High School Chinese Reading Teaching Effectiveness Under The Theory Of New Curriculum

The New Curriculum points out clearly that Chinese is the unity of instrumentality and humanity and that students’Chinese accomplishment should be improved further to make students have the strong language application ability, Chinese aesthetic ability and exploring ability, lay a good foundation for lifelong learning and personal development. Chinese teaching has entered a new round of teaching reform due to the requirement of the New Curriculum. However, the key part of Chinese teaching lies in reading, so reading teaching becomes an important part of Chinese teaching reform. The New Curriculum demands that teachers should transform their teaching ideas, change their inculcation education methods and heir low teaching efficiency.By studying High School Chinese New Curriculum and relevant theories of effectiveness at home and abroad, the author defines reading teaching effectiveness as a dynamic teaching based on scientific rules, aimed at reading speed, reading quality and reading interest and cored with developing students. After combining the interpretation texts of superfine teachers and front-line teachers and the classroom observation during the internship and the author’s own teaching experience, the author tries to find out an effective Chinese reading teaching method, arouse students’interest in reading, improve students’reading abilities and enrich students’reading so that teachers can improve the effectiveness of Chinese reading teaching.The thesis consists of three chapters. Chapter one deals with the significance of reading teaching effectiveness. It first discusses the concept of reading teaching effectiveness to have a better understanding of its connotation. And based on it, this part explores the basic characteristics of reading teaching effectiveness form the following three aspects:teaching goals, teaching processes and teaching evaluation. Finally by summarizing the ineffective situation of Chinese reading teaching effectiveness in high school, the author draws the conclusion that the lack of effective reading teaching is caused by superficial teaching content, teaching process, overall, pattern-based teaching methods. Chapter two discusses the teaching mode and teaching methods leading to effective reading teaching by using cases. This chapter consists of two parts. The first part mainly introduces the mode of learning after teaching in accordance with high school students’reading basis and then introduces the main sections of this section. The second part describes major teaching behaviors, which consist of inspiring lectures, purposeful guidance, flexible teaching control and questioning that has the value of thinking. Chapter three studies strategies of carrying out reading teaching effectiveness, which are conducted from the following three aspects:reading interests, reading ability and reading habits, first teachers should allow students to express themselves freely, believe in students’ ability and respect different students’ personalities so that students’ re ading interests can be stimulated. And then teachers are supposed to give students some guidance about how to improve their reading abilities. The guidance can be conducted from the following methods, such as specific reading methods, thinking methods and enriching teaching content. At last, teachers should set a reading model for students to form their reading habits.