To Cultivate The Self-managed Reading Ability Of Chinese Middle School Students

With the continuous progress of the new high school curriculum, theconcept of independent learning continue to deep into the mind of every high schoolteacher. The dominant position of high school students, and teacher’s dominancehave been universally accepted, but now reading instruction persiststime-consuming and less effective. So how to make the implementation ofindependent reading instruction be effective needs to be further studied andperfected. This article carry into effect the Independent reading and explore it, inorder to stimulate students’ interest in reading, to develop the habit of independentreading, and improve independent reading ability. Besides, this article, on the basisof other colleagues’ study, designs some instructional strategies in independentreading, and several ways to promote students’ reading ability by teaching practice.I hope it can be helpful for other Chinese teachers and enhances students’self-reading ability.This thesis is divided into four chapters in addition to the introduction.The introduction describes the research background and significance of thestudy.ChapterⅠanalyzes the current status and causes of high school students inreading.Chapter Ⅱ, from a theoretical point of view, expounds the concept ofindependent reading, characteristics and theoretical basis; self-concept andcharacteristics of reading ability.Chapter Ⅲ discusses the instructional strategies to promote students’independent reading, and standing on the point of view of teachers, from fourreading goals, reading methods, reading habits, to guide students’ independentreading, improve reading ability.ChapterⅣstates some attempts to cultivate the self-managed reading ability ofchinese middle school students From creating a harmonious atmosphere for reading,to the students’ asking and cooperation, they all reflect the dominant position of students and teachers’ dominance. This chapter is the focus of the full text, and itexplores the specific implementation process of reading teaching actively.