A Research For Principle And Process Of Chinese Teaching Reaching Content In High School

Chinese reading contents is an issue which vast number of teaching language teachers must face now. What is the teaching reading content? is there an intrinsic connection and difference with the course content and teaching materials? Teaching content is directly translated into reality for teaching content? Or teachers still need the wisdom and efforts to build? If the teaching content needs teachers as an intermediary, then, what efforts and wisdom they need in the generation of teaching content and of their choice? Whether the generated teaching content is appropriate and scientific or to what extent the educational content generated by teachers can improve the literacy of students, this is Chinese teachers who have a deep need to think about. Trial on these issues, this thesis has made its own thinking and answers. Hopefully this research will play a positive role in advancing the study of Chinese reading teaching content.First of all, it defines the connotation of Chinese language teaching content. Based on the literature and a large number of interviews and combined with personal knowledge of teaching practice, this thesis believes Chinese language of reading instructions are: the default content of teachers and the randomly generated content by teachers and students, which specifically includes the issues which can enhance the ability of students to analyze the broad, comprehensive evaluation of ability, language skills by teachers'focus on the text's ideological content, presentation skills and other issues with the classroom teachers and students in the process of the randomly generated discussion. Common language knowledge, language reading methods and strategies and language are the three basic elements of Chinese language reading content.Secondly, it investigates the content of the rationale and the process established for high school language teachers to set up Chinese language teaching content. Chinese reading instruction is gradually entering into the theory of language educators, researcher's vision, but how do Chinese teachers know about it? On the basis of the interviews, this thesis refers to Wang Rongsheng "on the language teaching content selection and analysis of the survey," edits a "high school language teaching content reading survey" and investigates high school language teachers. The survey shows part of high school language teachers ignore or are innocent about Chinese teaching content, a fuzzy rationale for the teaching content, a simple and crude process to determine reading content. Language reading teaching content is generalized and chaotic from its appearance.Again, on the basis of investigation, the thesis also discusses the rationale and process to determine the content of language reading teaching. This thesis discusses the six main arguments which come from two aspects: First, interviews with teachers; Second, subjects from language teaching theory. The study for the process of the content of language teaching reading is an investigation of the spiritual path for the teachers in front of a teaching content reading text, and these sections relate to several important concepts: the dialogue, the original value and teaching value of the text, pre-reading teaching content, generated teaching reading content and teaching reflections.