| Divided reading teaching is the key to cultivating students' stylistic thinking.With the introduction of the edited junior high school textbook,this version of the textbook pays more attention to the teaching of stylistics.However,the current junior middle school language classroom has the problem of ignoring the teaching of stylistic features.Many students The style of the article is not sensitive.No matter what style it is,it can be read from beginning to end without discrimination,and the elements of the style cannot be recognized after reading.Through teaching practice,the author found that the concept of "shallow teaching" can solve the problems in the teaching of fractal reading.The teaching concept of "shallow teaching" was put forward by Xiao Peidong,a Chinese language teacher in Zhejiang Province,to address some of the problems in the current Chinese classroom teaching.He should read the text closely and follow the main questions of the design of the stylistic features.Teaching shallow and deep,and thinking deeply.This concept has been used in modern prose,classical poetry,classical Chinese,etc.,and has achieved good teaching results.Chinese teachers clearly read the teaching style,and use the concept of "shallow teaching" in reading teaching to help students construct a style knowledge framework and stimulate students' curiosity.Teachers and students participate in the classroom together to achieve the teaching goal of a class.To further improve students' core Chinese literacy.This thesis is divided into three parts: introduction,body and conclusion,as follows:The introduction points out the utilitarian problem of Chinese language education in China,mainly ignoring the teaching of stylistic features,leading to the concept of "shallow teaching",and further analyzing the theoretical significance and application value of this concept in the application of fractal style reading teaching.After the author comprehensively consulted the data,a research review was made.The first chapter provides an overview of "shallow teaching" and fractal reading teaching,clarifies the definition of "shallow teaching" and fractal reading teaching,and the relationship between the two,analyzes the characteristics of the concept,and then proposes "shallow teaching" The feasibility basis used in the teaching of discourse reading is specifically analyzed from both theoretical and practical feasibility.The second chapter is the application research of "shallow teaching" in the teaching of fractal style reading,and the stylistic characteristics of the classics,classical poetry,modern prose and other famous articles taught by Mr.Xiao Peidong as high-quality cases.On the basis of practice,the author made reference to the "shallow teaching" concept and made three examples of teaching design of the compulsory style of the middle school entrance examination.The third chapter focuses on the analysis of the effectiveness of the "shallow teaching" concept in the teaching of discourse style reading.According to the teaching practice,the author makes a questionnaire for teachers and students,analyzes the problems of the "shallow teaching" concept in the teaching of fractal reading,and puts forward targeted strategies.Finally,by summarizing the reflection and significance of the teaching of discourse style reading under the concept of "shallow teaching",after a comparative analysis of the concepts of "shallow teaching" and "deep Chinese",the concept of "shallow teaching" is more suitable for the practical teaching of township junior high schools It reveals the significance of the return text in the teaching of discourse style reading under the concept of "shallow teaching".Concluding remarks,practice came to a conclusion,the concept of "shallow teaching" has achieved certain results in the application of fractal reading teaching,and also found some problems in the practice of township middle schools.Practically analyzing and predicting the feasibility of this concept can indicate the course for Chinese speakers. |
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