A Study On The Usage Of Auxiliary Reading System Of Self-Reading Text In Primary Middle School Chinese Textbook Edited By Ministry Of Education

"Textbook edited by Ministry of Education"("ministry version")began to be used in some provinces and municipalities in September 2016,and were formally used across the country in fall 2017.The author finds that compared with the "Chinese Curriculum Standards Textbook"("standard version")there are great changes in the form of arrangement:"intensive reading" to "teaching reading","skimming" to "self-reading".Different auxiliary reading systems can distinguish different types of courses.This remarkable change stimulates the author's great enthusiasm for research.By comparing the old and new editions of the teaching materials,and reviewing the teaching cases of self-reading,the author finds that the self-reading text auxiliary system of "Textbook edited by Ministry of Education"lacks certain effectiveness.So the author investigates and studies the use of the self-reading text auxiliary system in depth,summarizes the existing experience and results,finds out the existing problems,and provides some strategies for the use of self-reading text auxiliary system in the front-line teaching.This article is divided into three chapters to elaborate on the topic.The first chapter is about the arrangement of the self-reading text auxiliary system.Compared with the skimming text auxiliary system of the "standard version" there are some new changes in the elements of the self-reading text auxiliary system of "ministry version".These changes highlight the core literacy of the language,assist in the construction of the "trinity" teaching system,facilitate the deepening of students' principal position,and help to realize the determination,assistance and evaluation function of the self-reading text auxiliary system.The second chapter is about the investigation and analysis of the use of the self-reading text auxiliary system.The author uses questionnaire survey,daily observation,case analysis and other methods to obtain data.Through analysis,the author found teachers ignoring the importance of the self-reading text auxiliary system in teaching design,ignoring the subjectivity of students in the implementation of teaching,classroom lacking diversification of evaluation methods,and students lacking the awareness of subjectivity in the process of using the system.This leads to the underuse of the self-reading text auxiliary system.In view of the above problems,the third chapter puts forward suggestions on the use of the self-reading text auxiliary system.It is believed that teachers should study the self-reading text auxiliary system to improve teachers' professional level,dig out the self-reading text auxiliary system in depth,and use the self-reading text auxiliary system to design teaching,and teachers should not only use the self-reading text auxiliary system,but also guide students to use self-reading text auxiliary system.Students should have a comprehensive understanding of the self-reading text auxiliary system,rely on the reading aid system to cultivate the ability of independent learning,and then improve their core language literacy.The self-reading text auxiliary system is beneficial to teachers' teaching and students' self-study.The author brings out some views on the use of the self-reading text auxiliary system of "ministry version",aiming at giving full play to the role of the self-reading text auxiliary system and improving students' self-learning ability in Chinese.At present,more and more teachers are trying to change their teaching methods and seek the balance among textbooks,students,language literacy and examinations.As a qualified high school teacher,the author will not only stay in the classroom as a teacher,but also pay attention to Chinese textbooks and explore Chinese teaching methods as a researcher.In particular,she will continue to reflect on the problems of self-reading text auxiliary system to make sure the system plays out effectively.