The Research On Teaching Strategies Of Self-reading Texts In The Chinese Textbook Of Junior Middle School

With the comprehensive use of the junior middle school Chinese textbooks,self-reading texts,as an important part of the "Trinity" reading teaching system,have become the focus of extensive discussion among academics and front-line teachers.According to the original intention of the editors of the textbooks,the arrangement of the self-reading texts is intended to enable the teachers to guide the students,skillfully transfer the learning methods of teaching and reading texts for autonomous learning,and gradually improve their autonomous reading ability.However,in the specific teaching practice,front-line teachers have certain deviations in the implementation of self-reading text teaching strategies,and the teaching effect is generally poor.Therefore,the study of teaching strategies for self-study texts should attract attention and exploration.This article consists of three parts: introduction,text and conclusion.The introduction part briefly explains the reasons for this topic.The body is divided into four chapters.The first chapter begins with the development and evolution of self-reading course types,self-reading,and the analysis of related concepts,and clarifies the concept of "self-reading" and "self-reading texts".Secondly,based on the analysis of the arrangement and selection of self-reading texts of the unified textbook,the advantages and problems to be optimized of the self-reading texts of the unified textbook are summarized.In chapter two,teachers and students of junior high school grade 3 are selected to conduct a questionnaire survey,to collect front-line teachers 'knowledge and teaching methods of self-reading texts,and to provide feedback on the teaching situation of teachers' self-reading texts at the student level.It is concluded that there are three main problems in the current self-study text teaching: neglecting the "Trinity",insufficient transfer ability,downplaying stylistic teaching,disorganized reading thinking,despising the reading aid system,and the teaching effect is not very good.In Chapter Three,three strategies are proposed.Firstly,through multi-directional transfer teaching and reading methods and actively expanding extracurricular reading methods,teachers are encouraged to effectively implement the "Trinity" and build bridges inside and outside the classroom;secondly,the choices are selected from literary styles,practical styles and classical Chinese styles.Starting from the characteristics,guide teachers to grasp stylistic features and attach importance to stylistic teaching.Finally,it is recommended that teachers integrate teaching resources,make good use of the reading aid system,and play a reading aid function on the basis of using side-by-side and paying attention to reading tips.The fourth chapter,combined with the self-study text "Going One Step,Going One Step",is based on the combination of theory and practice,and analyzes the four teachers' different design of the same text teaching goal and teaching link.To further explore the teaching strategies of self-study texts.At the same time,this article aims at the inconsistent editing settings of some unit teaching texts of the textbooks and self-selected texts in combination with the teaching case of “same-class heterogeneity”.Proposed optimization suggestions.