Practical Research On Reading Teaching Of High School Chinese Group Texts From The Perspective Of Reader Response Theor

Mr.Ye Shengtao once said that the significance of Chinese teaching lies in improving students' autonomous learning ability and Chinese literacy,In the Chinese curriculum standard for senior high schools(2017 edition,2020 Revision),senior high school students are required to read more,think more and write more,and the reading volume of students is required to be no less than 1.5 million words.Group text reading,as a new intertextual reading mode,puts more emphasis on students' reading speed,reading volume,reading quality and reading ability.It is conducive for students to combine the texts in and out of class,forming a new way of Chinese reading teaching.Paying attention to the central position of students is of great significance in the curriculum reform of senior high school.The research object of this paper is senior high school Chinese group reading,discussing the importance of reader response in the teaching mode of senior high school Chinese group reading,and constructing a "student-centered" group reading form,So as to explore the corresponding countermeasures,and finally promote students' interest in reading and build students' core literacy.This paper is divided into six parts.The first part is the introduction,which introduces the research origin of this paper,and sorts out the research on group text reading at home and abroad,as well as the combination of reader response and reading,forming a literature review.And define and summarize the core concepts.This paper expounds the research value and research methods of this paper.The second part discusses the theoretical basis of high school Chinese group reading under the reader response theory,and the feasibility and necessity of high school Chinese group reading under the reader response theory.In the third part,through the investigation and Research on the current situation of Chinese group text reading teaching in senior high school,the author investigated a senior high school in K city.There are experienced special teachers in this senior high school to carry out group text reading class.However,due to the use of textbooks compiled by the Ministry in the first year,there will inevitably be setbacks in the process of carrying out,Look for the implementation of group text reading teaching in this school,and analyze the questionnaire survey results of teachers and students.The fourth part analyzes the problems and reasons existing in the current Chinese group reading teaching in senior high school.Through teacher interview records,the author analyzes that the problems and reasons in the current group reading come from three aspects: teachers,students and text.The fifth part is to improve teachers' reading thinking and ability through the application strategy of reader response theory in senior high school Chinese group reading teaching;Advocate the diversity of students' subject and evaluation methods;Fully grasp the characteristics of learning task group;Actively create comprehensive learning situations and carry out independent,cooperative and inquiry learning.The sixth part,through the case analysis of the reader response theory in the teaching of Chinese group reading in senior high school,analyzes the group reading with the theme of the song of nature and the group reading with allusions,and selects some parts that play the main role of students in the fragment teaching.Finally,the conclusion part is a summary and Reflection on the research origin,questionnaire design process,research process and results.