The Analysis Layout Of Reading Strategic Knowledge In Chinese Middle School Textbook

Under the background of new curriculum reform, the language textbooks had the very big change, each version textbooks flowers, but there are also many problems, such as: the lack of the basic theory research, cause the overall writing level is not big;Attention to the international education research is not much, so that most of the textbooks, lack of innovation.Theory of cognitive psychology and the injected fresh blood to the education reform in our country, the research about "strategic knowledge", has a far-reaching significance on Chinese reading teaching and textbook writing.Based on this background, this paper tries to use the knowledge classification theory of cognitive psychology, to read the combing and analysis of the strategic knowledge in the textbook, found its deficiency in choreography, puts forward reasonable improvement suggestion, for our country provides some Revelations of reading teaching and textbook writing.This paper will be divided into the following five parts, let’s see :The first part, for the introduction part of this article, mainly includes the research background, research status(literature review), research significance, research methods and related concepts.The second part, mainly on paper by using the theory of knowledge classification, content involves definition and distinction and the main content of Chinese strategic knowledge readings in the course.The third part, it is the key of the whole paper.The author first to the person of Chinese textbooks for junior middle school’s overall arrangement, knowledge arrangement, then adopts the chart method, focusing on the strategic knowledge to read the refining and comb.Strategic knowledge mainly exist in the reading textbooks "unit guide" and "discussion and practice" two parts, the author focus on grade seven to nine per volumes textbooks’ explorations and practice reading the strategic knowledge abstraction, analyzed each read the contents of the strategic knowledge.The fourth part, through the chart analysis in the second chapter, the author concluded that the textbook editor is editing consciousness of strategic knowledge of reading, but on the expression of more general, the lack of refining, do not have operability, at the same time, its content is single, the lack of progressive between different grade.The author puts forward his own Suggestions: 1. Respect the students’ cognitive psychology;2. Strengthen the refining, make the presentation more clear;3. To read the content of strategic knowledge in timely supplement and perfect.The fifth part, as the conclusion in this paper, the author pointed out the deficiency of this article, and puts forward ideas for the future research direction.