Chinese Independent High School Reading Teacher To Guide The Research

With the deepening of education reform，Self-regulated learning has beenan essential requirement for lifelong learning in the learning society. In2003，aftermany years of extensive discussions，the Ministry of Education Promulgated a new“Course Standards of Chinese in General High School”(hereinafter referred to as“New Standard”) to change various abuses in the Chinese reading instruction overyears and promote independence，cooperation and exploration in reading，whichmay give the students more autonomy to promote their growth and development.Self-regulated reading is a new mode that is built on the base of self-regulatedleaning theory, which means the students choose reading motivation and readingcontent and so on independently under the guidance of teachers and they makeself-monitoring and independently adjustment during the reading process. However,teachers have many instructional problems on students’ self-regulated reading inpractical Chinese teaching, such as the misunderstanding of self-regulated readingand the improper guidance of self-regulated reading. This study has adoptedquestionnaire to investigate the present situation of self-regulated reading in highschool and proposed specific instructional strategies based on the analysis of theproblems.This paper is composed of four chapters.The first chapter introduces the research background, current status,andthis chapter from the three levels to explain the necessity of self-regulated reading,finally defines the meaning of main concepts of self-regulated reading through:autonomous、self-regulated study and reading;The second chapter elaborates?the theoretical basis for theself-regulated reading according: Theory of Human Need, the Constructivist theoryand Reading Psychology;Through questionnaire survey of109students in high school, andanalysis of the questionnaire used by SPSS, the third chapters finds out the statusquo of Chinese reading and elaborate the problems through analyzing the questionnaire; and then, expounds the teachers’ understanding of self-regulatedreading and current situation of teachers’ guidance of self-regulated reading.According to the existing problems, the fourth chapter proposes theimprovement measures of the teacher’s instructional strategies and the principle ofimplementation on interest in reading, reading mentality, reading time, and readingreviews.