Unified Junior High School Classical Chinese Text Reading Text Teaching Research

Self-reading texts in classical Chinese have the dual characteristics of "classical Chinese" and "self-reading texts",which is an organic part of textbook construction and unit text composition,and also an important part of cultivating students’ reading ability in classical Chinese.In fact,as an important teaching content of middle school Chinese course,classical Chinese self-reading text is also the "short board" of students’ learning.Junior high school students often have "fear of difficulties" in learning classical Chinese,which is not only related to students’ insufficient self-learning ability and weak foundation of classical Chinese,but also the difficulty of classical Chinese itself is one of the main reasons for the low teaching efficiency of classical Chinese self-reading text.This study aims at cultivating students’ core literacy in Chinese,based on course standards,studying textbooks,grasping learning situation,and exploring the effective path of teaching classical Chinese self-reading texts on the basis of fully exploring the teaching value of classical Chinese self-reading texts.The thesis consists of three parts: introduction,body and conclusion.The introductory part introduces the origin of the study,the object of the study,the significance of the study and the research method,and also reviews the current status of the existing research based on the review of relevant literature.The first chapter firstly compares the text selection and arrangement of the unified junior high school self-reading texts,and clarifies the symbiosis,extension and gradient characteristics of the self-reading texts;secondly,the comparative analysis method is used to analyze the self-reading texts of literary languages,the teaching texts of literary languages and the self-reading texts of modern languages,and clarifies that the self-reading texts of literary languages have the characteristics of improving the overall teaching of the unit,transferring and internalizing the reading methods,expanding and extending the reading contents,and promoting the reading methods.The second chapter uses teacher interviews and student questionnaires.In Chapter 2,through teacher interviews and student questionnaires,we understand the current situation of teaching self-reading texts in unified junior high school from both teachers and students,and find that there are problems in teaching self-reading texts in unified junior high school,such as the lack of differentiation of lesson types,the lack of awareness of teaching objectives,the superficiality of teaching evaluation,and the difficulty in implementing the extracurricular reading system.The third chapter proposes the teaching strategies of the unified middle school self-reading texts.The third chapter proposes four strategies for teaching self-reading texts in unified junior high school,including updating the teaching concept and clarifying the purpose of the arrangement,finding the rationale for the target and clarifying the teaching goal,building the scaffolding for self-study and starting the teaching process,and paying attention to reading evaluation and improving the effectiveness of self-reading,in order to provide an effective reference for teaching self-reading texts in junior high school.The concluding part mainly summarizes the research results,points out the shortcomings of the study,and provides an outlook on the future research results.