The Middle School Language Personalization Reading Teaching Research

The new National Chinese Curriculum requires that the Chineseteaching should cultivate students open mind, innovative thinking,humanity and science literacy. The teaching of individualized Chinesereading is an effective way of establishing a connection between thein-class and extra-curriculum language learning, and promoting thestudents’ ability of language and sustainable development. It meetsthe requirements of temporal and social development, as well as thereform of the Chinese teaching. This paper will mainly discuss the issue inthree parts.The first part will be dedicated to the concept and thetheoretical foundation of the teaching of individualized Chinesereading. The first focus will be the concept of the teaching ofindividualized Chinese reading. The second focus will be the theoreticalfoundation of the teaching of individualized Chinese reading, whichhas the theory of “Teaching Students in Accordance of Their Aptitude”as the basis,“Teaching from the Perspective of Humanistic Psychology”as the core,“Constructivism and the Theory of Multiple Intelligences” asthe recent development, and “Accept Aesthetics” as the specialapplication.The second part will be dedicated to the basic analysis of theteaching of individualized Chinese reading. The first focus will be on therole of the teacher and the students: the students are independent,unique and developing individuals. The teachers must take advantageof the students individual differences, so that each students personalitywill be fully developed. As a precursor, the teacher should play the roleof a designer, organizer, guide and supervisor. The second focus will bethe value pursuits of the teaching of individualized Chinese reading: First,“read for oneself”. The individualism and independence should be highly evaluated. The perspective of reading for innovative thinkingand sustainable development should also be emphasized. Second,“read for true life”. The perspective of reading for life and reading in lifewill be promoted. The features of the teaching of individualized Chinesereading will be further analyzed: As the first feature,“differentunderstanding of one text” encourages students to gain their ownappreciation as well as gain access to the true meaning of the text; Asthe second feature,“interaction” includes the participants, thecontents and the approaches of information exchanging.The third part will be dedicated to the application of theteaching of individualized Chinese reading. The teaching ofindividualized Chinese reading must satisfy students’ physical andmental development—from shallow to deep, from easy to difficult andfrom vertical to horizontal. The strategy of “Making progress step bystep” should be carried out like this: First, stimulate students’ interest inreading and cultivate their reading habits. Second, encourage studentsto engage themselves in reading, from shallow to deep. Third, havestudents pay attention to the accumulation, in terms of the accuracy,the depth and the breadth of reading. Fourth, encourage students topractice critical reading, which prove their reading input. Fifth, havestudents develop individualized reading skills in reading articles ofdifferent genres in order to achieve mastery through a comprehensivestudy.The concept of the teaching of individualized Chinese readingruns through the whole process of Chinese teaching. As the deepeningof research and teaching practice, the teaching of individualizedChinese reading will play a better role and make the teaching ofreading more effective.