Research On The Use Of Self-reading Text Assisted Reading System In Junior Chinese Textbooks

In order to carry out the new round of basic education curriculum reform,the "part compilation" textbook comes into being,and its "TRINITY" curriculum structure makes the self-reading text play the role of connecting the preceding and the following.In order to help students better complete independent reading,the textbook editor has improved the reading aid system of self-reading texts,among which the most characteristic side reading and reading hints together with after-class annotation,complementing,reading and writing,and unit lead constitute the self-reading text aid system.These systems contain rich teaching resources,on the one hand,they provide teachers with teaching inspiration and teaching ideas,and promote the effective development of teaching activities;On the other hand,it provides students with rich reading methods,reading skills and reading knowledge,so as to help students build a language knowledge system and improve their independent reading ability.However,during the internship,the author found that some teachers lack of theoretical understanding and effective use of the self-reading text and its reading aid system,leading to the design of the self-reading text and its reading aid system is shelved.Therefore,the aiticle will be absorbed in the use of the "partially compiled" middle school Chinese textbook self-reading text aid system,hoping to provide help for teachers and students to correctly understand and rationally use the self-reading text aid system,and play the "transition" role of self-reading lessons.Specific arrangements are as follows:The first chapter mainly defines the concepts of the self-reading class and the assisted reading system.On the basis of the elaboration of the two vocabulary concepts,it clarifies the characteristics of the self-reading class,the relationship between the self-reading class and other classes,and the functions of the assisted reading system,aiming at clarifying the theories of the self-reading class and the assisted reading system,and laying the foundation for a more comprehensive and systematic research on teaching strategies.The second chapter mainly studies various kinds of assisted reading systems of self-reading texts in turn.In various kinds of assisted reading systems,the unique side batch and reading prompts of self-reading texts are sorted out and classified in detail.A brief analysis is made on the co-reading system of unit lead,after-class annotation,reading and writing,correcting and illustration,which are common to self-reading texts and teaching texts.In order to deeply understand the status quo of teachers and students’ cognition,use and evaluation of the self-reading text assisted reading system,the author conducted relevant surveys among some teachers and students in three local schools.In order to ensure the authenticity,comprehensiveness and reliability of the survey results,questionnaire survey,interview method and classroom observation method were adopted.The content of the questionnaire is divided into three levels and six dimensions.The interview method is an in-depth interview for 5 teachers from Longfor No.1 Middle School,and the classroom observation method is to randomly enter the class to observe the 5 teachers.After a deep analysis of the problems reflected in the survey data,the author found that some teachers and students do not have a good understanding of the self-reading text aid system,and the use of the system is inappropriate,and the use value of the self-reading text aid system cannot be brought into full play.The fourth chapter,based on the aforementioned survey results,combined with the teaching examples of first-line teachers using the assisted reading system to teach self-reading texts and the author’s own teaching thinking,puts forward suggestions on the use of the self-reading text assisted reading system from four aspects: generating teaching objectives,establishing teaching main line,designing teaching activities and conducting teaching reflection.Among them,the section of "Generating teaching objectives of self-reading course based on the reading system" includes three aspects:combining teaching objectives with unit lead,combining reading prompts,and combining with side batch.In the section "Teaching Activities of Self-reading Course based on assisted reading System",the author designed five kinds of self-reading text teaching activities,including text introduction,question design,activity training,reading expansion and classroom section.The author expounds the teaching reflection of self-reading texts from three aspects: the accuracy of teaching objectives,the selection of teaching contents and teaching strategies,and the evaluation of teaching effects.The fifth chapter takes the self-reading text "Steps" as an example to design and reflect on the teaching of the self-reading text based on the assisted reading system.