Exploration On Teaching Strategy Of Chinese Group Reading In Senior High School Based On The Textbooks Compiled By The Ministry

In recent years,Chinese teaching in senior high school is like a group of fragrant flowers with frost.On August 16,2018,the Ministry of Education of the People’s Republic of China issued the Guiding Opinions on the Implementation of New Curriculum and New Textbooks for Ordinary Senior High Schools.Under the general situation of textbook reform,the extensive application of textbooks compiled by the Ministry has made it harder for traditional teaching to adapt to it.Chinese teaching has also been in a dilemma,stagnating and changing.At this time of "no way out",The emergence of the "teaching method of reading in groups" can be said to be "another village with dark willows and bright flowers".In the lost garden of Chinese teaching,a beautiful flower bloomed,and the fragrance spread far and wide,injecting new vitality and vitality into the textbooks compiled by the Ministry.However,the current teaching and research are mostly limited to the stage of compulsory education,while the group text reading in high school classroom has not been fully valued and applied.This paper starts with the connection between theory and practice,and uses literature analysis,interviews and questionnaires to study the learning and application of the partially edited high school Chinese textbooks.In addition to the introduction and conclusion,the full text is divided into five chapters:In the introduction part,the research background,significance,content and means are described,and the research content and implementation strategy are analyzed,and the problems in the research are discussed.The first chapter is the definition and theoretical basis,which theoretically defines and discusses the part compiled textbooks,group text reading teaching,intertextuality theory,transfer theory,structure theory,etc.,providing a theoretical basis for this study.The second chapter focuses on the necessity and possibility of carrying out group text reading in senior high school Chinese classroom teaching,and discusses the feasibility of carrying out group text reading in senior high school Chinese teaching from the aspects of the transformation appeal of senior high school Chinese teaching,curriculum standards,and senior high school Chinese cognitive characteristics,so as to provide support for the analysis of results.The third chapter mainly uses questionnaires and interviews to analyze the current situation of senior high school Chinese group text reading teaching based on the partially compiled textbooks.According to the research objectives and methods,it uses questionnaires and interviews to obtain the results of students’ questionnaires and teachers’ interviews.Then,the statistics and analysis of these data are carried out,and the problems and causes of high school language group text reading are discussed,which provides a basis for the following suggestions.The fourth chapter focuses on the application strategy of high school Chinese group text reading teaching.Through investigation and research,it discusses from four aspects: setting topics,selecting texts,teacher guidance and student subjectivity,with a view to providing some reference for the application of high school Chinese classes.The fifth chapter mainly studies the case study of the teaching of group text reading in senior high school compiled by the Ministry of Education--taking the first unit of compulsory volume I as an example.Through the analysis of the content of the textbook,the teaching purpose of the course is established,and its key points and difficulties are analyzed.After the preparation before class,the teaching method of group text reading is used for teaching,and its evaluation and thinking are carried out.