Research On The Teaching Of Strategic Knowledge Of Chinese Reading In Junior High School

The Chinese textbook consists of four parts:the reading aid system,the selected text system,the training system,and the knowledge and competence system.The knowledge system is a system of Chinese knowledge that is incorporated into the Chinese curriculum and has teaching value.It mainly includes three categories:declarative knowledge,procedural knowledge,and strategic knowledge.At the beginning of the compilation,the edited Chinese textbook was devoted to solving the problem of weakening the language knowledge system,adding procedural knowledge and strategic knowledge to the content,This kind of writing provides new ideas for teaching students to learn,and it has far-reaching significance for Chinese teaching in the context of the new curriculum reform.This article is based on the classification of general strategic knowledge,detailed analysis and analyzes of the reading strategic knowledge in the textbooks,and makes the explicit knowledge point explicit presentation,trying to sort out the list of strategic knowledge of junior high school Chinese textbook reading.In order to guide the teaching,in order to improve the efficiency of the use of the textbooks,in order to adapt to the development of modern Chinese teaching.This article consists of five parts.The introduction part mainly summarizes the background and significance of the topic,and then introduces its relevant research status and research content,ideas and methods,and the definition of key concepts involved,which leads to the subsequent explanation.The first chapter mainly analyzes the strategic knowledge,reading strategic knowledge and reading strategies involved in this paper.On this basis,it elaborates the connotation of reading strategic knowledge.Then it introduces its main content,including information extraction strategy,information summary strategy,information reasoning strategy,information storage strategy,monitoring and adjustment strategy and activation of original knowledge and experience strategy,providing theoretical basis for subsequent discussion.The second chapter is mainly to comprehensively sort out and analyze the specific content and presentation characteristics of reading strategic knowledge in the textbooks of junior high school.On the basis of the macro control,the use of the chart form,the presentation of the hidden strategic knowledge points in the four sections of the seventh-grade and eighth-grade Chinese textbooks in the middle school,reading,teaching,self-reading and master reading The method,quantity change and specific content are analyzed in detail,so as to have a macroscopic understanding and overall grasp of the reading strategic knowledge of Chinese textbooks,in order to provide guidance and related materials for modern Chinese teaching.The third chapter is mainly based on the analysis of reading strategic knowledge in the textbooks,focusing on how to effectively use these reading strategies in the teaching materials for teaching.According to the characteristics of its layout,the specific operational teaching suggestions are given,in order to provide a direction for th e teaching of Chinese reading strategic knowledge.The conclusion section clarifies the shortcomings of this paper and the direction that indicates the need for future efforts.