A Study On Teaching Practical Text Reading In Unified Middle School

As an important part of reading instruction in the Unified Edition of middle school language,practical text reading has been paid less attention to by scholars than literary text reading and critical text reading.In terms of practical text reading teaching itself,the research on reading instruction of expository texts is also much higher than other types.In recent years,the concepts of "language discipline is the unity of instrumentality and humanism" and "focus on students’ core literacy development" have been recognized by more and more language teachers,but the status of practical text reading teaching,as a major carrier of the instrumentality of language discipline,has not been raised.However,the status of reading practical texts as an instrumental vehicle of language subjects has not been raised,and there is still a lack of concrete solutions to the problems arising from practical texts in actual teaching.In order to solve the dilemma of reading practical texts in the unified version of junior high school,this paper discusses the following aspects:The introduction mainly describes the reasons for selecting the topic of this paper,the significance of the study,the current status of the study,and the main research methods used in this paper.The body of this paper is divided into four parts.The first chapter analyzes the characteristics of practical texts in the unified version of middle school language textbooks on the basis of organizing the practical texts in the unified version of middle school language textbooks.The first chapter analyzes the characteristics of practical texts in the unified version of junior high school language textbooks based on the compilation of practical texts.The second chapter shifts from text analysis to teaching analysis.Based on the author’s practical experience in secondary schools and the results of interviews,the author analyzes and summarizes the problems of the current teaching of practical texts in the unified version of junior high school language,including the lack of genre features,the simple convergence of teaching contents,the over-reliance on previous experience,the scattered teaching objectives,the excessive attention to the instrumental aspects of practical texts and the neglect of literary aspects,and reflects on the causes of these problems from both teachers and students.The third chapter reflects on the reasons for these problems from both teachers and students.The third chapter proposes solutions to the problems of reading teaching in the Unified Edition on the basis of the analysis.In order to solve the current problems of reading practical texts in middle school,this paper selects four special teachers with their own unique teaching philosophies,namely Ning Hongbin,Zhang Yuxin,Wang Jun,and Xiao Peidong,and analyzes and summarizes the cases of reading practical texts collected from the four special teachers.The fourth chapter is based on the previous section’s findings.The fourth chapter summarizes the teaching strategies of four kinds of practical texts,namely,speech,news,description,and biography,based on the experience gained in the previous chapter,and creates two teaching designs for reading practical texts,namely,"A Stroke of Surprise" and "The People’s Hero Is Immortal",hoping to make some contribution to the research and practice of reading practical texts in the Unified Edition.