| The promulgation of the updated curriculum standards in 2022 requires that Chinese curriculum education should continue to inherit and promote traditional Chinese culture,revolutionary culture,and advanced socialist culture.The education report of the 20 th National Congress of the Communist Party of China once again reaffirms that "cultivating morality and cultivating talents" is a crucial content of China’s education development.As builders and successors of the motherland’s future,junior high school students are at a critical stage in ideological values formation.Let them draw spiritual nourishment from the red classic texts,learn about history,understand national conditions,learn to be independent,learn to work hard,enhance national self-confidence,enhance a sense of social responsibility,and establish a correct world outlook,outlook on life,and values.This is an essential requirement for Chinese classroom teaching in the new era.Due to their special era background and ideological connotation,red classic texts often bring difficulties to teaching.How to bring students closer to the revolutionary era,understand heroes’ noble behavior,help teachers break away from conventional teaching methods,deeply interpret texts,and internalize the red spirit into the mind,as well as externalize it into practice,are issues that require further exploration.Multi text reading refers to the process of selecting relevant articles around an issue at a certain time,and teachers and students collectively construct through a series of activities to reach consensus.It can effectively break through the limitations of single text teaching and broaden students’ reading horizons;Enrich cognition and deepen understanding;It respects the subjectivity of students,initiates thinking through collective communication and discussion,and enables students to have a deeper reading,thinking,and understanding of red classics texts.Drawing on the compilation of junior high school Chinese textbooks,this article puts forward the idea of integrating group reading with red classics texts,which breaks away from the traditional model of teaching a single text and facilitates a deeper interpretation of the texts.The article consists of six parts: The introduction section elaborates on the study’s research background,current status,significance,and methodology.The main body of the paper is divided into four parts: The first part is an overview of the multi-text reading and teaching of red classics Chinese texts in junior high schools,mainly clarifying the concepts of "red classics","red classics texts",and "multi text reading",and analyzing the theoretical basis for the application of multi text reading to the teaching of red classics texts;The second part sorts out the red classics texts in the unified edition of textbooks,and analyzes the characteristics and teaching value of the texts respectively;The third part establishes a questionnaire to investigate the challenges encountered in the frontline teaching of red classics texts.Based on the survey results,it analyzes the issues and their underlying causes,respectively;In the fourth part,according to the unique text content of the red classics text,closely following the "issues","texts","activities",and "consensus" of multi text reading teaching,we propose teaching strategies for multi text reading of the red classics text,and try to solve the problems found in the survey.The conclusion systematically summarizes the research content of this paper and reflects on its shortcomings. |
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