Study On Jiang Junjing’s Chinese Reading Teaching

Since the reform of the new curriculum, the elementary education in ourcountry has make an historical achievement. The workforce of Chinese teacher inprimary school is growing stronger and stronger.And lots of fresh elite teachers whomake great contributions for new currriculum reform have spring up.Jiang Junjin isone of them and in his education and teaching,he forges ahead with determination andgets rid of the stale and bring forth the fresh.His multi-reading teaching idea has beenformed in recent fifteen year, which including single text reading,group article readingand the whole book reading. His idea leads the students to get away from the classlearning but to the direct course learning, he also let students experiencemore,express more, think more and make more strategies. At present, most of thestudies of Jiang Junjin’s teaching idea are focusing on analyzing his teaching casesand are consisted of teaching innate capacities by front-line teachers who haveobserved Jiang’s classroom teaching. Although the analyses are real and vivid, theyare scattered and lack of systematically rational analysis. On one side, the study ofJiang’s Chinese reading instruction is seldom and scattered in different papers, on theother side, the analyses are lack of theoretical and systematical property, both of thetwo reasons result in my research. Basing on the existing studies, this research istrying to make a comprehensive and systematical analysis of Jiang’s Chinese readinginstruction by analyze his didactics and course practices.This papar take Jiang Junjin’sChinese reading teaching as research object in a way of theroy and pratise.The papercan be divided into following parts:Introduction. Mainly introudce the origin and significance of this research,refineand summarize the current literature materials and define the concept of the readingand reading teaching in this paper.The first chapter talks about Jiang Junjing’s conception of reading teaching.summerize its formation from his career growth process. As a teacher, Jiang Junjin’s,on the whole, experiences three periods of “be all at sea”,“settle down and get onwith his pursuit” and “unreservedly forthright”, at the same time, his class is alsochanging from “boring” to “open, exquisite and harmonious”. And also expound hisconception both from the openning-up of the reading materials and the democracybetween teacher and students. The characteristic of Jiang’s read-teaching concept isreflected in his open standpoint of teaching material and democratic concept ofteacher-student communication. His standpoint of teaching material not only absorbs traditional points but also bravely bring forth new ideas; he is also trying to get closerto students. All the things he has done create a more harmonious environment, in hisclass, teachers and students grow together, as a result, he has truly given students themethod of study and sacrificed their aspiration to knowledge.The second chapter expound the content of Jiang Junjing’s reading teachingcomprehensively: By taking the text mede as entry point and combined with detaillesson examples, the paper analyze the proses,novels,pratical writings and classicalChinese separately; this charpter also summarize the teaching process of single textreading,group article reading and the whole book reading and analyze its start andending, coherence, flow direction and other key points. Before considering how toteach, Jiang Junjing always considers what can this text, the couples of texts or thewhole book to teach students, and ensure that what he teaches is valuable. From asingle to group texts then to the whole book, although the students’ reading quantity isdifferent, but on the bases of the students’ learning condition, Jiang Junjing determinesthe teaching objective, preset the teaching content based on the text style,, andgenerate a new teaching content in teaching practice, with the steps of one afteranother, guides the student to study in the text from the process of starting point, endpoint flow channel. These all make students accept knowledge from passive intoactive learning, thus have an awareness and thinking, get the emotional edification,acquire enlightenment, and enjoy aesthetic.The third chapter observes Jiang Junjing’ Chinese reading teaching from theperspective of teaching methods. Jiang trains his student’s reading ability by the wayof repeated reading,he asks ingenious questions to enlighten students’s thinkingability,and improve student’s read-write ability by combination of pratise of readingand writing. This paper summarize from the above three aspects, refine thecharactristics and innovation of Jiang Junjing’s Chinese reading teaching method.Jiang Junjing’s reading teaching not invariably adopt single method of teaching, butconstantly transform, combine, he makes the teaching plan and make it consistentwith the teaching goal, finally be a part of it. After determining the appropriateteaching target and relevant teaching content, Jiang Junjing is sure to combine whatteaching methods to use in order to achieve the biggest possibility of the teaching goal.Through reading method can improve students’ control ability about language,cultivate their reading interest; question teaching method to improve students’enthusiasm of thinking, cultivate their ability to think; Through combination with reading and writing to improve students’ writing ability, achieve commonimprovement of reading and writing; predicting and guessing improve studentsimagination and encourage them to find life through Chinese, or even change life.Epilogue objectively summarize the whole paper, analyze the limitation andpropose the direction of further research.