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Junior Middle School Chinese Emotional Experience Type Reading Teaching Practice Research

Posted on:2015-10-18Degree:MasterType:Thesis
Country:ChinaCandidate:W J WangFull Text:PDF
GTID:2297330467966754Subject:Subject teaching
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After ten years of implementation of the new curriculum, Chinese teaching injunior high school still can not break the shackles of examination-oriented education,leading to junior serious lacking of both emotional education among high schoolstudents and emphasis of humanity in the Chinese course. Faced with such ateaching situation, emotional experiential teaching of reading comprehension is abreakthrough to overcome dilemma in Chinese teaching and an effective educationreform attempts. This thesis is committed to explore the value of the emotionalexperience of reading comprehension teaching in junior high school Chinese teachinteach g, expounding the possibility of emotional experiential teaching, exploring theemotional experience related to classroom teaching of reading strategies, andfocusing on a different style of teaching reading comprehension by the analysis ofclassroom ing cases, summarizing the basic characteristics and methods of emotionalexperiential teaching of reading comprehension.This thesis mainly consists of three chapters:The first chapter defines the emotional experiential teaching of readingcomprehension, clarifies its theoretical basis and its value in the junior high schoolChinese teaching. Emotional experiential teaching of reading comprehension is a wayby which the teachers fully mobilize the students personal emotional experience andtext to start a dialogue method of teaching reading comprehension. Emotionaleducation theory and language courses humanism is its theoretical basis. The valueof emotional experience in the teaching of reading lies in raising text dialogue topromote students thinking to improve the quality and enhance the artistic languageteaching, etc.The second chapter discusses the strategies of emotional experiential teachingof reading comprehension, which is based on the authoress’ teaching practice,mainly using lesson study method and summing up the three teaching strategies: toprovide an effective scaffold to stimulate students emotional experience, to useemotional experience generated by teaching methods, and to carry out a comprehensive study to enrich students emotional experience.The third chapter focuses on practical exploration of emotional experientialteaching of reading comprehension for different styles of text in junior high schoolChinese textbook, mainly using lesson study method of teaching through thestudents’ own reflections, respectively discussing characteristics and methods inemotional experiential teaching of reading comprehension for essays, fiction, poetry,classical works, etc.
Keywords/Search Tags:Junior high school Chinese course, Emotional experiential teaching ofreading comprehension, Practical study, Teaching method
PDF Full Text Request
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