Research On Teaching Strategies Of Narrative Text Reading In Junior Middle School From The Perspective Of Deep Learning

Today,the new teaching concept emphasizes learners' independent learning and independent innovation.Teachers should not only cultivate learners' awareness of lifelong learning,but also promote learners to achieve deep learning,strengthen the exploration of what they have learned,and help learners to expand in the process of inquiry.Knowledge,cultivate divergent thinking.Therefore,in the face of students' shallow learning problems in current classroom teaching,especially in the face of the fragmented learning situation in narrative text reading,teachers must explore a feasible path to promote students' in-depth learning and help students Gain and comprehend knowledge more deeply.The development of the research on the teaching strategies of Chinese narrative text reading in junior high schools not only deepens the research on Chinese teaching in junior high schools,but also provides a useful reference for front-line Chinese teachers to carry out classroom teaching activities efficiently,so as to strengthen students' learning ability and promote students' in-depth learning.It provides a feasible paradigm for cultivating students' core literacy of Chinese subjects.This study focuses on the following four parts:The introduction part introduces the basis of this research,the research status of deep learning and narrative text reading teaching strategies,the significance and purpose of the research on narrative text reading strategies,and the research methods used in this research.The first part is based on deep learning junior middle school Chinese narrative text reading to make relevant overview,from the connotation of the theoretical basis of reading teaching and ideal teaching effect.The concepts related to deep learning and narrative text are presented.Finally reading in junior middle school Chinese narrative text of the actual teaching process,teachers put forward four teaching steps to be performed,respectively: clear narrative text reading teaching target,planning narrative text reading teaching activities,master narrative text reading teaching methods and adjustment of narrative text reading teaching language.This part provides theoretical support for the following.The second part is based on the investigation of the current teaching status of narrative text reading in junior middle school.From the perspective of teachers,problems are found in four aspects: insufficient theoretical consciousness,unclear three-dimensional goals,inappropriate selection of teaching content,and unreasonable design.Finally,according to the analysis of the above problems,four reasons are found: text characteristics are ignored in reading teaching,teachers lack professional quality,reading teaching content lacks direction and question design does not meet the learning situation.In terms of the analysis of the problems and the causes of the problems,the author combined with real teaching cases,such as "Back","Walking" and "Kong Yiji",to provide evidence for the following teaching practice.The third part,on the one hand,based on the principles of reading teaching and combining the three teaching cases of "Back","Autumn in the Old Capital" and "Social Drama",puts forward the strategy of goal orientation,the strategy of meaning construction and the strategy of situation creation.On the other hand,from the teaching practice,the author puts forward the teaching strategies that teachers should make full use of teaching resources,expand students' reading and grasp the centralized distribution of examination points.In order to demonstrate the superiority of deep learn-based reading of narrative texts in junior middle school,the author takes "Hometown" as a case study for brief analysis,and on this basis proposes that teachers can help students improve their reading level by adopting teaching methods such as comparative reading,multi-form reading and imagination transfer.The above strategies aim to guide junior middle school Chinese reading teaching from practice,so that students can learn deeply,so as to improve students' Chinese literacy and change the status quo of inefficient reading teaching.