Research On Valid Talks In Reading Teaching Of Grade Seven To Nine

Reading teaching is one of the most important parts in Chinese language teaching. Thenew round elementary educational curriculum revolutionary advocates students to take part inReading teaching and pursue knowledge on their own, especially focusing on developingstudents’ abilities. Teachers are trying to use “talk” as the means of communicating in readingteaching so as to make students understand each other, accomplishing the reading teachingand achieving the goal of developing students’ reading ability. At the same time, its flawsappear. By practicing personally and watching around, the author discovers the “talk” hasn’tbeen put into effect relevantly. Many talks are just “invalid talk” or “false talk”, some of themeven diverge the text in order to make a difference. These behaviors eventually make studentslose the elements of Chinese language leaning and even make them suffer a setback incharacters.Students are developing. Their reading mentality and the appreciation of beauty haveobvious differences from elementary stage and they will go on changing with time. Aiming atthese questions, the author tries to analyze the factors that will affect talk throughhermeneutics, educational psychology, and theory of reflection from readers and so on.Basically taking reading teaching goals, materials and students’ reading psychology of gradeseven to nine as reference and through the aspects of psychology building and physicsassistant, the author make the talk valid and put forward some strategies and hopes them willfulfill the Chinese reading teaching helpfully.The essay contains three chapters, here are the abstracts:Chapter One The analyzing about the relevant definition of talk and the presentsituation of research. The summary concludes the problems in talks of reading teaching, andthe strategies in reading, and the meaning of the talks’ availability, and the research on readingteaching’s requirement and its’ problems involved. Ensuring the research’s meaning in reality,the author also does the research on talks’ strategies in reading teaching.Chapter Two The analyzing about present situation and influencing factors of talks inreading teaching. The author analyzes the reading teaching goals of grade seven to nine, its’materials, and the students’ reading psychology and concludes the flaws in reading teachingthrough three aspects including teacher’s word controlling, teacher’s word abandon and thetext’s word missing. Then the author advances the factors that affect talking from four levels like text, student, teacher and classroom environment in order to clear the basis that make thetalking valid, and provide some clues that can affect the validity of talking.Chapter Three Chapter three is the most important chapter in this essay, and it focuseson the researching about the practicing of talk’s validity. The research includes three aspects:the psychology foundation and physical condition for practicing valid talks in class; theteacher’s right teaching concept, advanced reading concept, equal rights concept and theunderstanding about students’ psychology state; the choosing about teaching methods, thesetting for the classroom environment and the controlling about the time for talking, all ofthese elements are the most important requirements for valid talking. The second aspectdiscusses the strategies that make the talking valid, stressing on the talk’s models, likestudent—text, student—student, teacher—student, even teacher—editor ways. The thirdaspect focuses on establishing a relative stable classroom structure, and creates strategies onexpanding. Discussing the questions leading to talking and the methods and the importance ofestablishing the model of talking is the researching direction of this essay.