The Problems And Countermeasures Of Junior Middle School Students In Narrative Reading

Narrative reading is a question type often seen in junior high school Chinese.Whether it is primary school,junior high school or high school,it is a compulsory test,especially in junior high school.Narrative reading is a very important type of examination.However,during the teaching process of the author,I found that students appeared most in the most familiar narrative reading.The problem.What kinds of problems can be divided into?What causes it?How should we solve it?There is a lot of literature focusing on the classroom teaching of narrative reading,and few of them focus on the teaching results,that is,the students' feedback on the questions.The characteristic of this article is that starting from teaching practice,taking the test questions and papers done by students as research materials,find out the problems and reasons of junior high school students in the process of reading and solving narratives,and give solutions.Starting from practice,summing up lessons,and then nurturing teaching.This article consists of four parts:The introduction summarizes the research origin of the thesis,the related concepts of the narrative,the research review,the research significance,the research objects and methods.The first chapter mainly introduces the problems encountered by junior high school students in reading narrative.These issues fall into three categories:closed-ended,semi-open,and open-ended.The answers to closed-ended questions are fixed,or specific answers can be found in the text.These types of questions can be divided into three types:screening information,carding generalization,and writing methods.The answers to semi-open questions are fixed.Open answers within the scope,that is,when the main factors must be around,it can be expressed in a variety of ways.These types of questions include appreciation and appreciation,role analysis,comprehension,and image.The answers to open-ended questions are not limited in scope.Students can freely express their views based on their own understanding.The reason is justified.These types of questions are mainly expressive questions.The second chapter analyzes the causes of students' problems in narrative reading.There are three main reasons,students,schools,and test papers.On the student side,the students 'reading ability,understanding ability,and expression ability are not strong enough;on the school side,there are problems in teachers' teaching ideas,teaching methods,and classroom capacity;on the test paper,from the selection of the test paper,the design of the questions,and the answers Analysis of the impact of students' settings.The third chapter puts forward the countermeasures based on the three reasons summarized in the second chapter.Firstly,students should improve their reading ability and problem-solving ability;secondly,they should change the teaching methods of teachers and carry out unit-integrated teaching to improve the efficiency and quality of the classroom;finally,improve the test system of the test papers.Attention should be paid to clear guidance and answer setting should focus on clear and complete.In terms of improving students 'problem-solving ability,the author has adopted a relatively new teaching method,which is also the innovation of this article.That is,in the classroom,we must give full play to students' subjective initiative,take students as the main body,let students move,and let students convert Identity,try to formulate test papers and answers from the perspective of the proposition person,and then consolidate and improve in the mid-year examination questions,so as to improve their ability to solve problems.The concluding part summarizes the writing process and some shortcomings of this article.I hope that my colleagues in junior middle school narrative reading research will learn a little bit,and I hope everyone will criticize and correct it.