Research On "1+X" Reading Teaching In Junior Chinese Language ——Taking The Sixth Middle School In Guandu District As An Example

With the continuous deepening of "cultural self-confidence",Chinese traditional culture has received more and more attention,and classical Chinese,as the carrier of traditional Chinese culture,is not only the focus of research in colleges and universities,but also the focus and difficulty of language teaching in primary and secondary schools.There is a huge gap in vocabulary and grammar between the literary and modern texts,and students have difficulty reading the texts.In the current teaching,most of the purpose is to improve students’ test scores,and there is a situation of neglecting students’ reading experience.How to improve students’ reading interest and expand the amount of classical Chinese has become the primary purpose of the current teaching of classical Chinese.Based on the author’s experience in listening to lectures in the past three years,this research further reads the relevant literature and attempts to have a deeper understanding of the "1+X" reading teaching theory.Through the opportunity of educational internship,the "1+ X" reading teaching practice of literature and speech was carried out,and it was sorted out and analyzed.Starting from the explanation of the reasons and significance of the topic selection,this paper analyzes the current situation of "1+X" reading teaching,summarizes the theoretical basis of "1+X" reading teaching,and further expounds the concept,characteristics and significance of "1+X" reading teaching theory,laying a solid theoretical foundation for practical teaching.Then,through the questionnaire survey method,the teaching situation of classical Chinese in Guandu District No.6 Middle School was investigated,and the teaching of classical Chinese and Chinese in the school and the students’ reading of classical Chinese outside the classroom were analyzed,and the reasons for the occurrence were analyzed.Then,from the "1 + X" reading teaching practice objectives,practice process,practice result evaluation and practice reflection,the macroscopic elaboration of the practical teaching process.Finally,the teaching practice cases of the first grade are elaborated and the teaching strategies are proposed in combination with the practice situation.