Research On The Teaching Of Life - Based Chinese Reading

The lively Chinese reading teaching is being paid closer and closer attention to in education region, in essence, Chinese language has a natural connection with life, life and Chinese are belong with each others. Although the life of the Chinese reading teaching is now well known, but in the concrete teaching practice, the vast majority of teachers for the teaching is still in the unconscious state. This dissertation tries to research on the basis of the collected relevant data through the deduction of the lively Chinese reading teaching. It tries to break through the conventional in theoretical level and find a balance point in the theory and practice. From the Chinese reading teaching in the middle school which includes the teaching objectives, teaching process, teaching content and teaching evaluation, a complete process to do the feasibility analysis and the practical guidance for the lively Chinese reading teaching, in order to regulate the middle school teachers’lively strategy in Chinese reading teaching practice, to make the Chinese reading teaching returning to life itself.This dissertation is divided into five chapters:the first chapter, trace to the source and define the meaning of the lively Chinese reading teaching, this chapter traces the origin of Chinese reading teaching from the lively teaching and the lively Chinese teaching, and then defines the concept of Chinese lively reading teaching. Advancing the lively reading teaching theory is in order to construct a reading teaching style which takes the life as the center, and takes the teaching goal, teaching content, teaching methods and teaching evaluation, four aspects into the integration. From chapter two to five are the specific and practical guidance of this dissertation. The second chapter, the study of lively Chinese reading teaching goal is embarked on the perspective of that teachers making teaching goal, through rethinking the current situation of reading teaching goal, the dissertation proposes that it must be researched by integrity, humanity, realism and preset, four aspects to making the lively reading teaching goal, and proposes that teachers should pay attention to avoid the tendency of lively Chinese reading teaching generalization during the goal setting. The third chapter, the study of lively Chinese reading teaching content is embarked on the perspective of teaching content what teachers choose, through rethinking the current situation of teaching content, the dissertation proposes that teachers must pay attention to the selection of humanism, must connect the teaching content with life, and develop various effective extracurricular resources when choosing teaching content. Meanwhile, teachers should pay attention to avoid the tendency of ignoring the article itself when making choice. Fourth chapter, the study of lively Chinese reading teaching process is embarked on the perspective of the teachers’reading teaching process, through rethinking the current situation of reading teaching process, the dissertation proposes and analyzes the feasibility of teaching methods in the process of reading teaching which includes the dialogue cooperation, independently explore, creating situation and language sense experience, and points out teachers should avoid the tendency of fake-lively and abusing of life during the process of reading teaching. The fifth chapter, the study of lively Chinese reading teaching evaluation is embarked on the perspective of the teachers’ reading teaching evaluation, through rethinking the current situation of reading teaching evaluation, the dissertation proposes that the life reading teaching evaluation should be based on the individual student, should use various kinds of evaluation methods in a proper way, and pay attention to the pluralism and interaction of evaluation subject, to meet the students’ reading needs, and points out that teachers can’t overdo and focus too much on lived evaluation, and ignored the quantitative evaluation and summative evaluation in lively reading teaching evaluation, they also have important roles.