A Study On The Arrangement And Teaching Of Self-Reading Text In Junior Middle School Chines Textbooks

At present,Chinese teaching materials have changed from "one outline and many books" to "one outline and one book"."Self-reading text" have attracted much attention.As an important bridge connecting "teaching and reading texts" and "extracurricular reading",it plays an irreplaceable role in reflecting students' subjectivity and should be fully developed and utilized.But in the teaching practice,the teaching situation of"self-reading text" is not optimistic.Therefore,I rely on the unified edition of junior middle school Chinese textbooks to study the teaching of "self-reading text".This paper takes the "self-reading text" of the junior middle school Chinese textbook as the research object,First of all,starting from the self-reading text itself,To understand the concept,development process and significance of "self-reading text" in junior middle school Chinese textbooks,and to compare and analyze the features of "self-reading text",summarizing the features of "self-reading text" in terms of unit location distribution,reading aid system and operation system to fully tap the value of "self-reading text" in the unified edition of junior middle school Chinese textbooks,And it is also the basic part of the whole paper.Secondly,according to the results of teachers' interviews,they said that there were deficiencies in the arrangement of teaching materials in the process of using the"departmental edition" to read the texts themselves.Including the "side-batch" content and the arrangement of the "white supplement" content.Finally,according to the characteristics of the arrangement of these self-reading texts,some teaching suggestions are put forward.I hope I can better improve the teaching level of teachers and improve the self-reading level of students.