A Studying Of Chinese Reading Teaching In Junior Middle School

Reading teaching is an important part of Chinese subject,and reading is also an important way to obtain information,understand the world,develop thinking and gain aesthetic experience.With the implementation of textbooks compiled by the Ministry of Education and the promulgation of new curriculum standards,the whole book reading teaching has increasingly become an important organizational form of Chinese teaching.The construction of the whole book reading course has become an important issue of general concern in schools,so it is urgent to carry out the whole book reading teaching in junior middle school.The Chinese Curriculum Standard for Compulsory Education(2011 edition)points out that “we should attach importance to cultivating students' extensive interest in reading,expanding the scope of reading,increasing the amount of reading and improving reading taste.Advocating to training less,read more,love reading,read the good book,read the whole book.”The reading teaching of the whole book is helpful for students to complete the requirement of 1.45 million words of extracurricular reading for middle school students in nine-year compulsory education.It will also lay a solid foundation for the completion of the learning task group 1 “reading and discussion of the whole book” set in the New Chinese Curriculum Standards for Senior High Schools(2017 edition)issued in 2018.The whole book reading teaching is utilized in order to achieve the purpose of expanding the reading space and form a suitable reading method,it is also used in order to build the experience of reading “the whole book” and improve reading appreciation ability.Meanwhile,It could be improve Chinese literacy and develop the habit of lifelong reading.The first part of the paper is the origin of the whole book reading research,research status and review,research methods and research purposes and significance of the explanation.The second part of the thesis is to summarize and analyze the connotation and value of the whole book.The third part of the paper is based on the C city,two middle school Chinese teachers,students as the object of investigation,preliminary explore the whole book reading in the junior middle school Chinese teaching implementation.Through the communication with front-line teachers and classroom observation,comprehensive analysis in the implementation of the entire book reading teaching problems come to the conclusion that the main problems include,the first is the teaching task is hard,the second is the monotonous teaching form and lack of interest,third,only a few students are outstanding and most students have low participation.The fourth part of the paper is to provide guidance strategies for the problems existing in the reading teaching activities of the whole book.First is to set the core issues to grasp the core text,second,the use of reading hand – screen to assist readers reading,third,using mind mapping to realize text visualization,fourth,through the combination of reading and writing to achieve text dialogue,the fifth is to combine the whole book reading with research and study travel to build an exclusive reading map,Sixth,forming a reading community and sharing the results of reading.Finally,in the fifth part of the paper,the author takes the introduction work Twenty Thousand Leagues Under the Sea,the second volume of the Chinese textbook for grade 7,as the teaching case and analysis,providing reference for more front-line teachers who want to carry out the whole book reading teaching activities.