Teaching Strategies Study On Chinese Depth Reading Of Girl’s High School Under The Background Of Single Gender

Since depth is the foundation of improvement, depth reading is a readingform that aims at improving reading ability, logic thinking and academicaccomplishment. Practicing depth reading in the process of Chinese teaching inthe middle school is good for students to attain rich knowledge, perfect theirreading and aesthetic experience, and generate psychological activities onlanguage, thinking, emotion, will and other aspects through integration. Currently,however，Chinese teaching in the middle school is restricted by many objectiveand subjective factors. As a result of that, the reading of students is superficialand there is a lack of consciousness for depth exploration. In girl’s high school,the objects of educations are single in gender, which has created favorableconditions for the teaching of depth Chinese reading on one hand and restricteddepth Chinese reading to certain extent on the other hand due to the gendercharacteristics of girl students.This paper is trying to identify the fundamental reason for the existingproblems through reflecting on researches on relevant theories and practicalexperience and conducting a deep analysis on various factors that are restrictingthe depth Chines’e reading in girls high school? After that, conditions forrealizing depth Chinese reading were come up with and teaching strategies forfacilitating depth reading were identified through analyzing physical andpsychological characteristics of female students while combining with currentreading level of female students according to the pirnciple of gender education;moreover, teaching practice was conducted by basing on the teaching strategieswith a view to verifying hypothesis of the author of this paper，that is. the readingability, along with logic thinking and academic accomplishment, of the students will be improved significantly when the teaching is conducted according to thesestrategies. In this way, the teaching of teachers will become more valuable andthe learning of the female students will be more signiifcant in development;moreover，their learning state will be improved, real and effective readingexperience will be available and inner happiness will be attained so that theirlearning methods will be learned, enriched and developed and their ability ofcoming up and resolving questions will be improved.This paper is limited by the long process of popularizing the theory of depthlearning and teaching strategies for facilitating depth reading; meanwhile, thereal teaching evaluation pays more attention to the result一examinationperformance rather than the process—interests, thinking ability, practicing ability,etc. All of these have influenced the implementation of teaching experiments. Inlater teaching practice, the author will continue to track and try the teaching ofdepth reading.