On The Reading Teaching Of Children's Literature In Secondary Chinese From The Perspective Of Child-Orientation

Education for children shoulders the significant responsibility of cultivating peopled healthy personality and spirit.The decent and effective reading teaching has the greatest effect on fostering children's healthy personality,protecting children's free nature and stimulating children's imagination.That can cultivate creative national.However,the condition on reading teaching of children's literature is not so optimistic.Especially in the junior high school,the quantity of reading teaching of children's literature is in vain.One of the reasons is that teaching content isn't completely developed,and another reason is that teaching practice can't obey the true child-subjectivity.As a result,self-identity of children can't be greatly formed.Therefore,study on the reading teaching of children's literature in secondary Chinese can bring several benefits.It can not only enrich theoretical resource about children's literature and Chinese reading teaching in junior school,but also can play an important role in promoting the healthy personality of secondary school students.Unfortunately,the research available mainly focuses on the selection of children's literature in primary Chinese textbooks and its teaching means.But it pays less attention to the reading teaching of children's literature in junior high school.Hence,the opinion of this thesis is that the reading teaching of children's literature in junior school should implement the viewpoint of child-orientation,that is,the reading teaching of children's literature should be designed and performed around the promotion of children's self-identity.This thesis consists of the major three chapters.The introduction of the paper mainly narrates the current research and the reason why the author put forward the idea of this paper,the value of research,the definition of conception,combined with procedure and method of this study.The first chapter of the thesis elaborates the patriarchal culture result in the educational sense of adult-orientation,which has negative effect on non-child's ontology of the education.Then it explains the connotation of children-orientation.Concretely,children-orientation in the period of junior high school refers to help children form self-identity.To realize the change from adult-orientation to children-orientation,the reading teaching of children's literature must be led by the sense of children-orientation.The purpose of that is to propose the perspective of research and theoretical foundation.The second chapter mainly analyzes the representation of the weakening children-orientation of reading teaching of children's literature.It contains two aspects.The children's literature as teaching contents has the thinness of the growth of the thematic works,the single way of presenting children's values,and the shortage of harmonious fantasy children's literature.Moreover,teaching practice has several disadvantages.Such as neglecting children's life experience in teaching design,covering children's creative imagination in teaching activity,inhibiting children's development in teaching evaluation.The third part is based on the above depiction.To address the problems of the reading teaching of children's literature,the thesis proposes several effective suggestions that are conductive to strengthening the sense of children-orientation.It includes the measures of improving teaching content of children's literature,and strategies of optimizing teaching practice.In conclusion,this thesis takes children's literature in junior high school as the research subject,and treats children-orientation as the research perspective.Reflecting the severe consequence of educational adult-orientation,the author embarks on two aspects of teaching content and practice,so as to try my best to construct the sense of child-orientation,conducting reading teaching of children's literature.