Study Of High School Chinese Reading Teaching Based On Deep Teaching Concept

This paper takes the teaching of senior high school Chinese reading under the concept of deep teaching as the research object.The teaching of high school Chinese reading under the concept of deep teaching refers to the high school Chinese language teachers in the teaching of teaching preparation,teaching process and teaching reflection in reading teaching,which deeply follow the psychological development level and cognitive development stage characteristics of students in three aspects,profoundly grasping the essence of Chinese subject and improving The pragmatic level of high school students,to promote students continue to build the meaning of language learning,the development of high school students thinking of teaching.This paper mainly studies the problems and strategies of high school Chinese reading teaching based on the concept of deep teaching.Based on the principle of innovation,this paper based on previous researches on deep teaching concept and high school Chinese reading teaching,continue to refine and deepen research,from the present situation investigation to the problem analysis and the strategy proposal is the author’s own research and thinking.This paper mainly adopts literature research method,classroom observation method and questionnaire survey method.This paper is divided into five parts:the introduction,the basic elaboration of the deep teaching idea,the current situation investigation,the problem analysis and the practice strategy of the high school Chinese reading teaching based on the deep teaching concept.The first part is introduction.First of all,explain the origin of this paper;secondly,on the basis of previous studies,defined the two core concepts of "deep teaching concept" and "high school Chinese reading teaching";thirdly,reviews the deep teaching concept and the high school Chinese reading teaching;finally,summarizes the research significance and research methods of this paper,to strives for the rigor and scientificity of the research.The second part is the basic elaboration of deep teaching concept.First of all,explains the basic connotation of deep teaching concept,it includes the essential characteristics of the subject,the development of students and the continuous construction of learning significance.Secondly,explains the basic characteristics of deep teaching philosophy,respectively are profound,progressive and developmental.Finally,explains the theoretical basis of the deep teaching concept,including the recent development area theory of vygotsky,the developmental teaching theory of zunkov and the theory of the cognitive development stage of piaget.The third part is research on the current situation of Chinese reading teaching in high school based on deep teaching concept.Including research design,research implementation and summary of research results.Firstly,this paper summarizes the research design and implementation of the two research methods of classroom observation and questionnaire survey,and then summarizes the research results with the combination of charts and words.The fourth part is the problem analysis of high school Chinese reading teaching based on deep teaching concept.These problems are teaching preparation is inadequate,including the subject nature is uncertain,the text interpretation is not deep enough,the analysis is not deep enough and the target setting is not enough.The teaching process is lack depth,including import float on the surface,lack of artistic quality;questions focus on a few,lack of integrity;the evaluation is too simple to ignore the development;the feedback is too superficial and ignores the timeliness.The teaching reflection is not profound,including reflection consciousness is not strong enough,reflection content is not enough and reflection level is not deep enough.The fifth part is practical Strategies for promoting deep teaching of Chinese reading teaching in Senior High Schools.It includes three aspects:pre-semester stage:deeply prepare for teaching;in-class stage:deeply grasp of teaching;after-class stage:intensify teaching reflection.Among them,deeply prepare for teaching includes three aspects:into the Chinese language subject,in-depth understanding of the nature;approached high school students,in-depth understanding of the academic situation;entered the textbook text,a deep interpretation of the text.Deeply grasping the teaching process includes three aspects:Strengthen the artistry of classroom introduction,mobilize the enthusiasm of all students,improve the development of classroom assessment and improve the timeliness of teaching feedback.The deepening of teaching reflection includes three aspects:cultivating reflective habits,writing teaching logs,and participating in teaching and research activities.Although the author made as much as possible careful,meticulous and rigorous in this study,however,due to the lack of theoretical knowledge and practical experience,the author’s understanding of high school Chinese reading teaching based on the concept of in-depth teaching is still quite superficial.The problem analysis needs to be improved and the practice strategy needs to be deepened.The author takes this paper as the starting point of the study and continues to improve the high school Chinese reading teaching research under the deep teaching philosophy in the future teaching.