Study On The Strategies Of Chinese Reading Teaching In Middle School From The Perspective Of Context Study

Based on the theories of pedagogy and psychology, the content of Chinese Curriculum Standards of Compulsory Education(2011) and the existing teaching situation, this thesis analyzes the relation between context and reading teaching and the operating principle of reading. In addition, the use of context teaching in practice is investigated, so as to analyze what should be taught and what teaching strategy should be adopted in reading teaching on the background of context theories. This research thesis consists of five parts:The fist part is Introduction. First of all, the theoretical research value will be stated based on the theories of pedagogy and psychology, and the practical research value will be elaborated based on Chinese Curriculum Standards of Compulsory Education(2011) and Outline of National Medium and Long-term Educational Reform and Development Plan(2010-2020). Second, the existing researches will be reviewed and the the shortcomings of these researches will be pointed out. Finally, the research methods and innovation of this thesis will be analyzed.The second part will introduce the context theory and reading teaching theory. Firstly, the development of context will be briefly summarized. Secondly, relevant concepts will be defined, including context, context teaching, reading, reading teaching, reading strategy and reading teaching strategy. Lastly, the relation of context and reading teaching will be explained, and the operating principle of reading teaching from the vision of context will be analyzed based on Relevance Theory.The third part will describe the current situation and meanings of the context theory in Chinese reading teaching of middle schools. This part will involve the “questionnaire on Chinese context teaching in middle school” conducted to the in-service Chinese teachers in some regions, so as to find out the situation of context teaching in Chinese reading teaching in middle schools, students’ performance and teaching effect under context teaching, external difficulties in context teaching etc., and to expound the meanings of context theory to reading teaching.The fourth part will analyze the strategy of reading comprehension based on the context theory. In the basis of professor Suo Zhenyu’s classification of context, the strategy of reading comprehension will be analyzed from three aspects: context of co-text, context of situation and socio-cultural context.The fifth part will analyze the strategy of reading teaching strategy. By analyzing the teaching records of some top teachers, this part will explain how a teacher can realize an effective classroom teaching under the context theory, including import strategy, readout strategy, questioning strategy and discussion strategy.In the epilogue part, the author will make a general conclusion, analyzing the gains and losings of this research. In addition, the author will also sincerely point out the defect and shortcomings of this research.