Research On Teaching Strategies Of Expository Text In The Unified Edition Of Junior High School Chinese Textbooks

Expository texts are an important part of language teaching at the junior secondary level,and they are important in improving students’ ability to read practical texts and to think logically.However,it is found that there are problems in the teaching of middle school expository texts,such as unscientific objectives,students’ ability to extract information,teachers’ teaching methods need to be improved,and teachers neglect the value of science education in expository texts.In this paper,we analyse the problems of teaching and learning of middle school explanatory texts based on the characteristics of the unified version of middle school language textbooks and explore the teaching strategies of the unified version of middle school language textbooks for explanatory texts.In the first part,the author explains the origin and significance of this study,reviews and analyses the current status of research on the objectives of teaching expository texts,the content of teaching expository texts,the methods of teaching expository texts and the expansion of reading outside the classroom,defines the concepts and connotations of "expository texts" and "science education",identifies the concepts and meanings related to this study,and finally explains the research ideas and methodology of this paper.The second part is the text.Chapter 1 begins by elucidating the characteristics of the expository text itself and the characteristics of the unified version of the junior secondary language textbooks.Based on its characteristics,it summarises the value of explanatory texts in developing students’ knowledge,abilities and ideological education,and concludes that explanatory texts have the value of science education.Chapter 2 investigates and analyses the current situation of teaching illustrative texts in the unified version of junior high school language textbooks.In order to provide a realistic basis for proposing reasonable and effective implementation strategies for the teaching of the unified version of the junior secondary language expository text,the author conducted a survey and analysed data from both student questionnaires and teacher interviews with front-line teachers and students in S and F secondary schools in Beihai,Guangxi Zhuang Autonomous Region,and P and W secondary schools in Qingyuan,Guangdong Province.After the questionnaire survey and teacher interviews,the author found that there are certain problems in the teaching of the Unified Edition of junior high school expository texts.For example,in the design of teaching objectives,there is the problem of unscientific setting of teaching objectives for expository texts;in classroom teaching,there are problems such as teachers neglecting science education and teaching methods not being relevant;in the extension of reading outside the classroom,the way of reading outside the classroom needs to be improved.Chapter 3 proposes strategies for teaching expository texts,taking into account the Compulsory Education Language Curriculum Standards(2022Edition)and the author’s teaching practice and research during her internship.In terms of teaching design,teachers need to formulate scientific teaching objectives that take into account the "Compulsory Education Language Curriculum Standards(2022 Edition)",the characteristics of the "Trinity" reading system of the Unified Edition textbooks and students’ learning situations.In the classroom,teachers should take into account the stylistic features of expository texts and the characteristics of the teaching and self-reading lessons to guide students to appreciate the rigorous and accurate scientific language of expository texts and to improve their ability to extract information;they should also teach students to use visualization tools to improve their logical thinking skills.In terms of extra-curricular reading extension,teachers are committed to developing extra-curricular reading resources in schools,families and communities to guide students’ extra-curricular reading of expository texts through a combination of classroom and digital platforms.At the same time,teachers need to change the traditional concept of assessment,clarify the content and level of assessment,adopt a variety of assessment methods,and build an assessment group centred on teachers and students,supplemented by community talents such as students in science and technology majors in higher education institutions,TV station technology programme hosts and newspaper technology section editors.The third part of the concluding remarks summarises the findings related to this study,explores the content and directions for further research in the future,and considers how to conduct more in-depth research in the future practice of teaching explanatory texts in the Unified Edition.