Research On The Teaching Of Junior High School Chinese Self-reading Texts Based On Reception Theory

The new curriculum standard proposes that the Chinese curriculum should cultivate students’ core literacy in four aspects: cultural self-confidence,language use,thinking ability and aesthetic creation,with virtue cultivating people as the core,based on students’ active activities,transforming students’ learning methods,and cultivating students’ ability to learn independently,cooperatively and inquiringly.As a key link in the Chinese textbook of the Ministry Edition,self-reading texts undertake the important task of cultivating students’ independent reading ability,and embody the educational concept of "student-oriented".Teachers should make good use of self-reading texts,guide students to transfer and use reading methods in independent reading,independently learn language expressions,develop thinking ability,absorb cultural knowledge,and cultivate aesthetic taste.Reception theory is a literary and art theory research that emphasizes readers’ interpretation,in which reader-centered,multiple interpretations and other perspectives have a high degree of similarity with the goal of emphasizing students’ independent reading in self-reading texts,which can provide some suggestions for the current teaching of self-reading texts.This thesis is based on the theory of acceptance to instruct the teaching of self-reading texts.The introduction part analyzes the current research background,theoretical basis,research status,etc.,and the paper includes three chapters in addition to the introduction:The first chapter is an analysis of the current situation of self-reading texts teaching.Through the distribution of student questionnaires and teacher interviews,a survey was conducted at Y Middle School in City C.Student surveys and teacher interviews mainly set up questions on the basic understanding of self-reading texts,classroom learning and after-class reflection,so as to fully understand the understanding of teachers and students of self-reading texts.Chapter 2 analyzes the current problems in the teaching and learning of self-reading texts.Combined with the internship experience and survey results,the current problems in the teaching of self-reading texts are summarized from the two aspects of students’ learning and teachers’ teaching.At present,the teaching and learning problems of self-reading texts are mainly reflected in the fact that teachers and students’ understanding of self-reading texts is only superficial,and it cannot play the role of transferring reading methods and improving reading ability of self-reading texts.The advantages of acceptance theory in focusing on the centrality of students,mobilizing students’ knowledge system and respecting students’ diverse understanding are used to prepare for the subsequent proposal of teaching strategies.Chapter 3 puts forward teaching strategies from the perspective of reception theory:student-centeredness,expectancy horizon and summoning structure.At each level,starting from students’ learning and teachers’ teaching,by enhancing readers’ awareness,closely linking teaching and reading texts,and carrying out diversified text reading activities to mobilize students’ initiative in learning self-reading texts,actively mobilize personal thinking,and improve reading ability.By analyzing the teaching status of self-reading texts,this paper explores teaching strategies,highlights the characteristics of self-reading texts,continuously enhances students’ ability to read independently,and enriches the relevant research of self-reading texts and acceptance theory.