Research On The Use Of The Reading Aid System Of Junior High School Chinese Textbooks

As one of the four major systems in Chinese textbooks,the reading aid system has important functions such as instructing teachers' teaching methods and improving teachers' teaching level;at the same time,it provides important auxiliary materials for students' classroom learning and self-study after class.The part-edited Chinese textbook is composed of two types of texts: teaching texts and self-reading texts.Based on the teaching and reading texts,it emphasizes learning and reading methods.The self-reading texts emphasize the characteristics of strengthening reading methods and cultivating independent reading ability,and optimizing and improving the reading aid system.,In the teaching and reading texts,different reading aid elements are set up,such as special preview reminders for teaching and reading texts,side reviews and reading reminders for self-reading texts.This paper is based on the overview analysis of the assisted reading system,based on the use of two middle schools in Liaocheng,Shandong,and with reference to the layout characteristics of textbooks,from the special assisted elements of teaching and reading texts,the special assisted reading elements of self-reading texts,teaching and self-study There are three aspects of reading-assisted elements in the text,and the strategies for using the reading-assisted system are proposed.In addition to the introduction and conclusion,the main body of this thesis is composed of three chapters.The introduction explains the reasons for the topic selection,research status,research methods,theoretical basis and research significance of this thesis,which lays a solid foundation for the subsequent research.The first chapter is an overview of the reading aid system.By defining the related concepts of the reading aid system and summarizing the role of the reading aid system in textbooks,it conducts a research on the constituent elements of the textbook reading aid system,and elaborates on the characteristics of each aid element..The second chapter summarizes the current situation of the use of the reading aid system.Based on the use of the reading aid system in two middle schools in Liaocheng,Shandong,it finds the problems existing in the use of teachers and students,and analyzes the causes of the problems.The problems are as follows: first,teachers and students do not pay enough attention and use them insufficiently;second,improper teaching methods,emphasis on teaching and neglect reading;third,simplification of the use of the reading aid system.The third chapter explores the teaching use strategies of the reading aid system.Based on the problems in the use of the reading aid system,the corresponding use strategies are proposed for each aid element of the reading aid system.Specific reading aid elements for teaching and reading texts: clear teaching goals,outline teaching ideas;set evaluation methods,and develop pre-learning habits.Special reading aid elements for self-reading texts: encourage independent interpretation and flexible use of side criticism;use reading prompts to expand reading horizons.For teaching and self-reading texts,there are common reading aid elements: play the function of introductory language to optimize the use of resources;make good use of illustrations to teach and build learning bridges;pay attention to use guidance and filter annotation content;learn supplements along with the text to achieve one lesson and one gain;Promote writing and strengthen the practice of imitation.The conclusion part further summarizes the research content of this thesis,reflects on the advantages and disadvantages of the research on the use of the reading aid system,and looks forward to the future.The innovation of this thesis: from three aspects: the special assisted reading elements for teaching and reading texts,the special assisted reading elements for self-reading texts and the common assisted reading elements.According to the principle of "from practice to practice",it is targeted Corresponding use strategies are proposed for the eight elements of assisted reading.