategies from the following three aspects: First,change the concept of reading teaching and attach importance to self-reading teaching.The second is to try "teaching reading-self-reading-extracurricular reading" linkage teaching.The third is to establish a teaching detection and evaluation mechanism for self-reading courses.In order to provide certain help and reference for the self-reading teaching of front-line teachers.