High School Chinese "guessing Method" Teaching Research

Language teaching is mainly reading teaching, which focuses on exercising students' comprehension ability and expression ability. the hose of writing ability. That is to say,there is a natural kinship between reading and writing. How to improve writing ability as well as improving their reading ability? In order to answer the questions, this paper from the perspective of reading teaching method, choose "guess reading" as the object of study, hoping to pull one hair and move the whole body, to solve the above confusion, also hope to this paper can bulid blocks for the reform of Chinese teaching.This paper is divided into four parts. The first part mainly discusses the meaning of Chinese guess-read teaching and theoretical basis, First of all, the part discusses the reading research connotation, pointing out that the current research status, and first-line teachers and experts not understanding enough to guess reading.the using scope is too narrow, only limited to the small junior middle school writings in classical Chinese teaching, just as the tool service, few people consider to cultivate students' Humanistic role, and further discusses the guess reading content, and classify the guess reading. Then the fuzzy theory and reception aesthetics theory and metaphor theory three aspects disc usses the guess reading theory foundation.The second part mainly discusses the shortcomings existing in current Chinese teaching and the meaning of the guess- reading teaching. Through the comparison of the two, we can feel guess reading teaching of practical ignificance. The third part discusses the basis of the implementation and implementation principle, Mainly from the inherent characteristics of the literature and the blanks in the text and middle school students thinking characteristics to discuss the implementation basis. Then a discuss the implementation of the guess reading principles, one is combination of students' subject status and teachers' leading position; second is bold speculation and rigorous verification combined; three is "guess reading" combined with other teaching methods.The fourth part discusses the implementation method of guess and the problems, The guess-reading teaching is divided into closed and open types, and according to the characteristics of the problem, the open type is divided into "solution" and "no solution". 1 "closed" guess teaching. It is to practice reading speed, expanding the amount of reading, and improving the sense of language. In the reading process, see the topic or the contents of the front, then fove cost the latter part of the text. back of the part of the, finally compare the contents of the actual content and guess the verification of this type. The type is not the importance in this text, the research2, "open" teaching. This kind of teaching does not dwell on too much in word and writing skills, mainly aimed at the words meaning, purpose of the works, the characters and so on. This can improve the students' imagination expression, and exercise the students' writing ability. According to whether there is an accepted view,called "the answer", it can be divided into "solution" and "no solution'' type". "Solution" is that as for some themes or characters, at present it is difficult to achieve a profound understanding of the work for the students at present, through scientific topic designed. The teacher can guide students to think leading, their thinking to a height. "No solution" guess reading is due to vagueness of language or other reasons, some problems become forever mysteries, for these problems, Public opinions are divergent. The teacher can guide students to think actively, self-reliance, justified. In this part, it discusses the steps of teaching and the problems that should be paid attention to in the teaching process.