On Zheng Yi - Nong 's Non - Indicative Chinese Reading Teaching

Reading teaching is an important part of Chinese teaching. With the in-depth development of a new round of curriculum reform, for how to build the new language classroom, real "autonomy, cooperation, explore" curriculum idea, the experts and scholars and front-line teachers has been working hard to find, and in both theory and practice of remarkable results are obtained. Chinese reading teaching, however, many problems still exist:the "formula","cramming education","speak deep speak through","standardized"... These problems essentially comes from the height control of teachers "instruction" teaching.The original Zhejiang Jiangshan middle school language special-class teacher Zheng Yi nong first proposed in2000"non-directive" reading teaching, the challenge to the traditional teaching. It with "no","four selfs" as the main content:teachers "not directed learning goals, not to answer question"; Students "use your heart to feel, by his own standard to judge, use your mind to innovation, use their own language to express"."Non-directive" the essence of reading teaching is "take people as people", which contains three meanings:equality, sincere dialogue between teachers and students and independent growth.This article emphatically to Zheng Yi nong "non-directive" reading teaching a more in-depth analysis and interpretation, and discuss the implementation of the "non-directive" exist in the process of reading teaching perplexity, attempt to put forward their own thinking, and connecting with the concrete teaching case of "non-directive" reading teaching to make objective evaluation.Full text is divided into three parts:preface, text and epilogue. Which body part is divided into four chapters are discussed.Talk on this topic research origin, defining the relevant concepts, this paper reviewed the research situation of the class, come up with an idea for this topic research.The first chapter introduces the "non-directive" connotation, essence and characteristics of reading teaching, the "non-directive" reading teaching process, the method and the matters needing attention in detail, for the "non-directive" have a comprehensive understanding of reading teaching.The second chapter of "non-directive" reading teaching theory foundation to carry on the analysis, trying to from three aspects:students, teachers, Chinese curriculum analysis "non-directive" reading teaching practice significance.The third chapter tried to implement the "non-directive" occurring in the process of reading teaching perplexity for strategic thinking, want to be able to have some guiding significance to the teaching practice.Fourth chapter combines Zheng Yi nong my classroom teaching case of "non-directive" reading teaching objective and dialectical are reviewed, and the section "imitated zheng class" teaching case analysis, to explore more reasonable in practice how to use "non-directive" reading teaching.And points out the deficiency of this study, in the future will continue to focus on the teaching of the subject and in-depth research.