A Study On The Essence Of Reading Teaching In Middle-School Chinese Class

On May29,2001, the State Council promulgated’The Decision of The State Council on Basic Education Reform and Development", indicating the first step taken in the new round reform of the basic education of which the objective is to pursue the comprehensive development of students and show solicitude for each individual student. As the new basic curriculum reform puts into practice, classroom has become its main battlefield. In the Chinese teaching of middle school, reading teaching has taken an important, irreplaceable core position for the longest class hours and the most tasks. The reading teaching of Chinese class, therefore, has become the main pilot for many reforming pioneers. However, the reality isn’t as satisfying as ideal. Chinese reading teaching in middle schools has more or less deviated from its essence in some real values, such as language, aesthetic, and life. Furthermore, the rectification of these deviations is not perfect and needs contemplation. So the study of the essence of reading teaching in middle-school Chinese class has vitally theoretical and practical significance, not only providing a short-cut way to see through the problems, but also helpfully and ceaselessly guiding the reading teaching toward a more bright direction.The relevant research has gone through three stages:probe, development, and boom. Each stage has its own features. The probe stage limits its study to teaching method and classroom efficiency for political reasons; development stage does more wide and in-depth research; apart from teaching method, teaching mode and teaching structure, it has began to set foot in the distinction between classroom-teaching research and classroom-teaching practice, leading the classroom-teaching research into a standardized road; boom stage, compared with the foregoing two stages, has achieved qualitative leap in teaching concept, teaching aim, teaching content, teaching evaluation and teaching method. Based on the above discussion, the classroom-teaching essence of middle schools has clearly developed from the politics-centered probe stage, to teacher-centered development stage, and to student-centered boom stage. To evaluate the realistic value of the essence of the reading teaching in middle-school Chinese class, one should start from the following aspects:language, aesthetic and life. And a correctly understanding of the three aspects is the foundation and prerequisite of the relevant research, is the primary task to master the theory of classroom reading teaching and to do Chinese reading teaching practice. However, deviation happens in reality, which takes the form in be "far from life experience, lack of’language value’", be "ignorant of equal dialogue, lack of’aesthetic Chinese’" and be "ignorant of life value, lack of’life Chinese’". Deviation calls for rectification. So the deviation of the classroom reading teaching in middle school should be rectified from the following three aspects:"close to life experience, attention to language significance","focus on equal dialogue, improving on aesthetic significance", and "love for life value, aim for life significance". The first aspect emphases that attention should be paid as much to students experience as to language accumulation, as much to personalized reading as to multiple thinking, and as much to basic understanding as to multiple comprehension. The second aspect focuses on the equal status of aesthetic ability and individual cultivation, of overall sentiment and appreciation, and of specific perception and aesthetic achievement. The last aspect pays more attention to broaden student’s eyes into society, to inherit the traditional spirit, to learn lessons from the past, and to practice habitually. Furthermore, in the rectifying process, Chinese teachers, with active concern about the language value, aesthetic value and life value, should try their best to guide the students to communicate with the author and works heartfully-enjoying their joys and suffering their sorrows-to arouse the students’aesthetic feeling and to inspire and sublimate the student’s life significance and value. The realistic value of the reading teaching in middle-school Chinese class is definite, but teaching process in reality always deviates from it. And the road to rectify these deviations is alway ups and downs. All the above facts have to introduce reflection:Reflecting whether the teaching paradigm has totally changed under the new curriculum concept, whether the learning style has achieved a truly change. The final purpose of reflection is, through the reading teaching in middle-school Chinese class, to enable the students grow happily and develop in an all-round way.