A Study On The Teaching Materials And Strategies Of Independent Reading Of Chinese Texts In Senior High Schools

This paper explores the models,learning materials and classroom strategies of Chinese discourse text self-reading in senior high school.It is divided into three chapters:The mode of topic selection is described in Chapter 1.Based on analysis of two key words "self-reading class" and "argumentative writing",the topic selection mode is defined as "high school students learn and practice independent reading method under the guidance of teachers,which follows and develops the talent cultivation principles of moral,intellectual,physical and aesthetic in the new era,emphasizes the autonomy and enthusiasm of students,and promotes the interaction between teachers and students,thus continuously improving the reading mode of high school students".Examples are then introduced to illustrate three teaching misunderstandings in the practice of topic selection,(i.e.,"the fuzzy boundary between 'self reading' and 'teaching reading","the laxity and inefficiency of 'self-study' class",and "the undeveloped evaluation system")and the resulting "misnomer","inefficiency and distraction",and "lack of evaluation" in self-reading.Three targeted strategies are then put forward,namely,to distinguish between "exam-oriented" and"educational”objectives,to define "class type" and"teacher" positioning,and to construct the evaluation system from the perspectives of"evaluation standard","evaluation method" and "evaluation subject and form".The "learning material" of topic selection practice is explored in Chapter 2.On account of analysis of "teaching materials" and "learning materials",the concept of learning materials is first proposed as "student-development-centered teaching auxiliary materials compiled for students' learning".The relationship between the two is as well clarified as "learning materials serve as a supplement and assistance to make up for the deficiencies of teaching materials.Secondly,in view of the complementation and interaction between teaching materials and learning materials,two ways of obtaining"learning materials" are concluded,namely"developing and creating 'innovative learning materials"' and "exploring and selecting 'expanding learning materials'".Lastly,the two ways of thinking of "learning materials" integration are summarized based on the current reading teaching strategies of "task-group learning","group-text reading" and"comparative reading",namely "thematic reading" and "whole-book reading",followed by targeted analysis combined with "new college entrance examination papers" and "new curriculum reform textbooks".Chapter 3 discusses the strategies of topic selection teaching practice and introduces some remarkable experience and methods of topic selection practice.In Section 1,"Emotional teaching and situation creation",three ways of emotional teaching are analyzed with examples,namely,environment creation,situational question creation and contextualized content selection.Taking the teaching experiment of ancient discourses as an example,in Section 2,"Efficient classroom and cooperative learning",a comparative analysis is conducted among traditional "teaching reading" class,"self-reading" class and"cooperative" class,and it is verified that the combination of "cooperative learning" and"self-reading" class shall bring a win-win situation for both "teaching" and "learning".In Section 3,"The habit formation of 'every lesson has its harvest"',reading skills such as"by-product method" and "mind mapping method" are explained to cultivate students'standardized reading habits.In Section 4,"Extracurricular reading and self-reading extension",it is pointed out that despite self-reading is practiced in the classroom,it exists in a wider range of extracurricular activities.The "learning materials" selection and practice methods of extracurricular reading are therefore illustrated in this part.