Action Research On The Improvement Of Self-reading Texts Teaching In Junior Middle School Based On Learning Guidance

The Chinese textbooks are divided into “teaching reading texts”,“self-reading texts” And “out-of-class reading” in the edited Ministry of Education,forming a “the Trinity” reading teaching model,in which the self-reading texts are in the middle position,which connects reading and extracurricular reading.The bridges and bonds of reading,and the particularity of the status of self-reading texts determine the value of research.This study takes the self-reading texts in the junior middle school Chinese textbook as the research object.Based on the questionnaires and teacher interviews,we learned present situation that the self-reading text have a random and casual teaching method,the teaching efficiency is low,the learning guidance is not clear enough in actual teaching.In response to these issues,a two-semester action study was conducted.The first round of action was mainly to clarify the learning tasks of self-reading courses,pay attention to learning method guidance,and combine specific teaching cases to obtain reading methods and skills for students.The second round of action relied on self-reading text-assisted reading systems,targeted stylistic teaching,and the reading method was extended to group text reading outside the classroom.Both rounds of action were supported by specific teaching cases,and the teaching effect was remarkable.On the basis of practice,effectively guide the teaching of self-reading teaching from the aspects of unit goals,reading aid systems,and group text reading.The specific strategies are:changing traditional concepts and establishing self-reading consciousness;coordinating unit goals and establishing teaching priorities;using aids skillfully reading system,assisting teaching practice;learning reading methods,and carrying out group text reading.