Research On The Teaching Of "Non-directive" Chinese Reading

Reading teaching has always been an important part of Chinese teaching.Since the curriculum reform,many experts and scholars and front-line Chinese teachers have been actively seeking ways to build a new type of Chinese classroom,trying to implement the curriculum concept of "autonomy,cooperation and exploration" into every aspect of Chinese classroom and Chinese teaching.With his rich teaching practice and in-depth educational research,zheng yinong,a special Chinese teacher,took the lead in the reflection and innovation of traditional Chinese reading teaching,and put forward the "non-directive" reading teaching in 2000,which has great value and significance for promoting Chinese curriculum reform.This paper mainly analyses and explains Zheng Yinong's "non-indicative" Chinese reading teaching from the practical point of view,which is embodied in the following aspects: firstly,it objectively evaluates the advantages and disadvantages of "non-indicative" reading teaching combined with Zheng Yinong's specific teaching cases;secondly,it explores the current situation of Chinese teaching in middle schools,and tries to put forward feasible improvement suggestions and suggestions by using "non-indicative" reading teaching.Solution strategy.Specifically,through a detailed and in-depth analysis of Zheng Yinong's typical teaching cases,we can get some useful enlightenment for the current Chinese reading teaching in middle schools.Then,by investigating the current situation of the Chinese reading teaching in middle schools,and using the concept of "non-indicative" education to solve the problems existing in the current Chinese reading teaching in middle schools,we put forward feasible suggestions and strategies for improvement.Through the analysis of teaching cases,the Enlightenments are:(1)respecting the differences between students and individuals;(2)designing flexible and dynamic teaching objectives;(3)laying equal stress on language knowledge and students' emotional experience;(4)respecting students' multiple interpretations of texts;(5)promoting the professional development of language teachers by writing teaching plans.Combining with the current situation of reading in middle schools,specific improvement strategies are put forward as follows:(1)Embedding the educational concept of democracy and equality.First of all,we should change the role of teachers and abandon the authority of teachers.Secondly,we should strengthen teacher training and establish a sense of democracy and equality.(2)Establish the "student-oriented" teaching focus.On the one hand,we should weaken the examination-orientedconcept and attach importance to students' open reading;on the other hand,we should ensure students' reading time and cultivate students' independent reading ability.(3)The teaching method of "dialogue" teaching is adopted.We should listen to each other and have an equal dialogue.We should enter the text and have an effective dialogue.(4)To cultivate teachers' independent teaching ability and promote teachers' professional development.Firstly,teachers should strengthen their reading awareness and increase their knowledge reserve;secondly,teachers should be diligent in reflection and self-education to continuously improve their teaching professional ability.