Research On The "Reading Method Knowledge" Of Junior High School Chinese Textbooks

Chinese knowledge has always been the core of Chinese teaching,but also the existence of Chinese curriculum can not be ignored.But "Full-time compulsory education language curriculum standards(experimental draft)"for language knowledge should not be deliberately to pursue systematic requirements,so that language knowledge is constantly weakened,and in the subsequent teaching practice,there have been misunderstanding and deviation,as a result,there are some problems in the teaching of Chinese knowledge,and the cultivation of students'ability is impacted.Based on such historical background and practical problems,on the basis of the analysis of the literature,this paper,with its own practical experience,makes a detailed study of the methodological knowledge of reading in the reading units of textbooks,it is hoped that this paper can give some inspiration to the teaching of reading.The main body of this thesis includes four chapters.The first chapter is the research on the concept,structure and teaching value of reading methodological knowledge.Chinese reading methodology is the core concept of this paper,but in the related research,there is no clear definition.Therefore,from the Chinese knowledge,to the Chinese methodological knowledge,and then to the Chinese reading methodological knowledge,the paper carries on the conceptual sorting of the levels,and finally makes it clear that the reading methodological knowledge is presented in the reading unit of the Unified Junior Middle School Chinese textbook,direct guidance of students in reading practice activities,with certain Operability and generative rules,methods,means and strategies of knowledge.Secondly,it explains the component elements,structure and value of the reading method knowledge separately,so as to understand the Chinese reading method knowledge more comprehensively.The second chapter is based on the junior high school Chinese textbooks,the teaching materials of reading methods of the presentation of knowledge,the content of a specific comb and analysis.In the arrangement of junior middle school Chinese teaching materials,the double-main-line structure is adopted,which can better fulfill the requirements of curriculum standards.Through the analysis,the author finds that the reading method knowledge in the textbook has the characteristics of prominent core,step-by-step and representation,but it has the possibility of further improvement in the knowledge structure,rule expression and application guidance.The third chapter is a survey and analysis of the current situation of the use of reading methodological knowledge.Through the analysis of the students' questionnaires and the interviews with the teachers,this paper studies the current situation of the application of the reading method knowledge,and finds out that there is insufficient use of the teaching materials in the teaching of the reading method knowledge,teachers lack of relevant theoretical knowledge and the phenomenon of personal refining.In view of the above phenomenon,the author has carried on the reason analysis from the curriculum,the teaching material,the teacher and so on.The fourth chapter is on the basis of the first three chapters of the teaching of reading methodological knowledge.Through case analysis,aiming at the characteristics and problems of the methodological knowledge of reading in teaching materials and teaching,this paper makes concrete efforts from the three aspects of principles and optimization strategies,and puts forward the combination of teaching with literature and teaching with special topics,the system is comprehensive and focused,intuitive explanation and practical training,sum up the reflection and transfer of the use of targeted strategies.In a word,this paper is based on the reading method knowledge in the junior middle school Chinese teaching material.While sorting out and presenting the current situation of the reading method knowledge,it sums up the existing experience and finds out the remaining problems,and further on the"Reading method knowledge"of the development of reflection.The author hopes that the research data and summary of this paper can provide some references for the Chinese teachers in the front-line middle school to develop the reading method knowledge and the whole development and reform of the current Chinese teaching.