The Exploration Of Chinese Comprehensive Reading Teaching In Junior High School

The Chinese course standard points out "Reading is individual action of students" and "Students' reading practice can't be replaced by the teachers' analysis", "We should value the unique feeling,experience and comprehension of the students", "The key point of reading teaching is to foster the students' ability of feeling,comprehending,admiring and evaluating". The previous reading pattern is very hard to meet the requirements since it is passive; therefore, it strongly demands a new way to teach reading---comprehensive reading teaching. This new comprehensive reading way gives the rights of reading back to the students, and it pays attention to the students' role as leaders, showing the students' autonomy and independence in the reading activities, letting the students become the real master of the study. In the practical activities of reading, teachers are regarded as the knower of students and their roles also change a lot. They no longer use their analysis to replace the students reading practice but play the role of guiding,advising. They communicate with the students physically and mentally, making the education be part of the students' inside mental world, touching the students' mind, broadening their realms of life, enriching their mental world and finally, realizing the development of human-being.The Chinese comprehensive reading teaching in junior high school is based on the comprehensive theory, it is a concrete application of the comprehensive theory in Chinese reading teaching; it is a great reform of the Chinese teaching methods and learning methods. This passage explores the Chinese comprehensive reading teaching in junior high school in 5 aspects.In the first section, it elaborates the intension of the teaching and in starts from the definition of "comprehension", clarifying the contemporary intension of the teaching in junior high school.In the second section, it introduces the theoretical basis of the teaching, and philosophy,sociology,psychology and aesthetics provide fertile soil to the theory.In the third section, it analyses the features of the teaching and compared with the other teaching modes, it has four features. First, it aims at education. Second, there is an equal relation of contact and communication between the teachers and the students. There must be independent personality between them so that both sides can listen to each other and speak freely and they can open minds, respect each other, trust each other, then the mental world of them can be developed and the meaning of life can be expressed. Third, it comes from life and it ends to life. It cares about students' living world and pays more attention to the enrichment of the students' mental world. At last, it values both "feelings" and "knowledge", realizing the combination of conducting oneself and doing education. It not only increases the students' knowledge, but also perfects the students' personality.In the forth section, it is about the exploration of the process of teaching. It can be divided into 5 steps. The first step is to read aloud since the comprehensive emotional feeling is the general perception of the whole text. The second step is to experience, which is the step that must be passed. The third step is to feel it, which is the essence of comprehension. The forth step is communication, which is the multiple combination of comprehension. The fifth step is to explore, which is the reflection of the value. These five steps are not well-defined and not isolated; they contact with each other and form the rising structure of screw type.In the fifth section, it is about the strategy and it is divided into 5 aspects. The first one is to build the democratic and equal relation between the teachers and the students for it is the precondition for them to open their minds. The second one is that teacher should use their feeling to stimulate the students' interests of reading and their emotion of reading. The third one is to guide the students to read the materials and find themselves. The forth one is the multiple comprehension and communication. The fifth one is to carry out the developmental evaluation in order to promote the students' self-construction.This passage adopts the Case Analysis Approach to analyze the specific case in the teaching. We find out the concrete working condition of the Chinese comprehensive reading teaching in junior high school through attending lecture,observing and the communication between the teachers and the students, then we will consult many related materials to clear up the opinions which are produced in the practice and they will be used as a basis of the passage. The valuable parts lies in those research, which pays more attention to the practice based on the research before. We will find problems in practice and explore among the problem, at last find the feasible ways in the process of exploration.