The Study On The Teaching Strategy Of Self-reading Texts In Chinese Textbooks For Junior Middle Schools

In order to increase the distinction between intensive reading and skimming,and to change the status of teachers’ teaching styles,the textbook of junior high school Chinese textbooks has been changed to "intensive reading" as "teaching" and "slightly reading" as "self-reading".Thus,the self-study class was established as a new course type.On the basis of earnestly studying the concept,status and editing characteristics of self-reading texts,this paper deeply investigates and analyzes the teaching status of the self-reading texts of junior high school Chinese self-reading texts,and summarizes the problems and reasons of self-reading text teaching.On this basis,some teaching strategies for self-reading texts are proposed.The thesis consists of three parts,namely,introduction,body and conclusion.The first part of the thesis introduces the reasons,research significance,research methods and research status of the paper.The second part of the thesis is the main part of the thesis,which consists of four chapters.The first chapter mainly expounds the concept and orientation of self-reading texts,including the development of self-reading courses and the analysis of related concepts,the important position of self-reading texts and the teaching value.The second chapter analyzes the compilation and selection of self-reading texts in the textbooks of junior high school in the editorial edition,and summarizes its advantages and disadvantages.The third chapter mainly summarizes the teaching status of the self-reading texts of junior high school Chinese self-reading texts through the analysis of the questionnaires of teachers and students,and analyzes the reasons behind the status quo from the perspectives of teachers,students and textbooks.The fourth chapter is the focus of this paper.From the four aspects of academic situation,text,guidance and evaluation,some specific strategies for improving self-reading text teaching are proposed.From the aspect of academics,teachers should have a deep understanding of students’ reading habits,stimulate students’ independent reading interest and actively create a free and self-reading environment.From the perspective of texts,teachers should formulate practical self-reading texts for teaching purposes.Using the self-reading texts of the reading aid system,and correctly grasping the "intermediary" ability of self-reading texts,thereby exerting the textual advantages of self-reading texts;from the perspective of guidance,teachers should lightly dial "language literacy" and re-tweak the "content theme" It is difficult to promote internalization,and it should be timely and appropriate in guiding.It can strengthen the classification guidance according to the genre of the article,and promote a variety of teaching modes to promote students a lesson.Finally,from the perspective of evaluation,the main body of evaluation Teachers should transform into students,and the evaluation method should be changed from simplification to diversification.The content of evaluation should be unified from multi-dimensional to multi-dimensional development,and efforts should be made to build a democratic evaluation mechanism.The third part of the thesis concludes with a summary of the innovations and shortcomings of this paper.In a word,based on the overall overview of the self-reading texts of the junior high school Chinese textbooks,this paper puts forward some specific teaching strategies,and hopes to have some reference significance for the self-reading texts teaching of frontline teachers.