Research On "Non-Indicative" Teaching Design Of Self-Reading Text Of Junior High School Prose

With the comprehensive implementation of the unified Chinese textbook in junior high school,another round of textbook interpretation and research is bound to arise,among which,under the "trinity" textbook arrangement system,the link of self-reading is deeply concerned by people.In junior high school,many scholars and teachers have made some research and exploratio n on self-reading texts in theory and practice.Based on professor Zheng Yinong's idea of "non-dire ctive" education,this paper takes the prose style in the self-reading text of the junior high school a s an example to explore the teaching design.This paper is divided into six parts.The introduction mainly summarizes the integrity of the thesis from five aspects: the proposal of the research questions,the significance of the topics,the current situation of the research,the ideas and methods of the research and the definition of the core concepts.The first chapter is divided into two parts.The first part is the combing of self-reading texts and self-reading texts in essays.Second,according to the results of the questionnaire survey of students and teachers,the author analyzes the current situation of self-reading teaching in junior high school.The investigation and analysis were conducted on the teachers and students of three junior high schools in Zeng Cheng,Guang Zhou.The second chapter,this chapter is mainly related to the theory of the elaboration.It involves th e basic connotation of "non-directive" education concept,the nature and connotation of self-readin g text,and the combination of "non-directive" concept and self-reading text teaching.The third chapter is a study on the basic strategies and steps of the teaching design of "non-direc tive" in the prose self-reading text of the unified edition.The basic step of instructional design is t o design in combination with specific practice under the guidance of basic strategies and to prepar e for the next teaching practice.The fourth chapter is mainly the practical part.According to the instructional design strategy and instructional design steps in Chapter 3,the "non-indicative" instructional design of the self-reading text "A Little Peach Tree" in prose is tested in practice,and through practice feedback,the effect of classroom practice is understood.The evaluation is diversified,including student evaluation,teacher evaluation and self evaluation.The results show that the "non-directive" teaching design of the prose in the unified junior high school from reading the text is successful in the classroom teaching and its teaching design is effective.The fifth chapter is the reflection and suggestion on the teaching design of "non-directive" in th e prose of the junior high school.Practice reflection is a reflection on the teaching design of "nondirective" on the basis of teaching practice.The teaching design suggestion of "non-directive" in p rose self-reading text is a teaching design suggestion put forward by combining the whole text and practice.