Keywords: junior high school Chinese reading teaching mode
China Library Classification Number: G633.3 Document Identification Number: A.
1 Problems in junior high school Chinese reading teaching
Although the new curriculum reform has made guiding provisions on the nature, objectives and modes of Chinese teaching in junior high schools. However, influenced by the traditional teaching mode, restricted by the current education system and teaching environment, and each junior high school Chinese teacher's different understanding of Chinese teaching activities, there are still a lot of problems in Chinese reading teaching in junior high schools in China, which seriously deviates from the requirements of the new curriculum reform and the nature and objectives of Chinese teaching. Generally speaking, there are two main problems:
1. 1 "dialogue teaching" is both nominal and duplicitous.
The Chinese Curriculum Standard for Full-time Compulsory Education clearly points out that "Chinese teaching should be carried out in the process of equal dialogue between teachers and students." ① Reading teaching is a dialogue process among students, teachers and texts. Dialogue theory originated from Brazilian educator paulo freire. He believes that in traditional teaching activities, students are like a jar as a "storage device" and teachers' role is "emitter". The teaching interaction mode between teachers and students is "storage-indoctrination-storage". Teachers first store their own materials, and then "let students accept, remember and repeatedly store materials". This theory requires teachers and students, that is, participants in the whole teaching activities, to complete teaching activities in an autonomous and exploratory way. Everyone can regain self-awareness in the teaching process, start to critically look at and understand the world around them, and actively seek to transform themselves and the surrounding environment.
Reading teaching is not only a simple skill and method to learn a language, create new words, understand the central idea of an article and learn to write, but also an independent discovery and exploration under the care of different cultural backgrounds and traditions. However, in the actual process of Chinese reading teaching, the original "dialogue teaching" with rich connotations has become a mechanical "question and answer teaching". This "question-and-answer teaching" rigidly and dogmatically copied the "dialogue theory", which seriously deviated from the essence and connotation of the "dialogue theory" and finally embarked on the traditional "indoctrination-storage" old road.
First of all, students have no thoughts of their own in the process of answering questions enthusiastically and independently. Everyone is catering to the teacher's request, looking for some answers that don't need to be considered in textbooks and answering the question of "knowing perfectly well past asking". Secondly, the students' later answers seem to be talking with teachers and texts and putting forward their own ideas and opinions, which is "quite innovative". However, this unguided and grandstanding answer has actually seriously deviated from the original intention of the course, failed to play an educational role, and the true connotation of the text has not been excavated. Finally, the whole process of "dialogue" lacks real emotional experience and even the collision and blending of ideas. This text is actually out of the students' thinking range.
From the theoretical reference to the interpretation of specific cases, we can see that the abuse and distortion of "dialogue theory" is an important drawback of Chinese reading teaching at this stage. The original intention of "dialogue" does not appear in education and teaching activities, but affects the teaching effect and reduces the quality of students' Chinese learning.
1.2 Lack of text reading in the teaching process
Characters can be divided into broad sense and narrow sense. In Dilthey's view, all the world and objective reality to be explained belong to the category of text, so the generalized text can be understood as all the things to be explained. Words in a narrow sense refer to anything recorded in books. In Chinese teaching activities, the narrow sense of the text is used, which is what we call the text. At present, the lack of text reading is also a major problem in the teaching of Chinese reading. The reasons for this situation are concentrated in two aspects:
First of all, in the process of text reading, we often see the wanton distortion of the text connotation, and we can also see the shallow analysis of the text connotation. The cases listed above reflect this problem. The requirement of innovative autonomous teaching is not to let students explore and understand freely from the internal connotation of the text without restriction. This requires us to restore the original appearance of the text, respect the author's original intention, and guide students to think creatively on this premise. For example, Mr. Wang Furen said: "In Chinese teaching, we should respect the subjectivity of the author of the text, accept the specific space set by the author, avoid the kind of free play that is purely our own, and avoid the kind of ideological criticism and artistic criticism that are irrelevant without a basic understanding of the author of the text." ④
Secondly, the use of multimedia teaching equipment leads to the decline of students' text reading ability. As an auxiliary equipment of teaching activities, multimedia has greatly enriched our education and teaching activities with its vivid, timely and large capacity, and also brought the education and teaching of various disciplines into an information and digital era. However, things always have two sides. Multimedia-assisted teaching frees teachers from the tedious work of writing on the blackboard, preparing lessons by hand for a long time and consulting materials, and at the same time greatly reduces students' text reading ability. When students learn through multimedia teaching equipment, they often lose their profound language understanding and emotional experience. The "dialogue" between students and the text, like the smoke of the past, suddenly disappeared into people's field of vision. We have to realize clearly that the mouse and keyboard can never replace the lesson preparation books and pens.
If "dialogue" teaching is only a question of teaching methods, then the lack of text reading hurts the key of Chinese reading teaching. The misinterpretation and irrelevant innovation of the text and the abuse of multimedia teaching have seriously damaged students' abilities of self-perception, experience, imagination and innovation. If this state continues, its influence cannot be compensated by simply improving teaching methods.
2 junior high school Chinese reading teaching improvement strategy
In view of the two major problems in junior high school Chinese reading teaching: teaching mode and text reading, we should also start to improve the countermeasures from two aspects.
2. 1 Rebuild the evaluation system of Chinese teaching in theory and promote the transformation of teaching methods.
Under the guidance of the "student-oriented" concept, the new curriculum standard redefines the function and purpose of Chinese teaching, emphasizes the cultivation of students' Chinese ability and Chinese literacy, and clarifies the foothold and destination of Chinese teaching. The key link to realize these changes is the evaluation method of Chinese teaching.
First of all, it is necessary to establish an evaluation index based on ability and change the function of evaluation. The Outline of Basic Education Curriculum Reform (Implementation) points out that the goal of the reform of the evaluation system itself is to "change the function of curriculum evaluation that overemphasizes screening and selection, and give play to the function of evaluation to promote students' development, teachers' development and improve teaching practice". ⑤ The evaluation itself is defined here, which weakens the role of evaluation in identifying the results and strengthens the role of evaluation in improving the practice of students and teachers. This ability evaluation not only lightens the test burden of teachers and students, but also improves their interest and enthusiasm in the teaching process.