Strategic Teaching Knowledge Of Chinese Reading

In the context of the new curriculum reform and quality education, languageteaching of reading has made gratifying achievements, a variety of reading newideas, new methods abound. But Chinese reading teaching inefficient, ineffectiveor even negative effect phenomenon still abound. Teaching reading to find out theroot cause of inefficient education tireless pursuit.This article is based on this background, the application of cognitivepsychology theory of knowledge classification Contemplating the teaching ofreading, trying to provide a reference point for language knowledge and theteaching of reading. Total paper is divided into six parts.The first part is an introduction. Strategic Knowledge for Teaching Chinesereading problems raised, background, significance and research methods arebriefly outlined. The focus is on the literature review of strategic knowledgeof domestic and foreign, especially on the status and trends of Chinese readingstrategic knowledge.Read the second part of strategic knowledge theoretical explanation. On thebasis of cognitive psychology knowledge classification proposed strategicconnotation language reading knowledge: knowledge of the language is includedin the language of strategic reading curriculum and instruction, knowledgerepresentation language and speech, relevant articles and other literary readingstrategies, policies and procedures of knowledge from monitoring regulatory roleof reading metacognitive knowledge. Its acquisition process consists of threestages: declarative stage, the program conversion phase, phase metacognitivestrategies.The third part of strategic knowledge of language courses in reading the call.I believe that the strategic knowledge of teaching Chinese reading teaching ideasfor changing the current outdated, vague teaching content, teaching status quovain important. Actually read the language of strategic knowledge alreadypenetrated in the language curriculum. The author examines the strategic knowledgeembodied in language reading language curriculum standards and textbooks, andtry to read the strategic knowledge of language teaching content construction,especially for reading the contents of the strategic knowledge common style ofpoetry, novels, essays, plays were elaborate.The fourth part is a strategic study of Chinese reading knowledge of teachingprinciples. The five principles of language teaching strategic knowledge of theauthor proposes reading: the decomposition principle and practice of theprinciples of procedural principles, attitudes principle, the principle ofmigration; three teaching methods: case teaching method, teaching training,reading a single question; three-step process of teaching: demonstration,practice guidance, migration practice. Chinese reading teaching theory putforward the idea of strategic knowledge. The fifth part of strategic knowledge for language teaching practice reading.The chapters were selected to read a generic four strategic knowledge and strategicknowledge stylistic language teaching cases, the focus from the stylistic pointof view, the analysis of the teaching practice of poetry, novels, essays, playsa strategic knowledge of reading and teaching suggestions put forward. Tostrategic knowledge for the teaching of reading can learn to provide direction.The sixth part is the conclusion. Reflections on the shortcomings of the researchpaper and the direction of future improvements.Read the strategic significance of language knowledge is a major teaching,language curriculum knowledge system reconstruction problem is also worthy of mylifetime to explore career. Knowledge of language courses education reform stilla long way to explore continues.