Research On The Application Of The Assistant Reading System In The Teaching Of Self-reading Texts In Junior Middle Chinese

With the deepening of the new Chinese curriculum reform,the new teaching philosophy highlights students' learning autonomy.As an important carrier of junior high school Chinese teaching activities,Chinese textbooks require students to be independent in both content and form,aiming at cultivating students' independent learning ability.The part edition junior high school Chinese textbook from reads the text to emphasize the student's independent study aspect particularly obvious.In order to better help students to learn to read by themselves in junior high school Chinese,there are significant changes in the setting of the reading aid system,which is different from that in the previous textbooks.In the actual teaching process,some front-line Chinese teachers did not fully realize the design ideas of the self-reading text.Therefore,in the process of classroom teaching,some Chinese teachers only roughly mentioned,or let the students read by themselves,and some Chinese teachers worry about the examination involved,and will read the text as teaching to read the text to teach.It can be seen that these problems of different degrees are caused by the failure of Chinese teachers to correctly recognize the design ideas of self-reading texts.The original value of self-reading texts cannot be well reflected,the teaching effect cannot be well highlighted,and students' independent learning and reading ability cannot be effectively improved.Based on the above,this thesis embarks from the department compiled version from reading the text itself,from reading the text discusses the ministry compiled version of junior high school teaching,how to use the read system in compiling edition of Chinese textbook in seventh grade since the write and read the text teaching as the breakthrough point,trying to find the compiled version junior middle school Chinese from reading the text teaching strategy effectively.The author is divided into four parts to elaborate:The first part: introduction,introduces the origin of the topic,the purpose and significance of the research,the related research summary and the research ideas and methods of the topic.The second part: an overview of the junior high school Chinese reading aid system compiled by the ministry of interpretation,which mainly explains the concepts related to the junior high school Chinese reading aid system compiled by the ministry of interpretation,the composition and characteristics of the elements of the reading aid system and the theoretical basis for the design of the system.The third part: expatiate on the compilation and teaching of junior middle school Chinese self-reading text aid system.This part mainly through the comparative analysis,the paper department compiled version of the junior middle school language since read the text read the text read system o 'clock ever since the writing of read system differences,and through the designedquestionnaire for junior middle school grade seven was compiled version of junior high school teachers and students read the text language since the use of read system investigation,teaching and learning department compiled version found in the junior middle school read the lesson some problems exist in the process of culture and education and learning,and carries on the analysis and reflection.The fourth part is the analysis of the teaching methods and strategies of the self-reading texts in junior high school.This paper probes into the teaching methods and strategies of self-reading texts in textbooks compiled by teachers from the two aspects of "teaching" and "learning" by students using the assisted-reading system.At the same time,some typical texts in Chinese textbooks compiled by teachers in the seventh grade are selected for teaching case analysis.This paper tries to provide some reference and help for the teaching of self-reading texts in the current edition of junior high school Chinese textbooks,so as to better guide the teaching and learning of self-reading texts.