Investigation And Reflection On The Teaching Of Chinese Dialogue Reading In Senior Middle School

In recent years,the new curriculum reform and the college entrance examination reform have raised the importance of Chinese reading to a new level.Therefore,special reading hours have been set up in many middle schools for Chinese teachers and students to carry out scientific,effective,systematic and open reading learning.And practical activities.However,in the actual teaching practice process,reading lessons tend to be in the form,easily becoming recommended lessons for extracurricular readings,students'style display lessons,and even students' self-learning lessons,losing the value of reading lessons.Based on empirical research and case studies,this article attempts to analyze the nature and function of Chinese reading classes based on the actual situation of current Chinese reading teaching,and discuss the implementation strategies and specific operations of dialogue teaching in the reading teaching process in order to improve The status quo of reading teaching,enhance students 'reading experience and improve students' reading level.This thesis is divided into three chapters.According to the analysis of the connotation and implementation status of reading lessons,the practice of dialogue teaching theory in reading lessons,and the analysis and reference of a high-quality high school Chinese reading lesson,it is developed layer by layer.I hope to find out the path and method that are more suitable for the teaching of Chinese reading in senior high school through inquiry.The introduction first introduces the reason and significance of the topic selection,defines the concepts of reading lessons,dialogue teaching and dialogue reading teaching,and then sorts out existing related research works and papers at home and abroad,laying a foundation for this research.Premise and theoretical basis.Dialogue reading teaching requires the use of theories and principles of dialogue in reading teaching to establish a democratic and equal teacher-student relationship so that they can resonate and grow together in communication and dialogue.The first chapter is a survey of the current situation of high school Chinese reading classes.This article starts from the reading teaching practice of No.1 Middle School in Tongchuan City,and uses questionnaire survey method,literature research method,case interview method,summary experience method and observation and discussion method to summarize the teaching of high school Chinese reading class from different perspectives of teachers and students Effective experience,clear three principles and five characteristics of reading teaching.The second chapter is the current status of the implementation of dialogue teaching in high school Chinese reading lessons.It studies the application value and guiding significance of "dialogue" in the different teaching stages of reading lessons.And implementation effects,specifically analyzes the role and positioning of six different subjects of teachers,students,texts,authors,critics and textbook editors in the dialogue process,and further analyzes the systemic and practical effectiveness of the teaching of dialogue reading Evaluation.The third chapter explores the principles and methods for establishing the teaching goals of reading courses,the analysis basis of students' reading effect and emotional experience,and analyzes the influences of the effects of reading dialogues.Factors,then put forward improvement strategies,and finally pointed out the prospects and directions of dialogue teaching in the development of reading teaching.