Research On The Application Of Blended Learning In The Teaching Of Reading Chinese Classics In Junior Middle Schools

The "Compulsory Education Chinese Curriculum Standard(2011 Edition)" emphasizes "read more,read well,read well,read the entire book",and the departmental textbook also incorporates "guided reading of classics" into the formal Chinese teaching content.Reading the entire book of a masterpiece is of great significance for accumulating Chinese literacy and cultivating a healthy personality of students.Curriculum standards and textbooks clearly stipulate "whole book reading",which is intended to form an effective complement to text reading,so as to solve some of the reading problems of junior high school students at this stage.However,in the process of teaching practice and exploration,there have also been many contradictions and doubts about how to guide the reading of classics.This article aims to take the blended learning model as the object,research its application in the reading guidance of Chinese classics in junior high school,based on the concept of the new curriculum reform,through survey methods such as questionnaires and interviews,explore the crux of the reading guidance of the classics,and Analyze the reasons,and then construct the process of blended learning applied to the reading guidance of junior high school classics,and propose strategies that can be used for reference.This article is mainly composed of the following parts:The introduction mainly clarifies the reason for the topic selection,the significance of the research,as well as the specific research content and methods.It defines the two core concepts of "blended learning" and "reading classics",and conducts a literature review around the topic selection.The first chapter is the theoretical research part.It introduces the theoretical basis and basic characteristics of blended learning,expounds the layout characteristics and intentions of the reading of classics in the middle school Chinese textbooks,and the relevant requirements and interpretations of the curriculum standards for the reading of the whole book of middle school Chinese,On this basis,analyze the unique value of applying the blended learning model to the reading instruction of junior high school Chinese classics.The second chapter is the investigation and research part.Through lesson analysis,questionnaire surveys and teacher interviews,it is found that the following outstanding problems exist in the current junior high school reading instruction of Chinese classics: 1.The student's reading interest is low;2.The reading process lacks supervision;3..Teaching objectives are tested;4.Guidance method is single;5.Evaluation method is not detailed enough.Then,the attribution of these problems,from the perspective of teachers: time is an objective condition that restricts teaching,ability is a subjective factor that restricts teaching,and exam-taking is a realistic reason that restricts teaching.From the perspective of students,the key reasons are:lack of interest in reading,reading behavior is difficult to maintain;lack of reading strategies,the reading process is difficult to achieve results.The third chapter puts forward the principles and procedures of blended learning in the reading instruction of Chinese classics in junior high school.To ensure the effective use of blended learning,its design should follow the following principles:systemic principle,difference principle,student subjectivity principle and teacher leading principle.On this basis,the application process is initially constructed.According to the order of teaching,the process can be divided into four stages:pre-analysis,teaching preparation,teaching implementation and teaching evaluation,and put forward the important content that needs to be paid attention to in each stage.Chapter 4 puts forward the strategy of applying blended learning in the reading instruction of Chinese classics in junior high school.One is the strategy to clarify the teaching goals: study the curriculum standards and determine the overall goal;sort out the content of the teaching materials and implement the specific goals;based on the analysis of the academic situation,integrate the final goals.The second is the strategy of selecting teaching content: combining text characteristics to filter teaching content.Determine the teaching content based on the actual situation of the students.The third is the strategy of designing learning tasks: independent and collaborative,experiential and expressive.The fourth is the strategy of organizing teaching activities: teachers' activities in the classroom should be guided mainly and control the overall situation;students' activities should be guided by tasks,and all staff should participate;teachers' activities on the Internet should be used as guidance and supervision to promote the learning process;The student's activity is independent reading,reflection and evaluation.The fourth is the strategy of designing learning tasks: independent and collaborative,experiential and expressive.