Investigation And Countermeasures Of Chinese Personalized Reading Teaching In The Third Middle School Of SL City

The junior middle school language education is the basic constituent subject of quality education,and it is also an important carrier for cultivating students' humanistic qualities and ethics.Reading is a basic component of Chinese teaching in junior high school and plays an important role in cultivating students' reading ability,comprehension ability and writing ability.In the "Standard for Chinese Language Curriculum for Compulsory Education(2011 Version)","Reading is a student's individualized behavior" was proposed.After this idea was proposed,it was widely concerned by the education community.In the teaching of Chinese reading,it is necessary to emphasize the main position of students,respect the individual development differences of students,and pay attention to the reading experience of students,so as to guide students to experience,experience,and understand personalities and develop more effective teaching activities.In the teaching of individualized reading of Chinese language,there are still problems such as teachers occupying the main body status and ignoring student participation,which makes personalized teaching failed to be effectively implemented in Chinese reading teaching.In order to better use the language personalized reading teaching mode,this study Take Shulan No.3 Middle School as an example,Shulan No.3 Middle School is a large-scale rural junior high school.There are currently 15 classes,with more than 650 students,more than 80 faculty members,and Shulan City No.In 2010,the Third Middle School began to promote personalized teaching of Chinese reading,and the school started from different levels.The teacher level starts with changing the concept of teachers,and then assists with multiple modes,such as:heterogeneous models of the same class;independent cooperative inquiry mode;pre-class preparation,information class,reverse test mode,and so on.The student level starts with the guidance of the teacher,assists with home-school cooperation,context creation,resource sharing,and other forms,so as to establish a unique personalized reading teaching.Based on this,this research investigates and analyzes the status quo of personalized reading teaching in the third middle school of Shulan City,and formulates the perfect countermeasures for language individualized reading teaching,so as to optimize the teaching of personalized reading for junior middle school Chinese.In the process of thesis research,questionnaires and interviews were used to select students from the third middle school of Shulan City as subjects,and 600 effective questionnaires were distributed to analyze the current status of personalized reading teaching in the third middle school of Shulan City.The paper is mainly divided into the following sections.The first part is the introduction,which introduces the research background,research purpose,research significance,research status,main concepts,etc.,clarifies the research direction of the thesis,and provides the theoretical basis for the study of the thesis;the second part is the third language of Shulan City The status quo of reading teaching,combined with questionnaire survey data and interview records,conducted research from four aspects:personalized reading environment,personalized reading classroom interaction,personalized reading classroom design,and personalized reading teaching process;the third part is Shulan City No.The problems and causes of the individualized reading teaching in the middle school of the Three Middle Schools,summarizing the problems existing in the Chinese language reading teaching in the third middle school of Shulan City mainly include;insufficient utilization of information resources;lack of enlightening interaction with students;personalized reading Teaching design lacks innovation;students' reading ability is low.The reasons for these problems include:the use of information resources for personalized reading is low;neglect of students' subject status in the classroom;lack of personalized reading design.The fourth part is the countermeasures for the teaching of Chinese reading in the third middle school of Shulan City.In the creation of the information-based reading classroom environment,it proposes to build a personalized reading class based on the life situation and develop and use a variety of auxiliary teaching environments.In the aspect of constructing individualized interactive interactions of students'inquiry,it is suggested that students should be stimulated by exploration questions;the interaction between students and students in the classroom and the interaction between teachers and students should be emphasized.In the planning of individualized reading instructional design,it is proposed to formulate effective personalized reading.Teaching goals,classroom design based on "reading" itself,and in the cultivation of students ' independent reading ability,it is proposed to use free reading to deepen students 'understanding and teach teachers to read to promote students'understanding.This research adopts a method of combining theory with practice,taking Shulan No.3 Middle School as the survey object,and studying the practice of personalized reading teaching in junior middle school Chinese language teaching,according to the research ideas of asking questions,analyzing problems,and solving problems.The personalized reading teaching strategy in junior middle school Chinese teaching makes the personalized reading teaching better applied to junior middle school Chinese teaching practice...