Personalized Reading Teaching Of Mistaken Ideas And Tactics

The ideology of the personalized reading teaching has a long history. In teaching the course of Chinese reading, it is quite common that the personalized reading teaching is ignored, but now it has aroused educators' great attention. Since the new Chinese Course Standard was issued, the personalized reading teaching has been put into practice and a certain number of achievements have been made. However, it is worthwhile that we have to reflect on the mistaken respects in the practice of the personalized reading teaching. This thesis explores the problems about the personalized reading teaching and tries to find the solutions to the problem.This thesis includes four parts: preface; connation and theoretic sources of the personalized reading teaching; significance, characteristics and mistaken ideas of the personalized reading teaching; executing strategies and evaluating methods of the personalized reading teaching.The core of the personalized reading teaching is to esteem the main part of every student in reading, value their original and distinctive feeling and understanding upon contacting the context. This turns the reading teaching into a procedural teaching which is not preinstalled or mandatory. Theoretic supports of putting forward the concept of the personalized reading teaching comes from the constructive, conversational and multivariate intelligence theories.The significance of the personalized reading teaching is to destroy the rigescent teaching models of reading, establish new reading concepts, arouse student's interest in reading, display student's personality better, perfect student's character, promote to form the teacher's personality and help to better the reading environments.The personalized reading teaching bears the following five characteristics: autonomy, feeling, innovation, comment and difference. Actually, there are mistaken ideas in the process of the personalized reading teaching. Autonomy of the personalized reading teaching does not mean freedom or separation from the context.This thesis interprets the strategies of the personalized reading teaching in high school from three aspects: subjective (student), intermediate (teacher), and objective (context).The precondition of the personalized reading teaching is, first of all, to make rich preparations for the teaching, including student's and teacher's preparations for the reading and the choice of the context. Then it is necessary for the teacher and student to create a good teaching classroom for the personalized reading teaching since the classroom is an important place of teaching. Finally, the thesis briefly discusses three teaching modes and methods of the personalized reading teaching.Evaluating methods are the key to the execution of the personalized reading teaching. In reading teaching, the writer constructs the evaluating system from the following aspects: 1. The function of evaluating stresses the development of the student and provides the student with better service. 2. the contents of evaluating becomes comprehensive, including not only the student's achievements, but also attention to the student in emotion, motivation, belief, outlook of life, value of life, will, attitude, reading interest, reading method, cognitive style and feeling. 3. Evaluating methods are diversified. 4. The main part of evaluating is multivariate and favorable for the progress of the evaluated with information from different angels. 5. Evaluating standards focus on individuality and difference according to individual student's character.