The Study Of Middle School Chinese "Block Reading" Teaching

This study uses literature analysis,case studies,and comparative research methods.First of all,it defines the concept of "block reading" and elaborates its characteristics.lt is clear that "block reading" refers to the reading process.Consciously associating old and new knowledge with each other,reorganizing and integrating to form a new and larger "block",and storing it serially in the brain.By doing this,it infers analogy.Secondly,the author analyzed the feasibility of "block reading" in Chinese teaching in middle school from two dimensions of curriculum and teaching.It is understood that "block reading" can adapt to the changes in the new curriculum standards and new teaching materials as well as the reality of student learning and teacher teaching.In the end,we analyze the teaching design of "structured reading" in common styles,practical articles,literary works and classical Chinese writing in Chinese teaching in middle schools.and put forward some countermeasures for common problems in the application of "block reading".In the case analysis we found that:"block reading" advocates that in the context of stylistic teaching,it is necessary to pay attention to the commonality of the genre,and to pay more attention to the individuality of the text.At the same time,we should pay attention to the status and value of "this one" in the entire curriculum knowledge system and teaching materials,and bear it.Should bear the responsibility.