Research On The Application Of PBL Of Chinese Literary Masterpieces Guided Reading In Junior Middle School

One of the general goals of the "Compulsory Education Chinese Curriculum Standard(2011 Edition)" around reading is that students should have the ability to read independently and learn to use a variety of reading methods after the edification of nineyear compulsory education.To this end,the junior middle school Chinese textbook has specially set up a " Chinese Literary Masterpieces Guided Reading " section,which is intended to solve some reading problems of junior high school students at the current stage by means of curriculum-based masterpiece reading.Facing the brand-new "Chinese Literary Masterpieces Guided Reading" section,front-line teaching has too many doubts about what and how to guide the masterpiece.This article studies the specific application of the PBL(Project-based-Learning)teaching method in the junior middle school Chinese literary masterpieces guided reading.Based on the new curriculum reform concept,it adopts a combination of theoretical analysis and case design to explore the problems and causes in the Chinese literary masterpieces guided reading through the analysis of case studies,questionnaires and other methods.and then the PBL teaching method is applied to the design and implementation of the Chinese literary masterpieces guided reading to find operational strategies.Based on this,the paper is mainly composed of the following parts:The introduction briefly explains the background,significance,research ideas and methods of the topic,and defines the core concepts.It also summarizes the literature around the topic.The first chapter is the theoretical research part,on the one hand,it sorts out the text reading theory and dialogue theory in the theoretical basis of Chinese literary masterpieces guided reading.On the other hand,it explains the constructivist learning theory,pragmatist education theory,and multiple intelligence theory in the theoretical foundation of PBL teaching method,and clarifies that the Chinese literary masterpieces guided reading and PBL teaching method are highly consistent at the academic level.The second chapter is the part of investigation and research.Through the analysis of case studies,questionnaires,and case interviews with teachers and students,the existing problems in the Chinese literary masterpieces guided reading are found: 1.The reading interest is generally low;2.The reading process lacks effective supervision;3.The teaching objectives tend to dissimilate;4.The teaching form is solidified and unitary;5.The result assessment lacks detailed evaluation.Then,attribution analysis was carried out on these issues: from the teacher level analysis,it was learned that limited class time is an important factor restricting the Chinese literary masterpieces guided reading,test pressure is the objective condition that restricts the Chinese literary masterpieces guided reading,and teaching ability is the subjective factor that restricts the Chinese literary masterpieces guided reading;Student-level analysis shows that negative attitudes make reading behavior difficult to maintain,and lack of strategies make reading sense of fulfillment difficult.The third chapter starts from the realistic level,and focuses on explaining why the PBL teaching method can be applied to the Chinese literary masterpieces guided reading.Judging from the feasibility of the combination of the two: 1.The introduction of Chinese literary masterpieces guided reading encourages the reading of the entire book to provide high-quality content support for PBL;2.The "Thematic Exploration" column of the "Chinese Literary Masterpieces Guided Reading" section has project learning orientation and guidance topic selection of the project;3.The duration of the lectures of the Chinese literary masterpieces guided reading is flexible and convenient for project implementation;4.The Chinese literary masterpieces guided reading calls for innovation in evaluation,which can ensure the vitality of the project.From the perspective of necessity,the combination of the two helps to cultivate the core literacy of students,implement the requirements of curriculum standards,and break through existing teaching limitations.The chapter fourth and chapter fifth focus on the design of strategies,and are intended to explain how PBL teaching methods should be applied to the Chinese literary masterpieces guided reading to design PBL with localized Chinese characteristics.Based on the discusses the design principles and processes of PBL,the chapter fourth considers that the project design of Chinese literary masterpieces guided reading should go through the following six steps: establishing learning goals,finding project choices,design-driven issues,planning project tasks,clarifying project results and release methods,and building the entire process evaluation system.The chapter fifth combines specific case analysis,and further states the application strategy from the three stages of "guide","read",and "evaluate" : "guide" in the project preparation stage,it is necessary to design a project plan,a project guidence list and a chapter of project convention;"read" in the project implementation stage needs to monitor the reading process,guide the reading method,and improve the project plan;"evaluate" in the project conclusion stage has developed various evaluation metrics for each evaluation object.