Study On The Compilation And Use Of Self-reading Texts In Chinese Textbooks For Junior Middle Schools

In 2016,the textbooks for the junior high school that were officially put into use were changed from “intensive reading texts” and “slighting reading texts” in the previous versions of textbooks to “teaching texts” and “self-reading texts”,and in the design of internal structure.Also made a distinction,self-reading text sets the side batch,reading tips,reading and writing.The authors pointed out that the purpose of this change is to emphasize the transition from teacher-directed to student-independent reading;from single reading to similar articles and whole book reading.It is also pointed out that in the use of teaching materials,we should pay attention to the expansion of extracurricular activities in the classroom,and construct a "three-in-one" reading mode from teaching to self-reading to extracurricular reading.However,in the process of using the actual teaching materials,the teacher can not reflect the editor's intention.Some teachers still teach according to the teaching method,neglect the practice of the method,and do not expand to the extracurricular.Therefore,this paper analyzes the problems existing in the use of self-reading texts in junior high school Chinese textbooks through interviews and case analysis methods,and proposes an improved strategy for the arrangement and use of self-reading texts.This thesis is divided into five parts.The first part is mainly the introduction.The introduction part first discusses the research significance of this paper,and then defines the concept of reading materials,self-reading texts and skimming texts respectively.Secondly,it summarizes the existing research on reading materials and self-reading texts.Finally,the research methods used in this paper are introduced.The second part analyzes the layout of the self-reading texts of the Chinese textbooks inthe junior high school,and first introduces the purpose of writing self-read texts.Secondly,it sorts out the quantity and content of self-reading texts,and then analyzes the internal structure of self-reading texts,the differences between teaching texts and the advantages and disadvantages of self-reading texts.The third part analyzes the use of self-reading texts in actual teaching,including interviews with teachers and analysis of classroom cases.It mainly interviews teachers' understanding of reading types in textbooks and prepares self-reading texts.Situation and use of self-study course resources and post-class practice.And systematically analyzed the classroom recordings.It is found that in the actual teaching,the self-reading texts are still taught according to the teaching texts;the training of the methods is neglected;the self-reading exercises are not implemented without proper use of the curriculum resources.The fourth part mainly proposes some improvement suggestions for the preparation and use of self-reading texts for the existing problems,including the improvement of the teaching material unit organization;the reading aid system pays attention to the students' actual situation and constructs the self-reading text evaluation system;Read the principles of "self" and "guide" in the text;cultivate the overall awareness of the unit,practice teaching and reading methods;Creative use of reading aid system;finally build bridges between the classroom and extracurricular,and stimulate students' interest in extracurricular reading.The fifth part proposes the inadequacies in the research process and the subsequent research space for this research.