Compiled This Research On The Teaching Of Chinese Self-reading Texts In Junior Middle Schools

In 2017,The new edition of junior high school textbooks,the Ministry of Education compiled junior high school language textbooks,on the basis of summing up the advantages and disadvantages of previous editions of textbooks,launched for junior high school,this version of textbooks is launched after years of investigation and research with numerous front-line teachers and language research experts,in-depth Chinese practice of junior high schools in various regions.Compared with the previous version of the textbook,one of the changes is that the text is divided into two parts: teaching and reading text and self-reading text.As a new change of the compiled textbooks,the self-reading text has many places worthy of analysis by researchers.In this paper,on the basis of the practical teaching survey,carried out on a Chinese read the text from the teaching practical view and summary,summary of data mining on the problems existing in the classroom teaching,explore the reasons behind the problem,and the language teacher with more than one line repeated communication,discussion,summed up some feasible teaching from reading the text is strategy.The thesis is divided into four parts.The first chapter combs the basic situation of the self-reading text from two sides.Section 1 defines the state of the self-read text.Self-reading is an integral part of continuous teaching and reading.It not only extends the knowledge in class to extra-curricular reading,but also plays a role in testing students' self-learning ability.The second section introduces the characteristics of self-reading class.Compared with the section of "skimming text" in the PEP edition,the section of self-reading text in the new textbook has some changes on the one hand in the content selection and arrangement,and on the other hand,the study-aid system of self-reading text is also one of its characteristics.The student-aid system is also introduced in order to clarify the characteristics of junior middle school self-reading texts that teachers should understand when teaching.The third chapter is the implementation of junior middle school self-reading text teaching suggestions.It is mainly divided into three sections.The first section is to improve the understanding of teachers.It is mainly discussed from two aspects: teachers need to pay attention to self-reading texts and carry out teaching conception around the concept of "1+ X".The second section is from the perspective of text analysis.First,clear "this one" article why is from reading the text.Second,teachers can have a variety of interpretations of self-reading texts.Third,how to design the teaching objectives of self-reading texts.The third section is the teaching goal of designing the self-reading text from multiple angles.The third chapter is the optimization of the teaching of self-reading text.It is mainly divided into two sections.The first section is to improve the understanding of teachers.It is mainly discussed from two aspects: teachers should attach importance to reading the text by themselves,and the integration with "1+ X" concept.The second section is the teaching strategy of self-reading text.First of all,it is clear why this article is a self-reading text.Secondly,teachers can interpret the text by themselves in many ways.The third is how to design the teaching objectives of self-reading texts.The fourth chapter is based on the specific teaching record,through the record analysis of teachers facing a self-reading text,how to design teaching objectives,and on the basis of the formulation of teaching objectives,the implementation of teaching.