A Study On The Side-Criticism Of The Self-Reading Texts In The Unified Junior Middle School Chinese Textbook

Part of the junior high school Chinese textbook has innovation in compiling concept,one of which is the trinity of "teaching,reading,self-reading and extracurricular reading".Rumin Wen,editor in chief of the textbook,once elaborated this concept in detail."Teaching and reading" means that teachers take students to read the text carefully and deeply,learn the important knowledge points contained in the text,the expression methods and writing skills of the text,and make students fall in love with Chinese in Chinese learning;while "self-reading" mainly emphasizes students' independent reading,aiming at training students' self-learning ability and helping students The methods learned in "teaching and reading" are applied to the self-study of self-reading texts,while the extracurricular reading pays more attention to the cultivation of students' extracurricular reading quantity,and puts forward the editor's suggestions on the relevant reading bibliography.As a major feature and bright spot of the part edited junior middle school Chinese textbook,parataxis exists in a large number of self-reading texts.The research on parataxis can help Chinese teachers and students better carry out teaching and self-learning,and it is more conducive to teachers to explore independent,cooperative and exploratory learning methods in Chinese Teaching practice,and promote the diversification of Chinese learning.This paper focuses on the application of side batch in junior middle school Chinese teaching,and the content is divided into four parts.The introduction part mainly discusses the origin and significance of the research,the research status at home and abroad,the research objectives and methods,the research content and innovation from the perspective of the combination of theory and practice.The first chapter is an overview of Chinese teaching materials in junior high school.It mainly includes three aspects:the concept of side batch setting,the basis of side batch selection,and the principle of side batch setting.The second chapter mainly analyzes the layout,types and characteristics of side batches.Through the study of the textbook,the author roughly grasps the distribution of the side batch in the self-reading text.Through the analysis of these bypass batches,the related types of bypass batch settings are summarized.For example,it generalizes the content of the text,appreciates the content of the text,and enlightens the students' thinking;the features of the side batch setting are progressive layer by layer,concise language,and restart.The third chapter mainly analyzes the use status and attribution of the side batch.This paper takes the junior middle school teachers and students of XX middle school in Lu'an City as the research object,and adopts the method of questionnaire to carry out this research.Analyze the cause of the problem according to the survey results.The main problems are:most of the teachers affirm the positive effect of the side batch on the self-reading text teaching,but they don't pay enough attention to the use of the side batch and ignore the side batch;the teachers lack the ability to use the side batch for teaching,the use method is single,and all the side batches should be explained one by one.The main reason is that the teachers have not grasped the idea of the setting of the side batch well,have not made clear the purpose of the setting of the side batch,and are too rigid and monotonous in the teaching method of using the side batch.The situation and problems of students' self-study of self-reading texts by using side batches are as follows:students fail to establish the awareness of self-study by using side batches,pay less attention to side batches,and use side batches improperly.The main reason is that most of the students lack of interest in reading texts by themselves,lack of self-study ability,and lack of understanding and grasp of the relevant knowledge.The fourth chapter mainly aims at the problems and reasons in the teaching of self-reading texts in junior middle school,and puts forward constructive suggestions and strategies from the perspectives of teachers and students.Teachers:teachers should set up the idea of using the side batch teaching to read the text by themselves,constantly enrich their professional knowledge,improve their personal quality,make full use of the teaching materials,organize effective teaching,cultivate students' independent reading ability,and let students read by themselves.For students:students should establish a positive learning attitude,cultivate the interest and habit of independent learning by using side approval,strengthen special training,and correctly master the method of using side approval.This paper focuses on the application of side batch in self reading text,trying to summarize and analyze a series of problems existing in the use of side batch in self reading text learning.Based on the attribution of teachers and students,this paper puts forward the strategy of improving the teaching and self-study by using the side examination,so that teachers can use the side examination conveniently in the teaching and learning of self-reading texts after their birthday.It is hoped that the side examination can play a unique role in study texts,improve the students' ability of study texts,so as to better promote the reform of junior middle school Chinese teaching.