A Study On The Original Comprehension Of Readinteaching In Middle School

In reading teaching,teachers use the original understanding as an important basis to judge students’ learning situation.However,teachers’ understanding of students is mostly perceptual,and lack of rational analysis and induction.Therefore,the process of generation and characteristics of students’ original understanding are rarely summarized by these teachers.In view of this situation,the study takes the reading comprehension of middle school students as the object,and the process and characteristics of the original understanding as the research focus.Studies from the following three aspects:Firstly,the author compares the difference between natural reading and teaching reading from the three aspects of the reading object,the subject and the external conditions.The objects of teaching reading are distinctive in characteristics such as stylistic features and difficult to read.Even if students lack reading experience,they have reading goals that focus on ability development;the time and space conditions for teaching reading are limited.These differences make a discrepancy in the understanding of natural reading and teaching reading.The natural reading process generally experiences two major stages of starting reading attention and reasoning.The self-monitoring awareness of students is obviously strengthened during the teaching reading.Students as immature readers emphasize the findings of reading comprehension obstacles.Therefore,there are four stages in the understanding process: starting reading concerns,reasoning,finding obstacles,and self-monitoring.The more mature the readers,the earlier the self-monitoring consciousness starts.Second,it explored the different characteristics of the original understanding.At the stage of starting reading focus,the external reading intervention and the text feature persuade students’ comprehension to concentrate in the same direction;In the process of reading reasoning,the vagueness of the expression of the text itself,the reading habits of the reader and the memory mechanism all affect the characteristics of understanding;At the same time,readers will actively mobilize personal experience to understand the text,due to the principle of cognitive economy,there will be a phenomenon of inefficient assimilation.In the process of self-monitoring,the reader is always under the control of gestalt psychology,and they pursue the continuity of meaning and structure.During the discussion,it was found that the characteristics of the original understanding will bring obstacles in reading comprehension when they become extreme.Finally,according to the above characteristics of the students’ original understanding,some practical suggestions are put forward for practice teaching.The teacher puts forward a "main question" when the students’ are previewing to stimulate questions and guide readers’ attention.Teacher sets up a thinking ladder to accurate "problem situations" and lock reading comprehension barriers.Teacher chooses the content of teaching carefully to clear the corresponding relations of cognitive assimilation,and it carries on reading inference to explain students’ doubt.After class,the students should be assigned a hierarchical homework,which will inspire students to monitor and reflect on their understanding.In the process of completing homework,new questions are raised.Finally,a new understanding cycle starts.