A Study On The Teaching Model Of The Self-reading Class In Junior High School

Self-reading teaching emphasized the students’independent reading activities. With teachers’guidance, the students could consolidate and apply the knowledge from class, and turn them to abilities. The end and characteristics of Self-reading teaching both are different from Teach-reading teaching, therefore the approach and influence are different. Currently, the middle school usually stressed "Teach-reading class", and pay a little attention to "Self-reading class". Hence, researching the modes and methods of Self-reading teaching is practical meaningful.The operating procedure of Self-reading teaching on writing-people narrative could divided to 6 steps:perceive character——analysis image——taste language——develop theme——ask question——review and summarize; The operating procedure of Self-reading teaching on writing-story narrative could divided to 5 steps:clarify sequence——analysis character——discuss theme——ask question——review and summarize. The differences between the two kinds of teaching are the teaching aim and learning task of the first three steps. But all the steps are based on Curriculum standards and examination syllabus.,and every steps have their own end or mission. Some steps are important or difficult, therefore the teacher should introduce the reading approach first, then let the students study by themselves and in groups. In the end, we should let the students share their achievement, to encourage them, and to test them.This teaching mode are followed 4 principles, which are self-reading、guidance、 direction、learn by analogy,and it respect the subjective of students.Teachers in the learning methods, learning task set on boot, teaching on the propulsion of locked well, students mainly adopt the way of cooperation to explore for autonomous learning, rather than passive learning under the teacher’s question construe positively, so better able to arouse the enthusiasm of students’ learning.Overall, this teaching mode extracted the leaning points of writing-people and writing-story narrative, and show the points to the students directly. By repeating exercise, we expect the students in the face of extracurricular narrative can have some idea of know what to learn, and how to learn, and increase their independent learning abilities.