A Study On Textbook Teaching Of The First-person In Middle School Textbooks

In this paper, the methods of literature research, statistics and case analysis are used to analysis the first-person textbooks misreading problems on secondary school teachers and students during the current practice of Chinese language teaching. The misreading could lead teachers and students to mistakes in text interpretation and important aspects of problem solving and deficiencies in aspects of language literacy, which will influence the qualities of teaching and the formation and development of teaching quality and student language literacy.Faced with these problems above, in this paper, the type, impact and the reason of the first-person textbooks misreading problems will be analyzed combined with the practice of teaching cases in the grasp of language teaching in the right direction of the premise from the point of view of narrative, autobiographical nature, falseness and trueness relationship and characters to understand the different types of first-person text search methods. Through analysis of school textbooks for Jiangsu texts in the first-person, in this article, we attempts to find not only better accomplish the goal of teaching in teaching situations, but also adapt and interpret students’ cognitive ability to understand the text and actionable first-person teaching strategies, we hope to improve students’ ability to interpret text, which will lay the foundation for lifelong learning.