Research On The Value And Realization Mechanism Of Situation In Reading

Reading ability is not only the core of Chinese learning,but also an important aspect of students' sound development.Modern literature reading is the main part of reading learning for senior high school students.Situation is an important means and way of reading teaching,which is widely used in reading teaching.However,at present,there are few systematic researches on the educational value of situation to reading in China,and few researches on how the situation affects the modern reading of senior high school students.And the existing research focuses on case analysis,lack of specific and reliable data to support,research methods are single.With the development of in-depth reading,reading literacy and other concepts,the creation of reading situation guide reading should be further studied,using empirical methods to verify the value and mechanism of situation.This study attempts to define the connotation of situation,describe the characteristics of situation and classify them on the basis of existing research,analyze the value of situation for senior high school students' modern reading,and collect data in combination with experiments and interviews to verify the value of analysis situation and the mechanism of its effect on senior high school students' modern reading,so as to provide reading teaching experience for front-line teachers.In addition to the introduction,this paper includes fiveparts.The first part is the situation and its classification in reading teaching.Firstly,it defines the concept of situation,distinguishes the concept of situation and situation,artistic conception and so on.Then it divides the situation into three categories:individual experience situation,social life situation and subject cognitive situation,and analyzes the characteristics of the situation on this basis.The second part,the level of reading and the situation of reading.First of all,it analyzes the situational support of high school students' reading.Secondly,high school students' physical and mental development characteristics,life experience and curriculum experience all need context,and the reading materials themselves rely on reading context.Finally,the process of reading activities depends on the situation.The integration,organization,refinement and monitoring of reading activities depend on the situation.The third part is about the value and performance of situation in modern Chinese reading for senior high school students.It mainly includes three aspects:the situation promotes senior high school students' understanding of knowledge,promotes senior high school students' inheritance of cultural thinking,and promotes senior high school students' understanding of knowledge significance.The fourth part is an empirical study on the mechanism of context in modern text reading.First of all,the test questions of modern reading level are designed.Secondly,design evaluation standards.Thirdly,the overall description and specific analysis are carried out according to the evaluation results.Finally,the design of interviews,in-depth study of the situation on the role of modern reading mechanism.The fifth part is the analysis of the function mechanism of situation in modern literature reading.Combined with the results of experiments and interviews,this paper analyzes the specific mechanism of action,including three aspects:realizing the mutual transformation of reading subject and object in the context,realizing the leap from shallow reading to deep reading in the context,and realizing the sublimation from text to culture in the context.