Lesson Study: Directness Of Reading Teaching

The directness of reading teaching in this essay means accurately assessingstudents’ reading abilities by mastering the text characteristics. Teachers shouldclearly know students’ reading needs. For example, what contents can be understoodand what can not; what contents are likely to be liked and accepted and moreimportantly, what teaching strategies and resources should be adopted to teach.Lacking of directness in reading teaching is an old question which severelyaffected the improvement of reading teaching quality. So how to improve it has been acrucial problem and its solution has important values.This paper evolves with the directness in teaching reading and focuses on theprerequisite, core elements, monitoring system and other important problems ofreading teaching.The thoughts of this essay is putting forward the problem of questions first andsummarizing relative research home and abroad first, then choosing lesson cases bytheoretical sampling and analyzing them. Finally, the paper construct theories ofdirectness of reading teaching.The paper is divided into “prerequisite and basis”,“lesson cases analysis” and“theory construction”.Prerequisite and basis: This part consists of two subparts. This first chapterdiscusses the different characteristics of different style writings and therefore,different teaching methods should be adopted to suit them. The second chapteracknowledges that different students shall have different reading needs and differentmethods should be chosen.Lesson cases analysis: This part conducts the research from three angles. Thethird chapter discusses the beginning of teaching goal originates from students actualreading needs and teaching situations. The core elements of the system of readingteaching is students’ as well as and teachers’ problem awareness. The forth chapterdiscusses changing situation of students’ reading needs and the context of teachingwhich decides the contents of reading teaching directness. The fifth chapter discussesthe procedure of “teaching after learning” is the core of reading teaching directnessand also is the effective procedure. To achieve the teaching reading effectiveness,students’“individual reading” and teachers’“reading teaching” should be combinedcorrectly. Although lesson cases of reading teaching effectiveness are complicated,they consist of the common rule of “teaching after learning”.Theory construction: This part probes the theory construction from two ways.The sixth chapter analyzes the classification, level and points choosing in teachingreading, which are the necessary prerequisite. Chapter seven discusses students’ fullexpression before, during and after class as the monitoring mechanism of constructingreading teaching, and this is also the crucial points of achieving reading teachingeffectiveness. Class teaching should begin with students’ reading needs and themonitoring should be in the whole process. Therefore, this monitoring should be in the whole process.To sum up, this paper mainly deals with three areas of research in readingteaching effectiveness. The first is acknowledging that text characteristics andstudents’situation are prerequisite of achieving it. The second is creating environmentto make students fully express themselves which is the important points of improvingstudents’ reading teaching effectiveness. The third is setting up a monitoring processto guide teachers’ teaching, and this is very crucial in achieving reading teachingdirectness.