Research On The Teaching Of Chinese Self-reading Text In Senior High School

The unified edition of senior high school textbooks has changed the chaotic situation of text selection classes in all editions of textbooks,setting up "self-reading texts" and "teaching texts",and constructing a new reading teaching mode of "trinity" consisting of self-reading,teaching reading and extracurricular reading.However,in actual teaching,self-reading texts do not play their effective value,the concept of textbook compilation is difficult to really implement,and students' independent reading ability lacks development support.Starting from the compiling style of the unified edition of senior high school Chinese textbooks,this paper analyzes the characteristics,positioning and significance of self-reading texts in senior high schools,makes an in-depth investigation into the teaching status of self-reading texts in senior high schools,and puts forward corresponding teaching improvement strategies in combination with different genres of self-reading texts.The first part is introduction.The main research purpose,research significance,research status and existing problems,research innovations and research methods are expounded.The second part is divided into four chapters.The first chapter summarizes the unified edition of high school Chinese self-reading texts.Analyze the origin and evolution of self-reading texts,distinguish "self-reading" from "teaching reading",and define the concept of self-reading texts;This paper systematically sorts out the distribution of self-reading texts in senior high school textbooks,analyzes the relationship among "teaching reading-self-reading-extracurricular reading",and discusses the position and significance of self-reading texts in senior high school,so as to distinguish the teaching differences of self-reading texts in junior and senior high schools and accurately locate the research objects.The second chapter investigates the present situation of Chinese self-reading text teaching in senior high school and analyzes the problems.By means of questionnaire and interview,a sample survey was conducted,and the data obtained were analyzed in detail.The problems and confusions of students' self-reading text learning and teachers' self-reading text teaching were summarized,and the reasons for the problems were tried to analyze.The third chapter puts forward the teaching improvement strategy of the unified edition of high school Chinese self-reading texts.This chapter is the key content of this article.Aiming at the problems in the investigation,according to the learning process,it puts forward the improvement strategies of self-reading text teaching from the aspects of pre-class preview activities,in-class method guidance and activity organization,and after-class evaluation.Mainly: the design strategy of pre-learning;The application strategy of reading aid system;Knowledge transfer strategy;Developing strategies of cooperation;Evaluation strategies of self-reading learning.In order to provide ideas for the teaching of self-reading texts in high school Chinese.The fourth chapter designs the unified edition of high school Chinese self-reading text teaching curriculum.Using the teaching strategies in the third chapter,combined with two texts of different genres —— Moonlight over the Lotus Pond and Six Kingdoms,which are compiled as a compulsory textbook for senior high school Chinese,the teaching design and analysis are carried out.The third part is the conclusion."There is no fixed teaching method",and there is no fixed teaching mode for self-reading texts.It is still necessary to constantly explore in real teaching situations,give full play to the value of self-reading texts,and cultivate and improve students' autonomous reading ability.