Research On The Teaching Use Of Self-reading Text Aid System For Junior High School Chinese Compiled By The Ministry

At the end of June 2016,the Ministry’s middle school language textbook was released for use.In this edition,there are two types of textbooks,"teaching reading" and "self-reading",and the editors have provided different reading assistance systems for the corresponding texts in order to distinguish between them.In order to enhance the independent reading of the self-reading texts,the same practice system as in the previous teaching-reading texts has been removed,and a reading aid system with reading prompts and marginal comments has been added.This striking and innovative design demonstrates the value of the reading aid system for effective teaching of self-reading texts,but teachers do not know how to use the reading aid system to teach self-reading texts because there is no previous "self-reading" class type and no teaching model for reference.Therefore,this dissertation takes the self-reading system for junior high school language as the research object,and adopts the literature research method,questionnaire survey method and case study method to study the teaching use of the self-reading system,aiming to enrich the teaching ideas of the self-reading system and further improve the teaching quality of self-reading texts.In addition to the introduction,there are four chapters in this thesis.The first chapter clarifies the concepts of self-reading texts and reading aid systems,introduces the components of self-reading text reading aid systems,explains the basis of using self-reading text reading aid systems,and analyzes the value of using self-reading text reading aid systems.In Chapter 2,in order to investigate the current situation of using the self-reading text helper system,two kinds of questionnaires for teachers and students were prepared and distributed during the educational internship,and the questionnaires were collected and tallied to understand the usage of teachers and students.Finally,through the analysis of the survey data,we found that there are five problems: teachers and students’ lack of awareness of the reading aid system,inadequate use,inadequate guidance,low willingness to learn,and failure to develop reading habits.The third chapter on teaching strategies is the key part of the discussion,which proposes strategies in three aspects: changing teaching concepts,giving full play to the value of use,and improving teaching design,respectively.Firstly,taking into account the problems in the questionnaire,it is suggested that teachers should deepen their understanding of all aspects of the reading aid system,pay attention to the use of each element,strengthen the guidance for students,improve the willingness to learn actively,and focus on the cultivation of reading habits.Second,the reading aids,including marginal notes,reading prompts,unit introductions,annotations,illustrations,and supplementary notes,should be exploited to their fullest potential.Finally,the excellent examples of Xiao Peidong’s lessons are used to enhance the teaching design of self-reading texts,which requires teachers to design the main teaching questions with subtlety,use the questions to lead students to solve their own doubts,use students’ learning experiences at the right time,frame the boundaries of the lesson according to the layout intention,and use the grasp to dig deeper into the characteristics of self-reading texts.The fourth chapter implements the proposed teaching strategies into the teaching practice of the self-reading text,the practice piece is the self-reading text "Cicada",after the preliminary design and modification,the middle implementation of the lesson,the later reflection,and finally this practice is summarized in the last chapter of this thesis,the proposed teaching strategies are finally implemented into practice,completing the test of its feasibility,hoping that this can provide some practical reference for front-line teachers.