High School Chinese Integrated Reading Teaching Research

The high school stage is a crucial period for the formation of student abilities.The exemplary role of educators has a subtle and far-reaching impact on educators.The reorientation of educational goals under the concept of “learning to learn” core literacy fully reflects the emphasis on educated people’s learning ability.However,the current high school language reading class becomes passivated,and it is urgent for educators to change their educational concepts,adjust teaching ideas,and develop new reading modes that suit students’ learning.Against this background,the author puts forward to take the textbook produced by people’s education press as an example to explore the teaching of integrated Chinese reading in high school.In integrating reading teaching,teachers’ teaching experience and education enthusiasm are indispensable,especially the teacher’s integrated concept;the design and implementation of integrated reading lesson plans are closely related to teachers,teachers need to arrange teaching objectives around the students’ interests and learning situation.Teaching difficulties,only students and teachers of mutual assistance and cooperation can promote the effective implementation of integrated teaching and the realization of integration goals.The main content of this paper is integrated Chinese reading teaching in high school.It includes three parts: The first part is the current situation of integrated Chinese reading teaching in senior high school.The questionnaire survey method is used to make a thorough understanding of the integrated reading of Chinese in senior high school,and combines two teachers.Interviews to analyze the causes of problems in language reading classes.The second part clarifies the practical significance of integrated reading in high school Chinese teaching.At the same time,it puts forward the requirement of integrating reading practice for teachers and students,and puts forward specific requirements for teachers in terms of the progress of reading teaching,the order of textual explanation,and the relationship between integrated reading and single reading,and attends classes for students.The requirements for pre—preparation,lecture attendance,and reflection after class are set in three areas.The third part is the core content of this article,that is,the strategic exploration of high school Chinese integrated reading,specifically from three aspects: First,the principle of integrated reading of high school Chinese language,covering the integration of standards,integration difficulties and integration of key points,combined with the high school Chinese textbook produced by People’s Education Press to describe in detail.second is to explore the basic links of high school Chinese integrated reading teaching,involving the combing,design,and implementation of texts by teachers,and the third is to conceive of the types of integration suitable for high school Chinese textbooks.Subjects,the same author,and the same genre,each of which is exemplified in detail.The fourth is to integrate the teaching path for reading,which includes the preparation of class requirements and classroom operations in two parts,with supplementary explanations for the case.