Research On The Teaching Of Self-reading Text Chinese Textbooks Compiled By The Ministry In Junior Middle School

In September 2016,the textbook was officially put into use in middle schools,and immediately attracted widespread attention in the Chinese education circle.The new textbook divides Chinese reading teaching into three types: "teaching reading","self-reading" and "extra-curricular reading",and constructs a trinity reading teaching system.The self-reading text in the central position has the function of connecting the reading in and out of class and cultivating the students' independent reading ability.Faced with the new changes of the Chinese textbooks compiled by the Ministry for junior middle school,the front-line teachers do not have a good understanding of the arrangement of the new textbooks,the teaching value of self-reading texts and the theoretical basis,which leads to the poor teaching effect of self-reading texts,and there are some urgent problems to be solved.Based on the existing research results,this paper investigates the present situation of self-reading text teaching,and puts forward reasonable teaching suggestions,in order to provide reference for teachers' self-reading text teaching.This paper consists of three parts: introduction,text and conclusion.The first part is the introduction.Firstly,it introduces that this topic is produced under the requirements of the new curriculum standard,the changes of the new teaching materials and the author's own internship experience and thinking.Secondly,the literature research method is used to sort out the existing research results and review the research status of self-reading text teaching.Finally,the research ideas and methods of this paper are explained,and its theoretical and practical significance is clarified.The second part is the body,which is divided into three chapters.The first chapter is a compilation of the junior middle school language textbooks from the text teaching overview.This paper defines the three core concepts of self-reading,self-reading texts and self-reading texts teaching,uses text analysis method to sort out and analyze the contents,quantity,position and reading aid system of the self-reading texts in the Chinese textbooks compiled by the Ministry of Junior Middle School,and expounds the teaching value and theoretical basis of the self-reading texts.The second chapter is a survey of the present situation of the teaching of self-reading text in the middle school Chinese textbooks compiled by the department.Questionnaire survey is used to investigate the present situation of self-reading text teaching.The purpose and content of the questionnaire are designed according to the requirements of compiling textbooks and teaching suggestions of Chinese curriculum standards.According to the statistics of the data of teachers' and students' volumes,it is found that the main problems in the teaching of self-reading texts in the Chinese textbooks compiled by the Ministry of Junior Middle School are as follows: Firstly,in the aspect of teaching objectives,the students' learning situation and the characteristics of self-reading texts are ignored.Secondly,in the teaching process,do not pay attention to preview before class;Ignoring the characteristics of self-reading in class;Do not pay attention to extension after class.Finally,in the aspect of teaching evaluation,there is a single content,method and subject of evaluation.There are three main reasons for the problems: one is the inadequacy of the arrangement of self-reading texts;The second is the influence of exam-oriented education mode;Third,teachers' professional quality needs to be improved.The third chapter is a part of the middle school Chinese textbooks to read from the text teaching suggestions.In view of the problems found in the survey,this paper puts forward corresponding teaching suggestions for self-reading texts.First,under the guidance of the theory of zone of proximal development,the author puts forward the suggestion of clarifying the teaching objectives according to the student-book.The setting of the teaching objectives of self-reading texts should be based on the students' learning situation and the characteristics of self-reading texts.Second,under the guidance of scaffolding teaching theory,the suggestion of building scaffolds and developing the teaching process is put forward,and students' independent reading ability is cultivated by building scaffolds for preview,self-reading and expanding.Third,under the guidance of the theory of multiple intelligences,put forward the suggestion of multiple evaluation to test the effect of self-reading.In the evaluation process,we should pay attention to the diversity of evaluation content,evaluation method and evaluation subject.The third part is the conclusion,summarizing the research conclusion,discussing the content of further research,thinking about how to carry out the follow-up research in the future teaching practice.