Research On The Use Of Self-reading Text Aid System For Junior High School Chinese Compiled By The Ministry

The Chinese textbooks for junior middle schools compiled by the Ministry of Education were put into use in September 2016.In the middle school language textbook from the text,there are learning content,learning focus and difficult points,answer questions,supplementary knowledge and other auxiliary materials.It can help students to understand the content of the text,but also help teachers to determine the teaching important and difficult points,design the teaching process,carry out teaching activities.This paper mainly adopts three research methods: literature research,questionnaire survey and text analysis.In the introduction part,mainly explain the background,purpose,significance,current situation,thinking and method of the research.The first part explains the concept of "self-reading text aid reading system",and then divides the aid reading system into prompts,notes and appendices.Then it introduces the theoretical basis of the use of the self-reading text aid system in junior middle school,including the theory of advance organizer,the theory of constructivism and the theory of the zone of proximal development.According to the suggestions of compiling the course standard textbooks,this paper studies the aid system of self-reading texts in textbooks,and considers that it has the following practical values: First,to construct the ability system of self-reading texts;Second,the construction of Chinese core literacy;Third,pay attention to the transfer of knowledge and skills;Fourth,improve the quality of teachers' teaching.In the second part,according to the teaching suggestions of the curriculum standard and the use value of the reading aid system,a questionnaire is designed to investigate the students and teachers through the questionnaire.This paper mainly investigates the understanding,use and obstacles of the self-reading text aid system.It is found that there are the following problems in the use of teachers: limited understanding of the self-reading text aided reading system,not enough in-depth research on textbooks;The teaching design neglects the self-reading text aid reading system and fails to exert the use value of the system effectively.Ignoring the learning guidance of reading aid system in teaching is not conducive to the construction of students' cognitive structure.The lack of teachers' ability to use the self-reading text aid system affects their teaching quality.The problems of students are as follows: they pay less attention to the knowledge of the aided reading system of self-reading texts,and cannot effectively use the aided reading system of self-reading texts to establish the cognitive structure;The new and old knowledge in the self-reading text aided reading system cannot be effectively carded and the knowledge ability cannot be effectively transferred.The use of the self-reading text aid system is improper,which fails to give full play to the use value of the system;In the learning process,the auxiliary function of the self-reading text aided reading system is ignored,and the interest of using the self-reading text aided reading system is not high.The third part,in view of the problems in the use of the self-reading text aid reading system,from the teachers and students how to effectively use the self-reading text aid reading system put forward the use of suggestions.Teachers: first,to change the concept of use,pay attention to the role of reading AIDS;The second is to pay attention to the guidance of techniques,improve the ability to use;Third,dig the reading aid system deeply,perfect the teaching design;Fourth,to lay a bridge to stimulate the interest in reading.Students: First,they should pay attention to the reading aid system and improve their ability to use it;Second,make full use of reading AIDS to improve the core quality of Chinese;Third,strengthen the transfer of knowledge and improve the ability of independent reading.