Research On The Teaching Of The Guidance Reading In The Textbook Edited By The Ministry During Junior High School

In the "Compulsory Education Chinese Curriculum Standard(2011 Edition)",the multiple functions and foundational functions of the Chinese curriculum are mentioned,which determines its important position in the nine-year compulsory education.The Chinese course is dedicated to cultivating students' ability to use language and writing,improving students' comprehensive literacy,and laying the foundation for students' all-round development and lifelong development.Therefore,the status of grammar teaching in the teaching of Chinese cannot be ignored.It used to be one of the main teaching contents of the Chinese classroom.Since the "People's Daily" published an important editorial on grammar teaching in 1956,there has been a craze for grammar learning in my country.Until the 1990 s,a problem appeared in the practice of Chinese grammar teaching.The academic circle began to discuss the downplay of grammar teaching.As soon as the discussion was put forward,grammar knowledge was gradually diluted in the middle school Chinese class.In 2011,the "Chinese Curriculum Standards(2011 Edition)" stipulated that "to learn grammar knowledge along with the text",theoretically grammar teaching should be returned to the classroom,but as a first-line Chinese teacher,the author sees many Chinese teachers in the classroom Still can't find some suitable methods for grammar teaching and even cancel grammar teaching.Some students are helpless when it comes to grammar when they are learning Chinese.From the perspective of examination,whether the academic proficiency test papers of the provincial and municipal teaching and research offices or the real questions of the high school entrance examination involve questions about grammar,they have not disappeared in the examination;from the perspective of ability development,students often have language problems in their composition language.The logic is disordered,which is also not conducive to the development of students' comprehensive quality of language.Therefore,from the perspective of junior high school Chinese teachers,this article understands the current situation of junior high school Chinese grammar teaching through investigation,and analyzes the problems and causes of junior high school Chinese grammar teaching in combination with its own teaching practice,so as to propose improvement strategies for the problems.The full text is mainly composed of three parts: introduction,main body,and conclusion.The introduction mainly explains the background of the topic selection,research significance,research status and research methods.The main part includes:1.Using literature research methods and investigation methods to analyze the grammar learning situation of junior high school students and the status quo of grammar teaching of first-line Chinese teachers,to understand students' attitudes towards grammar learning and their mastery and application of grammar knowledge,as well as teachers' views and opinions on current grammar teaching The method of grammar teaching at this stage,and then further summarize the problem and analyze the cause.2.Combining relevant literature and teaching practice,puts forward more complete countermeasures to improve grammar teaching.3.The main results of this research are summarized in the concluding part of this article.