Study On The Recite Behavior Of Teachers And Students In Chinese Reading Instruction In Junior High School

With the “student-centered” curriculum reform continued to deepen,the problems of “keeping the taste” and “restoring the true status” in Chinese language teaching has increasingly attracted the attention of language education researchers.Reciting with three characteristics that are “tradition and modern”,“language sense and skills” and “literature and aesthetic” also make it possible to realize that idea while playing the role of the bridge among the text,students,teachers and textbook editors in the process of converting silent text into vocal language.This paper studies on the recite behavior of teachers and students in Chinese reading instruction in junior high school by drawing on existing research results.First are the definition of reciting behavior in junior Chinese reading instruction and analysis of frame construction.Second is the tool development of recite behavior of teachers and students in Chinese reading instruction in junior high school including observation scale and interview outline.Secondis the tool development of recite behavior of teachers and students in Chinese reading instruction in junior high school including observation scale and interview outline.According to the analysis frame of recite behavior.Third are the analysis and discussion of the recite behavior.On the whole,students use reciting inadequately.Teacher guidance fails to keep pace with students' reciting lead to that reciting guidance cannot keep up.Concretely:students can take into account the various aspects of reciting but use proportionally imbalance in reciting(instruction)time;Rely more on the understanding,reciting guidance target is not clear.Students recite too much “sentences and paragraphs” lead to the imbalance of recite(instruction)contents in its aspect;Teachers paying more attention to guiding reciting emotion cause the weakening of reciting skills.They are accordance.Students reciting pattern mainly use recite together and named recite.Reciting way are drab in recite(instruction)way;Teachers using lecture-based to guide reciting while supplemented by recite lead to recite demonstration is not enough.has been designed and secondary observation point of each dimension has been operational defined.Through repeated trial and error correction ensures the rationality of the observation scale.There is a lack of the evaluation of teachers and students,especially lack of self understanding and evaluation in reciting evaluation.There are differences in the behavior of reciting(instruction)between teachers and students under different background.The factors that affect the reciting teaching of Chinese reading in junior middle school mainly include four aspects: teachers,students,schools and teaching materials.Suggestions on effective implementation of reciting teaching has been put forward aiming at influencing factors,which include that teachers should change the concept of reciting,improve their reciting ability,make the design on the reciting teaching and help the reciting teaching proceed in an orderly fashion;students should correctly understand the reciting,improve reciting motivation and give full play to the subject role of reciting teaching.Schools should put reciting into the evaluation system,formalize reciting training and provide guarantee for the effective implementation of the reciting teaching;Textbook editors should refine the reciting requirements of“curriculum standard” and the textbook in order to make reciting teaching has a direction.