Research On Chinese Reading Teaching In Junior High School Based On The Concept Of Deep Learning

The junior high school stage is an important connecting stage of students' Chinese learning.At this time,junior high school students can monitor and introspect their thinking activities and have certain abstract thinking.Reading is an important way for students to learn Chinese,but at present,the phenomenon of shallow reading still appears in junior middle school Chinese reading teaching.Students' reading thinking stays on the surface,and it is difficult to explore the deep meaning of knowledge through the appearance of knowledge.In addition,the new curriculum reform is in full swing,which is bound to require teachers to change their teaching ideas and teaching behavior to adapt to the development of the new curriculum reform.The concept of deep learning is conducive to solving the problems faced by the current new curriculum reform.It is not only an inevitable choice for the deepening of curriculum reform,but also an important way to implement the core quality of the discipline.Therefore,domestic and foreign scholars have successively carried out researches on deep learning,and obtained relevant researches on the connotation,characteristics,significance,strategies and result evaluation of deep learning in the field of education,providing "scaffolding" for reading teaching for the vast number of front-line teachers.The Chinese reading teaching in junior middle school based on the concept of deep learning centers on the three dimensions of students' knowledge,thinking and emotion.It emphasizes that students actively engage in situational tasks or problems,promote their understanding and construction of knowledge,develop higher-order thinking,and feel the life value and meaning contained in knowledge.Due to the different development speed and cognitive level of junior high school students,the deep learning goals of reading for students at different stages are formulated.In addition,students' deep learning of reading cannot be achieved without teachers' deep teaching.According to the deep learning process proposed by Eric Jensen,junior middle school Chinese reading teaching strategies under the concept of deep learning mainly consist of preparation strategy,implementation strategy and feedback strategy.As for the preparation strategies of deep learning,in-depth analysis of the teaching materials and learning situation is conducted according to the framework of "one heart and two paths" and the five-chain analysis method proposed by teachers Li Songlin,He Hui and Zhang Yan,so as to make a full pre-evaluation for teachers' reading teaching.As for the implementation strategies of deep learning,the paper puts forward gradient goals,immersive learning,meaning construction,learning community construction and explicit thinking strategies around students and teachers,so as to encourage teachers to conduct in-depth reading teaching and students to conduct deep learning.Among them,the core of deep learning is the development of higher-order thinking,which promotes the development of students' associative structure level and abstract extension structure level through the core question judgment thinking,the "plus one" strategy,the creation of cognitive conflict and the question continuous questioning strategy.Regarding the feedback strategy of deep learning,the SOLO classification theory is used to evaluate the thinking hierarchy of students when they answer questions,and the SOLO test questions are compiled to track the thinking dynamics of students.In the end,through the comparison between Chinese reading teaching in junior high school and traditional reading teaching by teacher Huang Houjiang using the concept of deep learning,in-depth reading teaching examples and models are provided for the majority of front-line teachers,so as to promote the deep reading learning of junior high school students.