A Study On The Speculative Reading Teaching Of Children’s Writing In The Unified Edition Of Junior High School Chinese Textbooks

Speculative reading teaching is an important part of the current Chinese education reform.Chinese education in junior middle school should be based on the development of students’ core qualities and pay attention to the cultivation of students’ critical thinking ability and quality,so as to lay a good foundation for students’ development.Children’s writing is one of the important parts of literature,which has rich reading,education and teaching value.It can not be ignored in the middle school Chinese reading teaching,especially in the dialectical reading teaching.However,at present,there are many problems in the speculative reading teaching of children’s writing in the Chinese class of junior high school.How to fully elaborate the connotation of children’s writing and how to cultivate children’s critical thinking quality to control practice are to be thought and explored in theory and practice.At present,the research on reading teaching of children’s writing in textbooks mainly focuses on two aspects: the selection of children’s literature in textbooks and the teaching of children’s writing.The former points out a series of problems in the theme,image and overall arrangement of children’s writing in Chinese textbooks for junior middle school.The latter is mainly composed of micro teaching research and macro teaching research.It analyzes teachers’ professional quality of children,teaching strategies of different styles,child-oriented teaching and overall reading teaching research from a macro perspective,and has a preliminary exploration on teaching strategies.However,few people have discussed the research on the speculative reading teaching of Chinese children in junior middle school.There is little research on the relationship between children’s written works and speculative reading in the partially compiled Chinese textbooks in junior middle school.Researchers lack of attention to the study of speculative reading,and have not found any research on the teaching of children’s writing speculative reading,ignoring the awareness of speculative reading in the teaching of Chinese reading in junior middle school.And the analysis of partial edition textbooks is still few,lack of complete strategic research.This paper takes the speculative reading of children’s writing in junior high school Chinese textbooks as the research object.First,through close reading of the text,this paper sorts out the relevant selections of children’s writing in the partial edition of junior high school Chinese textbooks,and carries out quantitative sorting of the genre,motif,unit tasks and so on.On this basis,the author analyzes the existing problems in text interpretation,teaching practice and other aspects of the speculative reading teaching of Chinese children writing in junior middle school,and combines the teaching case design to analyze.Through the above demonstration,this paper puts forward the idea that the dialectical reading teaching of junior middle school Chinese should pay attention to children’s writing.This paper argues that teachers should pay attention to the cultivation of students’ critical thinking ability in teaching,so as to better enhance their learning interest in critical thinking teaching,develop students’ critical reading quality and thinking ability,and promote students’ critical expression and comprehensive Chinese literacy.Finally,suggestions and optimization strategies are put forward in five aspects:teaching concept,teaching objective,teaching process,teaching resources and teaching evaluation.This paper is divided into the following four chapters:The first chapter is the analysis of the types of selected texts in textbooks.It makes statistics on the selected texts of children’s writing in the unified Chinese textbooks of junior high school,and classifies the content of writing from the perspectives of growth direction,political direction,example direction and perspective direction,and gives the theoretical basis for the dialectical reading teaching of children’s writing in Chinese textbooks of junior high school.The second chapter is about the teaching status and problems of children’s writing speculative reading in Chinese textbooks of junior high school.Through questionnaire survey and data analysis,we understand the current learning situation of students and the teaching situation of teachers,and analyze the difficulties existing in the teaching practice of the two.The main problems are insufficient understanding of the characteristics of the text,fixed set of goal positioning,superficial teaching and reading,and the reading quality needs to be improved.This also leads to the present situation that the selection is out of touch with the real situation,the teaching objective lacks the critical elements,the teaching and reading are superficial,and the resources are not integrated and developed.Chapter three is the teaching strategy of children’s writing speculative reading in the unified edition of junior high school Chinese textbooks.Based on theoretical analysis,questionnaire survey and teaching case analysis,the following suggestions are put forward: First,the selection of text interpretation should be based on the characteristics of the text,mining the critical points of the textbook;Secondly,the design of learning objectives should be based on the core literacy,with reference to the four abilities of reading;Thirdly,the in-depth teaching process should be based on dialogue and collision to stimulate students’ real experience;In addition,the selection of teaching resources should be based on the integration of generation,observation and expansion of reading experience;Finally,the teaching evaluation should be based on multiple performance and advocate the multi-dimensional system.The fourth chapter is the teaching design of children’s writing and thinking reading in the unified edition of junior high school Chinese textbooks.Taking "A Hundred Grass Garden to Three Kinds of Books" as an example,the teaching case design of thinking reading is carried out.Based on the teaching design analysis of curriculum standards and unit requirements,learning situation analysis and text characteristics,teaching ideas and process arrangement,the design of teaching content is carried out.This paper mainly uses literature analysis,questionnaire survey and lesson analysis to expand the discussion.First of all,by referring to the literature and materials related to the teaching of children’s writing reading and the dialectical reading teaching of junior middle school Chinese in CNKI,Wanfang and VIP,we can understand the research status and previous research achievements and shortcomings.On the other hand,reading related children’s monographs,theoretical monographs and so on,using constructivism knowledge view,humanistic view and so on for in-depth analysis and application.Secondly,it makes a close reading of the unified edition of junior middle school textbooks,makes statistics,analyses and generalizes the data of the genres and themes of the selected texts,and analyzes the selected texts of the textbooks written by children,laying the groundwork for the following questionnaire and strategy analysis.Then,this paper analyzes the problems existing in the current speculative reading teaching of children’s writing by taking the students who use the unified edition of junior high school textbooks as the survey objects.Through the questionnaire survey,it further understands the problems existing in the current practical teaching,and provides references for the theory and practice of speculative reading teaching directed at children.To sum up,based on the analysis of the current research status and deficiencies of speculative reading teaching for Chinese children in junior middle school,this paper investigates and analyzes and summarizes the existing problems,providing references for the teaching of writing and speculative reading for Chinese children in junior middle school,and helping front-line teachers to reflect and explore the current speculative reading teaching.