A Study On The Training Strategy Of Junior Students' Reading Comprehension Ability

Reading instruction is an important part of language teaching and also an important basis for other teaching.Reading ability,as the goal of reading teaching,plays a crucial role in the development of a person's life.In the past,research on reading comprehension mainly focused on its connotation,structure and development characteristics.However,there was relatively slight and weak research on reading assessment capabilities.Chinese Language Curriculum Standards clearly states: "Reading teaching should focus on cultivating students' ability to experience,understand,appreciate and evaluate." Therefore,reading assessment ability as a superior ability in students' reading ability plays a key role in the development of students' reading ability.On the basis of a clear understanding of reading comprehension abilities,proposing its training strategy will help improving students' reading ability and the contemporary Chinese language teaching.Based on the core concepts and the theoretical basis of reading assessment ability,this study develops assessment tools(test papers and questionnaires)for reading assessment and use the evaluation tools to examine the current status of junior high school students' reading assessment capabilities,it also analyzes outstanding problems and causes to propose strategies and suggestions that focus on cultivating junior high school students' reading assessment capabilities.This study mainly includes the following sections:The first part: Introduction.The main content of this section includes the proposed research question,literature review at home and abroad,the purpose and significance of the study,the content of the study,the overall idea and method of research.The second part: This section mainly includes the core concepts and the theoretical basis for reading assessment capabilities.Reading assessment capabilities refer to the ability to identify,appreciate and evaluate the text's ideological content,text form,artistic image and language style in the process of reading texts.At the same time,this section introduces the theoretic foundations of the thesis,such as acceptance aesthetics,postmodern view of knowledge and constructivism.The third part: This section focuses on the introduction of the International Assessment Project PISA and Chongqing Language Examination Papers,analyzes the relevant questions in the International Assessment Project PISA and the Chongqing Language Examination Papers involving reading assessment capabilities,studies the composition,design dimensions,preparation process and assessment methods of the test questions and select suitable texts to evaluate.The fourth part: This part introduces the design of the reading assessment ability questionnaire.The questionnaire was designed from seven dimensions: reading attitude,reading interests,reading habits,reading will,reading methods,extracurricular reading and reading instruction.The fifth part: This part analyzes the current problems and causes of junior high school students' reading assessment capabilities through the issuance and collection of questions and questionnaires.The Part ?: This part puts forward specific training strategies on the basis of analyzing the problems and causes of the current junior high school students' reading assessment ability.Teacher-student dialogue is a shortcoming in the teaching of Chinese reading in junior middle schools at present.In order to improve students' reading assessment ability,the key is to determine the main position of the students and improve the quality of teacher-student dialogue.Interest is an important indicator that affects students' reading assessment ability.Teachers should pay attention to stimulating students' reading interest and lead students to read the text.In the reading process,students should play subjective initiative to master the assessment methods and perform personalized reading.Students will be nurtured in classes and schools full of books,Schools should create a reading atmosphere and strive to expand students' extra-curricular reading activities.