A Study On The Teaching Strategy Of Chinese Deep Reading In Senior High School

The depth of reading determines the thinking pattern of teenagers.High school students are mostly exposed to high-quality reading texts set in class,so classroom reading teaching assumes the responsibility of cultivating students' reading literacy.However,this study finds that Chinese reading teaching in senior high school is shallow,making classroom reading superficial.Therefore,it is difficult for students to get a glimpse of the situation and to meet the requirements of "core literacy" and "key ability" in the college entrance examination.Deep reading is a concept proposed on the basis of deep learning theory,which is opposite to "shallow reading".It emphasizes that readers gradually deepen from the surface of the text to achieve a deep understanding of the text.Therefore,in order to improve the current high school Chinese reading teaching into stereotyped,superficial,formalized the status quo,improve high school students reading ability,on the basis of deep learning theory,this study draws on reading teaching theory of li hailong,design depth of the high school language reading teaching strategy framework,provide deep reading teaching guidance for teachers.This study is mainly divided into four parts: literature research,framework construction,case implementation,effect analysis and conclusion.First of all,according to the curriculum objectives and requirements of high school Chinese curriculum standards(2017 edition),the teaching objectives are determined based on the four requirements of Chinese core literacy.And based on the depth of deep learning theory,teaching theory,put forward by li hailong "reading teaching ability request" for reference and applied the method of "deductive-induction" from the dimension of the target layer,operation dimension design depth of the reading teaching strategy framework,determine the depth of reading teaching strategy "perception text,early screening of integration of text reading,analysis of the text,appreciation,evaluation,form reading text method" six dimensions.Secondly,it carries out the design and implementation of the deep reading teaching strategy framework,including the investigation of the current situation of the deep reading teaching,the design and case implementation,and presents it in the form of teaching examples.Finally,the paper analyzes the results of the deep reading ability test and the deep reading self-assessment questionnaire,and evaluates and analyzes the teaching effect of deep reading from the two aspects of students' reading ability and self-efficacy.The conclusion shows that the deep reading teaching strategy designed in this study is progressive and sequential.Although it is based on shallow reading,it has no obvious effect on the improvement of students' shallow reading ability.Deep reading teaching strategy can significantly improve students' ability to appreciate texts,exercise students' critical thinking,especially improve students' interest in reading,and promote students' mass reading by setting main questions for question-guided teaching.The effective implementation of deep reading teaching strategy should pay attention to properly grasp the "depth relationship" in reading teaching,adhere to the teaching goal of cultivating Chinese core quality,and flexibly use different texts.