Research On The Teaching Of Chinese Self-reading Courses In Junior Middle School Aiming At Deep Learning

Reading teaching is an important part of Chinese teaching activities,the focus of teachers' classroom teaching,and an important way for students to improve the core literacy of Chinese.The division of reading lesson types means that different lesson types have different teaching priorities.The unified Chinese textbook divides reading lessons into "teaching and reading lessons" and "self-reading lessons",constructing "teaching and reading——self-reading——extracurricular" The "reading" trinity reading teaching system clarifies the key role of self-reading courses in the whole reading teaching system.The contradiction between the unique curriculum value carried by the self-reading course and the superficial teaching status quo itself requires the self-reading course to move towards deep learning and promote the improvement of students' independent reading ability.This paper takes the compiled textbooks of junior high school Chinese as the research object.Literature research,case analysis and questionnaire survey were used.expounds the teaching connotation,teaching characteristics and teaching status of the self-reading course from the perspective of deep learning,and analyzes the selection and compilation of the self-reading course textbooks and the content of the textbook under the guidance of deep learning theory,Dig out the use value and shortcomings of self-reading course materials,and explore reasonable teaching and learning strategies on this basis.The content of the thesis is divided into five chapters.The first chapter combs the concept of deep learning and self-reading course teaching,analyzes the related points of the two,and analyzes the teaching characteristics of junior high school Chinese self-reading course directed to deep learning.The second chapter analyzes the teaching status quo of the self-reading Chinese course in junior high school from the perspective of deep learning based on the questionnaire survey.The third chapter analyzes and re-examines the selection and compilation of textbooks and the characteristics of textbook content from the perspective of deep learning.Chapter 4 proposes corresponding teaching strategies and learning strategies from the perspective of teachers and students on how to realize the deep learning of the self-reading of junior middle school Chinese.Chapter 5 gives two cases of self-reading teaching,in order to clarify how to realize deep learning in self-reading courses.