Comparing Reading Strategy Knowledge And Combing And Evaluation Of Teaching Suggestions

Reading comprehension is an important part of Chinese learning.In reading learning,reading strategy is its core content.Comparative reading strategy is one of the reading strategies.Since the compilation of the Chinese language textbooks was officially launched in 2016,there has been a lot of research on textbooks and teaching of reading strategies in academia,but relatively little research on comparative reading strategies has been included.A study of the six volumes of the textbook and the Teacher's Teaching Book found that "comparative reading" appeared in the form of after-school exercises in the textbooks,without showing strategic knowledge.The "Teacher's Teaching Book" also does not talk about strategy knowledge in its entirety,but presents it in literacy improvement and teaching suggestions.But we can infer relevant strategic knowledge from it.Therefore,this article takes the junior high school Chinese compilation of "Teacher's Teaching Books" as the main research object,and uses the comparative reading teaching suggestions and after-school exercises involved in text reading as examples to infer its inherent strategic knowledge and further link it with the academic community.Compare and evaluate studies that compare knowledge of reading strategies.At the same time,the teaching suggestions provided are sorted out,and the operability and value are evaluated based on the "compulsory education Chinese curriculum standards" and the completion of the teaching goals.Through combing and evaluating,it is found that the strategic knowledge in the textbooks compiled is relatively complete,but its biggest disadvantage is that it is not presented "explicitly".If the teacher cannot accurately capture the strategic knowledge involved,there are still many professors as reading strategies.Inadequacy.As a teaching suggestion,it can effectively help teachers guide students to better understand the text and provide students with a “grab” for text understanding.It also basically meets the fourth semester goal and teaching suggestions in the Compulsory Education Chinese Curriculum Standards.However,whether it is teaching materials or "teacher's teaching books",we still need to further explore and improve,it would be better if we can strengthen the direct presentation of strategic knowledge.The results of the study hope to have some reference significance for the comparative reading strategy teaching of front-line teachers and the compiling of comparative reading knowledge in Chinese textbooks and "teacher's teaching books".