A Study Of Text Interpretation Strategies In Junior Middle School Based On Large Unit Teaching

With the continuous promotion of the new curriculum reform and the awakening of language education reform itself,language teaching in China has changed from a one-sided focus on knowledge and skills to a focus on the development of students’ core literacy and comprehensive ability,from a one-word teacher to an open classroom with shared communication between teachers and students,and from the traditional single-part teaching in the past to a large unit teaching.Regardless of the changes in the form of reading,reading teaching as a language practice,the text is the basis for reading,comprehension is the core of reading.It should be clear that no matter which form of reading teaching,all need text interpretation.Text interpretation is the most important basic skill of teachers,which directly affects the quality of classroom teaching.Compared with the traditional single-unit teaching,large-unit teaching requires more text interpretation ability for teachers,however,how teachers do text interpretation based on large-unit teaching is a question worth studying.This study takes Sun Shaozhen’s “text reading” theory,dialogue theory,intertextuality theory and teaching process optimization theory as the main theoretical basis,interview method and classroom observation method as the main research methods,combined with questionnaire survey method,literature research method,case study method and other related educational science research methods,on the basis of analyzing the special features and teaching functions of large-unit teaching text reading,after clarifying the basic principles,main features and common methods of large-unit teaching text reading,investigating the current situation and reasons of language teachers’ text reading based on large-unit teaching,and proposing strategies for large-unit teaching text reading.Through the research,I found that the following four problems exist in the text interpretation of large units: the text interpretation is not strongly related to each other,and the text lacks response;the text interpretation is unbalanced,and the formal elements of the text are neglected;the content of the text interpretation is inappropriate,and the class and chapter nature are not taken into account;the culture of the text interpretation is missing,and the development of students’ core literacy is neglected.Then,based on the results of the survey and the case study,we propose four targeted strategies to improve the text interpretation of large units of teaching: unify the content of the unit of teaching and strengthen the connection between texts;base on the characteristics of language subjects,highlight the form in the balance of form and meaning;optimize the content of language teaching and coordinate the class and chapter of the text;based on the characteristics of the text itself,explore the cultural connotation of the text.