High School Practical Text Teaching Research

In 2003,the high school Chinese curriculum standard divided the reading teaching into three categories:textual text teaching,text-based text teaching and practical text teaching.The study found that there are many problems in the reading of practical texts,which are mainly caused by the asymmetry of learning,the ambiguity of stylistics,the deviation from the intent of the curriculum,and the vague positioning of the test evaluation.The causes of the problems are diverse,highlighting the incomplete types of practical texts,insufficient attention and low teaching efficiency,etc.The methods for solving these practical texts are not unique.Among them,the experience of reading and writing teaching is one of them.In view of the practical teaching problems found in this paper,the author draws on the experience of the practical teaching examples of the famous teachers in the classroom,and studies how to optimize the practical reading teaching,in order to give some inspiration to the frontline teachers and the majority of Chinese researchers.This paper is divided into three parts,which are introduction,subject,and conclusion.The introduction part introduces the research origin and research methods,research ideas,and analyzes the current domestic research status.The main body is divided into four parts:The first part defines the connotation of practical texts,analyzes the characteristics of practical texts and discusses the value of education and teaching.After referring to the curriculum standards and the requirements of the college entrance examination,the common characteristics and categories The personality characteristics are elaborated and the value of education and teaching is explored.The second part is to analyze the current status of readability ing teaching in practical texts.It is concluded that the status quo of the wooden points is mainly asymmetry of learning,the confusion of text consciousness leads to inefficiency in reading classroom,the distance between teachers and the authors and editors is far away,and the examination In the midst of the unclear ability of students to examine the status quo,after listing the status quo and problems,analyze the possible causes based on the status quo.The third part puts forward the targeted teaching strategies for the existing problems,and proposes the combination of reading and writing according to the one-to-one correspondence problem.According to the characteristics of the text,it is practical to show the reading path,the intention of the collaborators is combined with the intention of the editor to flexibly supplement the teaching materials,and the examination evaluation is clear.The four strategies of the ability level of the examination.The fourth part uses the practical case to illustrate the rationality of the strategy.Taking the teaching cases of Jixiang,Huang Houjiang and Xiong Fangfang as examples,the teaching links worth learning are analyzed and their successful experiences are summarized to give demonstration.In the conclusion part,the teaching methods and teaching experience of practical text teaching are further summarized,and the shortcomings of this research are analyzed.The reflection of this paper and the prospect of future research are prospected.