The Exploration Of Reading Teaching Knowledge Of Literary Works Of Junior High School Chinese Teachers

Since 1986, after the America well-known scholar Schulman proposed the concept of “pedagogical content knowledge ", the domestic and international researches about the pedagogical content knowledge has been not stopped, and more and more deeply and variety all the time. Among some specific subjects, many researchers pay more attention to the knowledge of subject teaching, such as Chinese, English, math etc. In fact, there is a domain specific pedagogical content about pedagogical content knowledge in each subject. And compared with the general knowledge of subject teaching, they are more specific; and compared with the specific subject teaching knowledge, they are also more macro. As in the teaching of Chinese language subject, the knowledge of teaching domain specific subject maybe related to vocabulary teaching, oral expression, reading teaching and writing teaching. This thesis selects the language discipline domain specific pedagogical content knowledge, i.e. reading teaching knowledge study.In the field of Chinese education, discussion on issues related to the teaching of reading has been not stopped. Reading teaching is an important part of Chinese teaching. It is very important in the cultivation of student’ reading ability, and improves their language literacy. Now, although the implementation of the basic education curriculum reform, the high school reading teaching in Chinese still not completely out of a high consumption and low efficiency dilemma. The causes of this predicament exist many aspects. And looking for the factors of Chinese teachers of a party, the lack of knowledge of reading teaching is an important reason. Therefore, It is very necessary and important to mining and exploration of middle school Chinese teachers of reading teaching knowledgeIn middle school, Chinese textbooks selected into the different style of the text, such a sliterature, practical articles. When faced to different literariness of reading teaching classroom teaching of Chinese reading in middle school teachers’ knowledge of operation is also different. But because of the ability and energy is limited, not for each style of reading teaching knowledge studied. So the selection of literary works of this class as the object of study, but also difficult to end. One of the required reading objectives and content of” 2011 edition Chinese curriculum standards of compulsory education " of the middle school stage:” According to the realistic work and be able to distinguish a work of fiction, poetry, prose, novel understanding, drama and other literary style." Therefore, the author selects the middle school of Chinese Textbooks in prose, fiction, poetry and drama of the four important literary works. Respectively, explore in different literary work reading teaching process teachers should have the corresponding knowledge of how the teaching of reading.The introduction of the thesis mainly talks about the background and significance, research status and research issues of overview. Except the introduction, it has divided into three parts.The first part, based on analyzing the connotation of teaching knowledge of Chinese teacher in middle school and the structure, definition, interpretation of its characteristic and connotation of reading teaching of middle school teachers of Chinese language knowledge. Combined with analysis the absence of teachers’ reading in the plight of the Chinese reading in the high school, assuming that the structure composed of five parts. Such as text style knowledge on the teaching target, the reading content of teaching, on the effective reading teaching strategy knowledge about their reading and cognitive ability and knowledge.The second part, selected from high school language textbook, prose, fiction, poetry and drama of four important literary styles. And respective to the teachers of the different literariness teaching work, the reading teaching activities have the corresponding reading teaching of the certain cases analysis said, reading five aspects, including teaching knowledge. It should be how to optimize and integrate in the process of teaching reading in different literary works.The third part, mainly discusses the Chinese teachers in middle school reading teaching knowledge of the formation and development of the three important ways: the construction of pre service teachers of Chinese reading teaching knowledge development mode, post a different form of the reading teaching reflection and experience accumulation, and excellent teachers of Chinese language education experts lead.