The Research On Chinese Reading Teaching In The Middle School Based On The Psychological Process In Reading

Reading teaching is an indispensable component of Chinese teaching in middle school as the main method for students to form and develop reading ability.Chinese education experts and teachers active at the front line of teaching have been carrying out all kinds of researches and reforms on Chinese teaching with major emphasis on reading teaching.But after several rounds of teaching reforms,the phenomenon that teachers teach a lot more than what students learn occurs in more than half of the Chinese teaching in the middle school.Specifically,the teachers give fabulous lectures while the students learn little.This shows that it is not efficient to spare no efforts solely from the perspective of teachers’ "teaching." We must realize that although classroom reading is closely related with the teacher’s "teaching," the students’ "reading" and "learning" is of more significance.Currently,some pioneers of educational reforms have realized these problems and therefore take the leading role in reforming classroom,and propose that classroom teaching should be student-oriented and can be carried out with considerable practical methods concerning how to implement "the student-oriented" classroom teaching,.This paper,adhered to the student-oriented teaching philosophy with the professional knowledge in psychology and the perspective of students’ psychology,clarifies the psychological process and rules during students’ reading in Chinese classroom,tries to integrate teaching with learning organically and correspondingly in accordance with these rules,seeks some highly operative Chinese teaching strategies able to be applied at the front line of teaching,thus improving the efficiency of Chinese reading classesand students’ reading abilities.The paper is divided into four parts and the first part is the introduction,describing the purpose,significance and methods of this research,defining several important concepts in this paper,and reviewing the related research on the psychological process in reading and Chinese reading teaching domestically and abroad.The second part concentrates on the theoretical support of this study by reviewing several typical operational psychological patterns in reading,based on which the psychological theoretical basis of this study,the division method of students’ psychological process in reading is determined.Based on students’ psychological process in reading,the third part proposes a series of targeted strategies of reading teaching,including teaching principles providing macro guide,and specific and practical measures on how to operate practically in classroom teaching.The fourth part is to put theory into practice,in which a Chinese reading class in junior middle school is designed based on the new teaching strategy and the advantages and disadvantages of this study are summarized through the analysis of classroom records,further verifying the value and significance of this research and laying a solid foundation for following research.