A Study Of Chinese Reading Teaching In Middle School Under Context Theory

Context simple said is refers to the environment of language use, this paperargues that the context is both verbal communication to achieve certaincommunicative purpose, communicative activities must have the conditions andbackground. Process of Chinese reading teaching is the language teacher and thestudents around certain text communication, communication, dialogue process, boththe text and the teachers and students both sides of the conversation are produced in acertain context, and always exist in the specific context, then, only in the process ofreduction context reading text, the text can be achieved most real understanding, onlyteachers and students both sides in the common context and communication betweenteachers and students have the effect, based on this understanding, this paper based onthe context of Chinese teaching has carried on the exploration, think reading teachingis the analysis of the context of specific knowledge, not mechanical breakdown, butmeaningful generated and the fusion, in short, the context of Chinese reading teachingprovides reliable gripper, opened up a new dimension of Chinese reading teaching.This thesis middle school language reading teaching, under the context theoryand context can be divided into the text context in teaching of Chinese reading andteaching context and situational context, readers all contextual analysis is to readingteaching, the content structure is as follows:The first part is the introduction. The introduction mainly from two aspects of theproblem put forward and the research status at home and abroad is discussed.In the second part is to introduce Chinese teaching context, first of all, from thebasic meaning of context, further induce the contextual characteristics of Chinesereading teaching, and analyzed the present stage due to the lack of context by the badphenomena in reading teaching.Under the theory of the third part is about the context of the meaning of theChinese reading teaching to carry on the analysis, mainly from the teachers, studentsand curriculum reform from three aspects of the meaning interpretation, thatcombined with the context of Chinese reading teaching not only conforms to therequirements of the Chinese new curriculum reform, can also change the teachers’teaching methods, students’ learning styles.Reading teaching under the theory of the fourth part is the interpretation of thecontext of basic strategy, mainly from Chinese reading teaching in the context ofseveral factors, from the aspects discusses how to use the context of the Chinesereading teaching.The fifth part is focus on the concrete practice of Chinese reading teachingmethod under the theory of context, analysis how to grasp the various contexts in theprocess of specific reading teaching, provides the context teaching in reading teachingclass.