Under The New Standard High School Literature Reading Teaching Countermeasure Research

The teaching of literary works reading plays a rather important role in the course ofChinese in the high school. It can not only raise the students’ quality and efficiency ofreading, but also improve their overall qualities. The properties of literary works determineits priority over other types of teaching contents, but unfortunately the current teaching ofliterary works is not at all satisfactory. How to carry out literary works teaching is anurgent problem that needs Chinese course teachers to solve as soon as possible.Considering the significance of teaching literary works under the New CurriculumStandards, this thesis analyzes the characteristics of the literary works examinations inChina’s College Entrance Examinations in the last few years, reflecting on the currentsituations and problems, trying to find out strategies and solutions to solve this problem.We expect to effectively associate theories with applications, improve the teaching ofliterary works, and make the best use of the literary works’ function of educating people.This thesis is composed of three parts: the prelude, the main body and the conclusion.Main contents are as follows:The prelude starts with the reason of doing this research, and defines such majorconcepts as “literary works”,“reading education”, etc. Relevant researches are reviewed,research methodologies are briefly introduced. In the end is the significance of thisresearch.The main body is composed of four sections:Section1: The effects on the teaching of literary works reading in the framework ofthe New Curriculum Standards will be studied. The teaching of literary works reading inthe new framework is rather important, and the new framework calls for higher standardsfor teaching literary works reading, College Entrance Testing under the New CurriculumStandards calls for changes in teaching Literary Works Reading.Section2: The existing problems in teaching literary works reading at the high schoollevel will be studied, which include: Misunderstanding the Curriculum Standards and over-emphasizing the humanistic contents; ignore texts and over-emphasize the role ofstudents; conduct no in-depth analyses of the texts; Stressing forms while neglectingexploration of applications; Lacking researches and moving away from the requirements ofthe College Entrance Testing under the New Curriculum Standards.Section3: As the crucial section of this thesis, supported by my personal teachingexperience and some excellent teachers’ teaching modals, this part examines the strategiesand solutions of teaching literary works. There are three major sections: First, clarify thedirection of teaching literary works–formulate correct views about the course,appropriately handle the teaching contents. Secondly, stick to the text books–withpassionate introduction, guide the students to the texts; with proper guidance, help thestudents understand the texts; by teaching them reading methods, guide them appreciatethe texts. Thirdly, achieve individualized reading in the real sense–the teacher reads inunique ways, and interpret the text comprehensively. By raising questions, the teacherstimulate every student to read in his own way, encouraging them to find the pleasure ofreading, and inspiring them to read more effectively.Section4: Several problems concerning the teaching of literary works reading areexplored.The concluding section includes a summary of the whole thesis, the reflection of someshortcomings, and suggestions for prospective researches.In short, by researching into the important effects on the teaching of high schoolChinese literary works under the New Curriculum Standards and reflecting on theproblems in teaching, teachers can carry out teaching with clearer and more definitepurposes. How to teach literary works reading is a question that should be studied by everyhigh school Chinese teacher.