Research On Teaching Strategies Of Chinese Group Reading In Junior Middle School

Reading teaching not only plays an important role in the discipline of Chinese but also has become an indispensable part of people's life with the development of the times.Since September 2017,the "Ministry compiled Chinese textbooks",also known as "Ministry compiled textbooks",have been prescribed as the national Chinese textbooks for primary and secondary schools from the starting year of education.The Ministry-compiled middle-school Chinese textbooks are characterized by taking the the articles of each unit as the main part and taking extracurricular article introductions,guided reading of famous works and extracurricular ancient poetry as the supplementary part.Although ministry-compiled textbooks have displayed a "grouped-text" awareness,they're still mainly based on unit learning,and teachers still choose one single article for intensive teaching.The teaching of grouped-text reading,an emerging teaching mode of reading,refers to the teaching scene where several texts about one single issue related to one or more article(s)are selected and where teachers and students jointly make a collective building of several texts and finally reach a consensus.The teaching of grouped-text reading can not only improve students' amount of reading,but also improve their participation in Chinese classes.At the same time,it will cultivate their reading ability and core qualities.Therefore,the teaching of grouped-text reading plays an important role in the Chinese teaching in middle schools.At the beginning of this research,literature related to Chinese reading in middle schools have been sorted out and the research space and research direction have been defined.The introduction part begins with why the topic has been selected,then analyzes the current situation and existing problems of the Chinese reading teaching in middle schools and concludes with the significance of the topic.Then,according to the collected literature and data related to grouped-text reading,the current research status of the teaching of Chinese grouped-text reading in middle schools is analyzed.In this case,the research space of this paper is obtained.In the first part of the paper,the connotation,the theoretical basis and the value pursuit of the teaching of grouped-text reading have been illustrated.In this case,the connotation and teaching theories of grouped-text reading have been further elaborated in order to provide theoretical basis for the teaching practice of grouped-text reading.And in this part,the significance of the teaching of grouped-text reading has been explored comprehensively,the necessity of implementing grouped-text reading having also been illustrated.The second part is a survey and an analysis of current situation of the teaching of Chinese grouped-text reading in middle schools.According to questionnaire results,the current situation as well as its causes have been analyzed.Methods including questionnaires and interviews have been employed in the current situation survey of the teaching of Chinese grouped-text reading in middle schools.Problems have been found out after the survey and analysis of the problem causes have been further explored.The third part is about the teaching design elements of grouped-text reading of Chinese in middle schools.Based on the survey results in Chapter Two,this chapter is about the solution of these problems.The definition of "topics",the selection of "texts" and the design of "guided questions" have been illustrated in detail.Finally,conclusions have been made in the ending part.Shortcomings in the research have been objectively analyzed.Besides,potential problems during the implementation of grouped-text reading and future research prospects have been illustrated.In this paper,methods such as literature research,survey research,interviews and case analysis have been employed in order to explore and analyze the research on the teaching of Chinese grouped-text reading in middle schools.The relatively systematic,comprehensive and complete illustration of the teaching of grouped-text reading is aimed to provide references for future researchers and to assist teachers in their teaching of Chinese grouped-text reading.