The Research On Chinese Reading Teaching In High Middle School Under The Concept Of Deep Teaching

The promulgation of "General High School Chinese Curriculum Standards(2017 Edition)" marks the gradual progress of Chinese language education from the"knowledge-core era" to the "Key Competencies era".Based on this newly developed starting point,the question of "How to implement key competencies of Chinese into teaching" becomes a heated research area.However,in the current classroom setting,the mechanization of teaching procedures and the alienation teaching modes inhibit the development of students' key competencies in Chinese.The depth of reading teaching mode can overcome the disadvantages mentioned above as it can effectively improve the developing teaching quality of the classroom,and promote students to think and analyze deeper over a topic.In response to this,the paper introduces and explains the concept of"depth teaching".It focuses on the analysis of the connotation,characteristics,knowledge,and general approaches of depth teaching.At the same time,by implementing the theoretical concept into Chinese teaching classrooms,we hope to explore a practical direction to improve the modern Chinese reading classroom teaching model and to help students to carry out deep learning in Chinese.From the aspects of the definition of the concept and the interpretation of the keywords to defines the connotation of "in-depth reading teaching in high school".The teaching method must fully increase students' reading activities;the teaching object is the high-level development of students' Chinese literacy,which can be refined into three aspects:enhancement of personalized reading ability,the development of critical thinking,and the construction of a thrilling spiritual world.And,referring to the two lesson plans of the selected article "Fond Memories of Peiping",three characteristics are identified:1)the relevancy of the teaching content;2)the experience reference in the teaching process;3)flexibility of teaching method.After analyzing the connotation and characteristics of in-depth reading teaching concepts,the focus shifts to the implementation of the concept to reality.In order to grasp the general direction of in-depth reading teaching,the article puts forward the teaching principle of "promoting diversified dialogues and interactions",and lists specific approaches for teachers to help them fulfill this principle in reality.Moreover,a double-chain teacher literacy system is required as a guarantee of teaching quality.Teachers are required to take the ethics of faith,uphold the spirit of education,adhere to lifelong learning to cultivate high-level cultural knowledge,and improve the level of teaching quality,research and teaching control.In the end,according to the relevant provisions of the new curriculum standard,with reference to the academic situation,in-class teaching practice,and specific teaching plans,three types of text reading teaching practices specified in the new curriculum standard are explored separately.For literary texts,develop a path that from "Broadview" reading?Approve intensive reading?Select intensive reading?Exceeding the "text"teaching path.For the descriptive text,design a path from "self-reading analyzing?intensive reading and deliberation?thematic comparison reading"?Generate Cognitively.For practical texts,design a path from "rational reading?layered abbreviation?selective intensive reading?application in reality.The article also mentions the details of the precautions in the implementation of the path from point to point,such as finding the keys in teaching,evaluating feedback and reflection,etc.It also provides related task lists,thinking lists,evaluation form and other chart styles for reference.