A Study On The Countermeasures Of Improving Junior Middle School Students' Historical Reading Ability In Pre - Lesson Preparation

Reading is the most basic and commonly used means to learn history, and to improve ability of history reading for junior high school students is the requirement not only for new curriculum but also for history teaching and quality education. At the same time, it is useful for students to develop themselves comprehensively by improving their history reading abilities. However, it is really hard for teachers to complete the task of history teaching as well as improve students’ reading skills in history class. The author believes that teachers have ignored an important learning process of previewing by students, while the preview can not be finished without reading. Previewing can not only improve students’ class participation but also reduce the pressure on classroom teaching, more importantly, it can cultivate and improve students’ reading ability. So how to improve students’ reading ability of history at the preview stage? This is the question that this article is going to explore.The thesis is divided into three parts as followed: introduction, three chapters and conclusion.Introduction part mainly focuses on the aim of study, current research, related theory and concepts, and the methods of the study.The first chapter mainly shows the necessity of improving students’ ability of history reading from two aspects which contains its importance and deficiency in development of students’ reading ability and their awareness of previewing.The second chapter conducted a survey and analysis to middle school students’ reading phenomenon when they are previewing. And the survey will conduct mainly by interviews and questionnaires. From questionnaires, the author finds following problems of middle school students when they are reading at preview stage: Most of students have no rehearsal habits and interest of history reading while previewing, reading material is single, and the effect of textbooks reading is not ideal. From interviews to teachers, the author also finds that there exists many problems when teachers are training students’ ability of history reading at preview stage: teachers ignore students’ habits of previewing and do not pay much attention to give reading instruction for students and so on.The third chapter takes reading textbooks as examples, tries to find out the way that teachers use to improve students’ ability of history reading at the preview stage, and combines teaching cases to put forward three proposals: cultivate students’ previewing habits, teach some methods of reading history books independently, and assign some homework that related to previewing. Further more, the author clarifies some issues that should be paid attention in this process.Conclusion is the summary and reflection for the thesis, the author also points out the limitations and the expectations to future research.