An Analysis Of The Path Of Integrating Historical Elements Into Chinese Reading Teaching In Junior Middle School

In the teaching of Chinese reading,in order to help students enter the text,teachers not only guide students to read the text closely,but also often use materials other than the text to help students better understand the text.Among them,historical knowledge that is closely related to the text,such as historical figures and historical events,is used by teachers as a magic weapon to integrate into relevant reading teaching.After research and combing,the author finds that in the actual teaching process,the historical elements integrated by teachers are often limited to a single historical fact.Under such circumstances,if we do not focus on exploring the deeper connection between historical facts and reading teaching,it will lead to the rigidity and rigidity of the historical knowledge that is integrated,detached from the text,and the so-called combination of literature and history will finally be formalistic and detached;Or it may become a language teacher who is "dazzling" historical knowledge and blurring the focus of language reading teaching,while also ignoring students’ learning subjectivity.Starting from the essence of language and history and the theoretical basis of integrating historical elements into language teaching,this study expounds the deep connection between language and history and the rationality,necessity and feasibility of integrating historical elements into language reading teaching,which is the premise and foundation for the combination of literature and history in language reading teaching.According to the "History Curriculum Standards for Compulsory Education(2022 Edition)",this paper divides the historical elements integrated into reading teaching into three levels:historical facts,historical connections and historical laws,in order to have a clearer understanding of historical elements and make a more accurate and flexible combination of more vivid history and language teaching.In order to analyze how historical elements act on Chinese reading teaching,the author attempts to construct a five-dimensional analysis method,that is,to dissect from the five dimensions of the operation subject,form,content,timing and effect of integrating historical elements into reading teaching.Using the case study method,taking "Night Tour of Jichengtian Temple" as an example,this paper analyzes the current situation and existing problems of front-line teachers when integrating historical elements into reading teaching,and absorbs and draws on relevant experience from the lessons of famous teachers such as Yu Yingchao,Wang Songzhou,and Wang Jun,and then combines the author’s own analysis and understanding of text and historical elements to explore the feasible path of integrating historical elements into junior high school Chinese reading teaching.After the discussion and analysis of the first three chapters,the author tries to integrate historical elements into the unit design of junior high school Chinese reading teaching in the fourth chapter,do a deeper combination of literature and history in the structure of the unit,and also use the five-dimensional analysis method to analyze and reflect on the designed "Three Kingdoms" theme unit.It should be noted that in the face of ever-changing texts,specific academic situations and complex classrooms,the purpose of this study is not to provide a fixed teaching template or a unified operation mode for the integration of historical elements into Chinese reading teaching,but to explore the methods and strategies that can be adopted in the process of integrating historical elements into Chinese reading teaching,the content forms that can be learned and the basic principles of integration,so as to seek flexibility in the integration of literature and history.