A Narrative Study On The Development Of Reading Teaching Literacy Of Junior Middle School Chinese Teachers

Under the new curriculum reform,Chinese teaching pays more and more attention to the cultivation of students' learning accomplishment,and students' learning quality is closely related to teachers' teaching quality.According to the junior middle school Chinese teachers' teaching quality,especially the development of reading teaching of the narrative theory and research,not only improves the literacy development of first-line Chinese teachers' reading instruction,but also causes the concern and deep discussion of Chinese teachers' reading literacy in junior middle school.There are four parts in this thesis.The first part: introduction.This paper mainly expounds the origin and significance,research contents and methods,research summarization and concept definition,and draws lessons from previous research achievements,and clarifies the personal factors and environmental factors that influence junior middle school Chinese teachers' reading literacy development.The second part: the narrative research on the development course of the reading teaching literacy of four junior middle school Chinese teachers.The selected subjects were two experienced teachers and two new teachers in a secondary school attached to a normal university.They both assumed the teaching of Chinese in junior middle school.Their teaching experience,teaching idea and educational cognition were presented in a narrative way.The third part: Based on the narrative research of four junior middle school Chinese teachers' reading literacy,we compare the new teachers and experienced teachers' reading teaching ideas,attitudes,contents,methods,processes and evaluations.There are three main problems that affect the development of teachers' Reading Literacy: Teachers' implementation of teaching concepts,teachers' basic skills and school evaluation system.There are two reasons: internal factors(including: traditional teaching concepts are deep-rooted,theory and practice are not unified and lack of innovation spirit)and external factors(including: school evaluation and social limitations).The fourth part: based on the above research and analysis,it puts forward suggestions on how to improve junior middle school Chinese teachers' reading literacy from teachers' level,school level and social level.