The Research On The Proposition And Teaching Of Literary Text Reading In Senior High School Entrance Examination Of Wuhan City (2009-2018)

As a junior high school student’s graduation examination,the senior high school entrance examination also shoulders the two functions of selecting talents and evaluating teaching.The reading of literary texts is the reading type with the largest proportion of the scores in the senior high school entrance examinations in Wuhan.The work of the proposition is closely related to the daily teaching,and they play a role in the improvement of the language literacy of students together.This paper consists of four parts:The introduction part discusses the research significance,research status and research methods of this paper.The first chapter mainly analyzes the reading questions of literary texts in Wuhan in recent ten years from two aspects of text selection and test questions.The text selection analysis includes three aspects:the length and structure of the selected text,the genre and author of the selected text,and the theme and ideological tendency of the selected text.The analysis of test questions includes three aspects:the form and value of the test questions,the types of test sites covered by the test questions,the question stem of the test questions and the scoring criteria.The second chapter,on the basis of the first chapter,refines the propositional features of Wuhan’s literature reading,points out the shortcomings in light of its characteristics,and puts forward relevant Suggestions.The reading proposition of literature texts in Wuhan has always been guided by humanistic connotation,taken comprehensive investigation as the main form,and taken fitting reality as the important principle,which has certain guiding significance for the reading teaching of junior middle schools in Wuhan.However,there are still limitations in the genre of materials,the perspectives of the works are not open and diversified enough,and the forms of the questions are old and not easy to inspire students to express their needs.The third chapter mainly carries on the literature type text reading teaching strategy analysis based on the high school examination proposition characteristic.The proposition of literary text reading and teaching theory should complement each other,but in reality there is a significant contradiction.The present situation of daily teaching of literary text reading shows that students love reading but are afraid of doing exercises,teachers’reading and teaching quality need to be improved,the school lacks the overall planning of reading teaching,and there are some good and bad reading AIDS and courses in the society.Therefore,it is suggested that teachers should start from improving their own reading literacy,gradually enrich reading teaching methods,change classroom atmosphere,use diversified class types,and give full play to the power of the whole teacher team to create a good reading environment by optimizing reading teaching and research activities.