A Preliminary Study On The Teaching Application Of The Side-catch Design Of The Self-reading Texts Of The Junior Middle School Chinese

In September 2016,this junior high school Chinese textbook was firstly compiled and generalized around the country.The compiler distinguished teaching textbooks from self-reading textbooks and introduced postil to self-reading textbooks as the biggest difference.However,at the beginning of generalization,some teachers had a deviation as teaching postil design or they just explained briefly and succinctly or seldom used it or just ignored it.Therefore,such an aspect should be valued.In this paper,postil design teaching status at Beijing H Middle School is used as an object of study.Through case study method,text analysis method,classroom observation method and interview method,the author analyzes the current teaching status,further defines the type and positioning of postil design in self-readingtextbooks,and preliminarily proposes the feasible teaching suggestion.According to types and features of postil design in self-reading textbooks,the author conducts comparative analysis.In this paper,the author divides self-reading textbooks into four types,including narration,description,argument and poetry.Postil contents are divided into closed questions,open questions,summary and task.By combining with text analysis,the author preliminarily summarizes and analyzes advantages and shortcomings of postil design.The research results find that something is deserved to be learned in teaching application of postil design.For example,teachers give instructions to self-reading textbooks in accordance with different types and give autonomous reading and reflective space to students,but there are also shortcomings.For instance,teachers pay much attention to postil design,there is short of systematic teaching method and they are restricted by traditional teaching philosophy.By aiming at the above-mentioned problems,the author attempts to put forward optimization suggestion.Based on textbook analysis,use process of teachers and students,and teaching evaluation,the author proposes the corresponding teaching strategies.In terms of teachers,it is necessary to "be suitable" for different types of textbooks and focus on emphasis to some extent.Furthermore,teachers should change teaching concept,pay much attention to postil design,and advocate personalized reading spirit.Besides,teachers should use multiple forms of carriers,make flexible use of postil and develop the maximum value of postil.With regards to students,they should cultivate good reading habits and imitate postil by characters or symbols.Postil design teaching is preliminarily attempted in today’s front-line teaching,but there is no sufficient theoretical support and practice exploration for systematic teaching and high-efficient utilization.Particularly,it needs more attempt and practice to use pedagogy theory in specific teaching.This paper is targeted at exploring theory and practice to propose some new ideas and perspectives for postil design teaching.