Innovative Reading And The Cultivation Of Personality

In the changing days of this century, The education circles are facing the transfer from exam-oritented education to quality-oritented education. In the face of the challenge, we should cope with it actively. Explore the new thinking method that can meet the demands of the situation.Reading is chosen as the breakpoint. After thinking over the traditional education, especially the malpractice of the exam-oritented education, I put forward the task of innovative reading. After summarizing the achievements of the predecessors, I combine it with the cultivation of personality. As the main components of the quality-oritented education, the two components depend on each other for existence..At the beginning of the thesis, I analyze the background of the day and the request the reality. They are expounded in three parts, they clearly point out the necessity for studying the two tasks, at the same time, they clearly show the importance for carrying out the task of innovative reading and the cultivation of personality. In addition to those, I also explain why I choose reading as the breakpoingt of this study.In the second part, I give the definition of the innovative reading and the cultivation of personality and analyze them .Define the connotation, provide the background, thus make the two defitions won't mix up with each other. Demonstrate the mutual influence and interaction. Emphasize the affection of the former on the latter.In the third and the fourth part, First, I demonstrate the theoretical basis and resources of thinking for innovative reading and the cultivation of personality, try to find to what extent these theories can be used for reference, how to apply these theories into teaching. Second, which methods are innovative and can be used for the aim of cultivating personality: how to apply the theories in specific situation, which rules should be followed. Third, which cases can be fully demonstrated.The above are the three parts of the thesis, they answer the three questions: why, what they are and how to do repectively. At the same time, they lead the procedure of demonstration into depth.