Teaching Research On Self-reading Texts In Compulsory Chinese Compulsory Books For Senior High Schools

"Self-reading text" is an important part of the compilation of high school Chinese textbooks."Self-reading class" is a transitional course type that connects "teaching reading class" and "extracurricular reading".The emphasis is on cultivating and improving students' autonomous reading ability,with a view to Let students learn from "teaching and reading",practice "self-reading",and use them for "extracurricular".However,in actual education and teaching practice,due to many factors such as class time arrangement,exam preparation,and class positioning,front-line teachers have a certain understanding of self-reading texts and teaching texts to a certain extent,but they are self-reading in actual teaching.The effect of text teaching is still not ideal.Based on previous studies,the author investigates and studies the current situation of the teaching of compulsory self-reading texts in high school Chinese,sums up the experience,and finds problems in order to solve the problems in the teaching of compulsory self-reading texts in high school,and effectively cultivate students' autonomous reading ability.The thesis consists of an introduction,three chapters of the main body,and five parts of the conclusion.The introduction explains the origin of the research,the purpose and significance of the research,the status quo and level of the research,and the ideas and methods of the research.The first chapter is an overview of compulsory self-reading texts for senior high school Chinese.First,use the literature research method to define the related concepts of self-reading texts,clarify the concepts of self-reading,self-reading texts,etc.;secondly,sort out the development and changes of "self-reading" and its relationship with "teaching reading","extracurricular reading","intensive reading" and "intensive reading".The third is to organize and analyze the arrangement and positioning of self-reading texts;fourth,to discuss the teaching value of self-reading texts;fifth,to seek a theoretical basis for the teaching of self-reading texts,that is,to use high school students' reading psychological characteristics,The cognitive structure transfer theory of cognitivism and the scaffolding teaching reading theory of constructivism serve as the theoretical basis for the teaching of self-reading texts and provide theoretical support for the teaching of self-reading texts.The second chapter is a survey of the teaching status of compulsory self-reading texts in senior high school Chinese.From the point of view of finding problems,we used questionnaire surveys,interviews,and classroom observation methods to investigate teachers and students in demonstration middle schools,ordinary middle schools,and township middle schools in Beihai City.It was initially found that the self-study courses were not well positioned and the teachers and students were not enough.Pay attention to problems such as the in-depth exploration of self-reading texts by teachers.Further analyze the self-reading text teaching records of some high school Chinese teachers in Beihai City,compare the teaching guidance and teaching design examples of the self-reading texts in the unified compilation of "General High School Textbooks and Teachers' Teaching Books" and the case of famous teachers,and summarize and organize the teaching of self-reading texts.Questions related to specific teaching links such as pre-class preview,teaching design,class implementation,and after-class evaluation.The third chapter is the teaching suggestions of compulsory self-reading texts for senior high school Chinese.Based on the outstanding problems found in the self-reading text teaching based on the investigation,guided by the reading psychological characteristics of high school students,the cognitive structure transfer theory of cognitivism,and the scaffolding teaching reading theory of constructivism,the self-reading text teaching is proposed accordingly.Suggestions: Suggestions for lesson preparation include lesson standards as guidance,academic conditions as the basis,teaching materials as the basis,themes as the focus,and three major reading forms as the classroom form;pre-class preparation suggestions include teachers' support and a list of learning tasks,Creation of learning context;Suggestions for text teaching design include designing for students of different levels,designing for different topics,and designing questions for classroom generativeness;Suggestions for classroom teaching of self-reading texts include creating contexts based on text to stimulate students' autonomy,and Provide timely and appropriate guidance,encourage the expression and communication of application of what you have learned,attach importance to "expectation horizon" and "reading transfer ability",maintain the state of metacognitive monitoring,focus on stimulating students' interest in reading,and guide extracurricular reading;evaluation of self-reading texts Feedback and suggestions include collecting written teacher and student evaluation information,promptly guiding students through task lists before class and reflection lists after class,student-student mutual improvement,self-comment,etc.Concluding remarks summarize the views of the full text.Thinking about planning the next research issues.