The Multidirectional Teaching Strategies Of Junior High School Vernacular Text Teaching

Reading instruction is a critical element, which also plays an essential role, in teaching Chinese. Reading ability has long been honored as “mother of learning, fundament of teaching” and topes first among every abilities in learning Chinese. In middle school stage, students are not required to be profound in classical Chinese, which means superficial comprehension and transfer ability are the focus while for vernacular Chinese, requirements are much higher in that students are not only need to obtain the superficial comprehension but also read the deep meaning between lines. In the middle of reading, students are encouraged to rationally analyze the language and structure of articles and meanwhile emotionally reflect on their theme, which are rather difficult. Besides, for students in this stage, though they develop certain rational thought with their physical and mental growth, they are lack of orientation and guidance, which calls for specialized instruction from teachers to help them “leap and reap the fruit”.In teaching vernacular Chinese reading under the new curriculum reform, it is of great significance for teachers to inspire and instruct students with certain teaching strategies in their cooperation and interaction with an equal standing. To practice teaching strategies, it is necessary to have a general picture of the current teaching situation of vernacular Chinese and also a understanding of its presentation and characteristics. Moreover, flexible teaching methods will help to achieve real dialogue between teachers and students. Methods like reading aloud, immersion, making comparisons and exploration have apparent effects in unveiling the implication of texts and cultivating critical thinking of students. A better strategy to construct texts is to activate the subject consciousness within students by brilliant introduction and ingenious blank-leaving under the title.However, the instructions in teaching vernacular Chinese to junior school students are not disorderly and unsystematic but a gradual process. To provide overall guidance in vernacular Chinese, each segment needs to be taken into consideration: whether it is in-class or after-class, in classroom or examination room, reading or writing. By analyzing the current situation and its causes of vernacular Chinese reading among middle school students, the paper discusses the four parts(in-class, after-class, examination room and writing) and three sets of corresponding relationship(in-class teaching and after-class reading instruction, reading and writing, appreciation and answering skills) involved in the teaching of junior vernacular Chinese and aims to create a completed teaching system for future references in teaching vernacular Chinese reading to juniors.