A Study On The Main Problems Of Chinese Reading Teaching In Junior Middle Schools

With the influence of Chinese curriculum revolution,in the reading classes,most teachers attach importance to the independent reading ability of the students.And questions are the bridges for the students to step into the books and learn knowledge and abilities.Mainquestion teaching method can lead the students well to comprehensively read and think to form their individual understanding.However,in the actual reading classes,there are still teachers posing trivial questions and students passively accepting knowledge.The application and implementation of the main-question teaching method have still been impeded.Therefore,only by understanding the actual situation of teaching in the junior high school reading classes,can the advantages of the main-question teaching method be better exploited to practically and effectively improve the independent reading ability of the students.The paper has adopted literature research method,questionnaire survey,and classroom observation and case analysis method.After analyzing and summarizing the previous research on main-question teaching method,the paper has taken Q Middle School in Shantou as the research case to deeply learn about the current situation of the junior high school reading class and the application of main-question teaching method in the school.Based on research,classroom observation and after-class situation,several problems have been found after data summary.Some teachers cannot carefully interpret the text;the teachers cannot understand and apply the main-question teaching method well;the questions posed by the teachers are rarely connected to the reality;the group activities in the classes are too formalistic;some teachers do not pay attention to guidance,advice,classroom assessment and after-class reflection.Aiming at the problems,there are three solutions,textbook analysis and treatment,main-question design strategies and classroom assessment,in the hope of forming a mainquestion teaching mode for the frontline teachers to refer to.Firstly,as for the textbook analysis and treatment,three aspects have been discussed from analyzing the content of the text,confirming the teaching objects to integrating the teaching content.Secondly,as for the main-question design strategies,different types of text have been learnt to discuss how to raise questions in the teaching of novels,proses,poems and dramas in detail,so that the students can comprehensively read the text according to the clues of the questions.Finally,the classroom assessment can be optimized by formulating evaluation content and standard.Based on these,through case analysis,with the combination of the actual situation of the classes and the learning status of the students,the main-question teaching mode in the teaching practice has been and made in-time reflection to conclude the shortcomings,the study is explored from the aspect of the teachers to provide reference for the frontline teachers by the proposed main-question teaching mode and classroom practice.