Research On "Symptoms" Of Chinese Prose Reading Teaching In Junior Middle School And Its Correction Strategy

In recent years,the reform of Chinese teaching in primary and secondary schools in China has been deepening,the overall quality of both teachers and students has been continuously improved,and the teaching quality of Chinese reading has also been improved,which has made remarkable achievements.Along with the collision of the old and new teaching ideas and teaching methods,some problems that are worth thinking about and paying attention to also appear in Chinese teaching.If it is not handled properly,it will have a negative impact on Chinese teaching.Combined with the current situation of junior middle school Chinese reading teaching,this paper selected some representative classroom teaching records.On these cases,on the basis of analysis and research on the problems arising from the junior middle school Chinese prose reading teaching has carried on the classification,summarizes the current reading teaching part of the "symptoms",on the basis of reasonable attribution,presented the "pathological" measures,and proposed the corresponding correction for language teachers to improve teaching strategies to provide help and advice,so as to promote the development of Chinese reading teaching and progress.The main research contents and viewpoints of this paper are as follows:First of all,on the basis of case analysis research method,combining with the method of observation,presents some typical teaching case,induction,list out the part of Chinese prose reading teaching in junior middle school "symptoms",the "symptoms" is a major problem hindering the development of the reading teaching,respectively text reading scale inefficient shallow bias,classroom questioning,creative design combined with distinct grandstanding and,speaking,reading and writing.Secondly,based on the analysis of the existing problems in prose teaching,the following "pathological" judgments are made: teaching deviates from the goal,expanding and deviating from learning conditions,such as humanism taking the edge of the teaching so as to impact the teaching center,expanding in class beyond the existing knowledge structure of students,etc.Reading out of context,appreciation bound imagination,such as the interpretation of the article to generalize,one-sided rigidity;Teaching lack of communication,the gradient of the problem is unclear,such as teachers dominate the classroom,students' enthusiasm and initiative is not given full play,teachers lack of progressive questions,etc.Discipline integration is far-off,equipment control classroom,such as not grasp the Chinese and other disciplines,so that the cart is put before the cart,can not play the role of auxiliary teaching;The students' sense of participation in class is not strong,the group discussion problem setting is not reasonable,the discussion is mere formality,etc.The reading volume is small and narrow,and the reading and writing cycle is stagnant.For example,students' extracurricular reading is not sufficient,and they lack the ability to reverse text creation from text consumption.Lack of teaching experience,lack of educational wit,such as teachers lack of experience in lesson preparation,thoughtless real-time feedback of students,not lively lectures,etc.These problems are not only related to teachers' teaching,but also related to students' learning and the choice of teaching content.Finally,combining the various "symptoms" and "pathology" discussed in this paper,this paper puts forward the correction strategies of "symptoms" in Chinese prose teaching in junior middle school.This part is on the basis of the first two parts,combined with the requirements of the new curriculum standard and the specific teaching practice,in view of the specific "symptoms",put forward the corresponding corrective measures.In the interpretation of the reading text,we should adhere to the principle of expansion and moderation,according to the teaching objective and centering on the teaching center,and avoid the practice of playing at will and ignoring the learning situation.In the aspect of classroom questioning,teachers and students should be adhered to the principle of dual subjects,and the design of questions should be more hierarchical and gradient,so as to play a role of step-by-step guidance,optimize the evaluation mechanism,so that students are interested in learning and good at asking.In the design of classroom links,we should adhere to the principle of form serving content,and select appropriate teaching methods to serve the whole class.Finally,in terms of the combination of reading and writing,we should enhance the awareness that reading is inseparable from writing and writing is inseparable from reading,guarantee the reading time in class and after class,and develop the writing habit of diligent writing practice.The above measures are put forward in combination with the specific manifestations of "symptoms",and are also considered from the three aspects of teachers,students and educational content.Found the problem,the thinking of thinking,problem solving,on the above content,on the basis of analysis and research,put forward the treatments of the targeted strategy,hoping to promote the junior middle school Chinese prose reading teaching normative,help the language teachers teaching,better teaching reflection,improvement of teaching strategy,the use of teaching form,work together to build an effective and interesting prose reading teaching classroom.