Therefore, designing teaching objectives scientifically and reasonably is the first step to improve teaching effectiveness. However, judging from the current teaching situation, there are some shortcomings in the design of classical Chinese teaching objectives in senior high schools.
The author thinks that the design of the teaching goal of classical Chinese should return to the true nature, that is, return to the true nature of classical Chinese teaching. First, the design of classical Chinese teaching objectives must be student-oriented. The standard to measure the teaching effect is students' academic performance, which is embodied in the fact that students never know how to understand, from less knowledge to more knowledge; In terms of ability, I will never attend the meeting, and it is absolutely impossible; Emotionally and through experience.
2. How to determine the teaching goal of junior middle school Chinese reading? Reflections on Zheng Yinong's Basic Criteria for the Effectiveness of Chinese Reading Teaching (1)
Training China people instead of others, to the point, tells the essential difference between Chinese subjects and other subjects. Looking back at our real classroom, there are three tendencies in Chinese reading teaching objectives, namely, goal generalization, goal narrowing and goal randomness. These trends have not been effectively reversed, but have been improperly encouraged. The three modernizations are far from the goal of cultivating China people.
The core feature of China people should be good Chinese literacy.
The junior high school part of the curriculum standard requires students to have basic Chinese literacy. Chinese literacy includes: the accumulation of words and sentences, language sense, thinking quality, Chinese learning methods and habits, reading and writing ability, writing and oral communication ability, cultural taste, aesthetic taste, knowledge vision, emotional attitude, ideological views and so on. That is, Chinese literacy includes functional and non-functional aspects, namely language literacy and spiritual literacy. Our training goal is clear: language literacy mainly refers to the ability, methods and habits of language accumulation, perception, understanding and application, while spiritual literacy mainly refers to perceptual humanistic spirit (such as good emotional attitude, values, aesthetic taste and cultural taste, etc.). ) and rational scientific spirit (such as the quality of seeking truth, questioning, exploring and innovating, etc. ).
Let's look at three realistic goals:
Summary of objectives: The status of Chinese has been promoted, and it has become an all-encompassing cultural class, with astronomy, geography, history, society, folk customs and religion all coming in. For example, teaching the wisdom of the female wolf, the balcony will not be closed tomorrow, and the city elf has made great efforts to expand the harmony between man and nature. Judging from the effectiveness of teaching, this kind of Chinese class only pays attention to the non-functional side of Chinese literacy, not all, ignoring the functional side and lacking down-to-earth work.
Narrow goal: contrary to generalization, only focus on functionality, only point to exams, what to teach in exams, and how to teach in exams. It trains Chinese examiners, so it is often seen that Chinese reading teaching is practical. The efficiency is extremely high in the short term, but it is extremely harmful to children's lifelong development. The IQ is high, but the EQ is gone. This is the reason why students don't like Chinese language: the elegance and beauty of Chinese language have lost the rich spiritual nourishment contained in the article. Can you have your cake and eat it? Can people with good Chinese literacy take the Chinese exam? Chinese literacy itself includes the quality and skills of taking the exam, especially in recent years, the questions in the senior high school entrance examination and the college entrance examination are getting closer and closer to examining students' real Chinese literacy.
Randomization of goals: This kind of performance is most obvious in heterogeneous activities in the same class. The same article is taught by different teachers, and the teaching objectives are far from each other, lacking objective and unified standards. Very casual, in short: China people are very casual. In fact, if you think about the Eight Immortals crossing the sea, you will understand that they can show their magical powers, but after all, they want to cross the sea, not climb mountains and fly. Just like going to Beijing from the East China Sea, you can choose cars, trains and planes, but the final destination is Beijing, not Nanjing or Tokyo. Flying to Tokyo takes the shortest time and is also invalid.
Going back to the original point can solve all problems. The origin is the Chinese curriculum standard of compulsory education. The teaching objectives of all kinds of reading texts are in the standard and have specific requirements:
Appreciating literary works, we can have our own emotional experience, initially understand the connotation of the works, and gain beneficial enlightenment to nature, society and life. The ideological and emotional tendency of the works can be evaluated in connection with the cultural background; Be able to tell his own experience of touching situations and images in his works; Taste the expressive language in the works.
When reading scientific and technological works, pay attention to understanding the scientific spirit and scientific thinking method embodied in the works.
Read simple argumentative essays, and distinguish opinions from materials (truth, facts, data, charts, etc.). ), find the connection between ideas and materials, and make judgments through your own thinking.
Read ancient poems, consciously accumulate, comprehend and use them, and improve your appreciation taste and aesthetic taste.
Reading simple classical Chinese, you can understand the basic content with the help of notes and reference books. Recite 80 excellent poems.
Therefore, when a teacher gets a text, he must first determine what kind of text it is, and then look at the teaching objectives and requirements of the curriculum standards for this text.
For example, literature and art are behind.
Send you a bouquet of genetically modified flowers is the text of scientific and technological works.
On Beauty is an argumentative essay.
Gordon is a part-of-speech text of ancient poetry.
On the Snake Catcher is both a classical Chinese and an argumentative essay.
If all teachers can conscientiously follow the curriculum standards, they will not be stereotyped, but have their own needs, strengths and emphases. I believe that only in this way can our reading teaching be truly effective and get closer to the ultimate goal of cultivating China people.
3. High school Chinese learning objectives Hello, I am a Chinese teacher. I want to grasp two key points about Chinese learning methods.
1. The most fundamental way to improve Chinese performance is to improve one's humanistic quality. Of course, this is unrealistic for exam-oriented education in the short term. If it's just an exam, I suggest starting with the corresponding questions and breaking them one by one. Pay attention to the same type of induction and accumulation when doing problems, and good examples of good words and sentences can be used in composition. Basic knowledge such as ancient poems and some idioms and sick sentences can only be practiced.
Reading and writing, of course, you should add your own thoughts and feelings to the article, and you will get high marks if you carefully understand and answer questions. Strengthen reading ability, test-taking weapon: Because people usually don't have much contact with speed reading, they can train the coordination ability of brain and eyes through direct training. Last year, some scholars recommended "Eagle Special Speed Reading Memory Training" as a study plan for holiday students. They thought that software practice for 30 hours could improve reading speed by about 5- 10 times, and study 1-2 hours every day for two weeks.
This suggestion was highly recognized by Zhu Faliang, the former director of the Psychological Research Office of the Central Institute of Education and an expert who has been engaged in brain psychology research for many years. At present, I am studying the holiday speed reading and shorthand training courses carried out by many classes, using the Eagle speed reading and memory training system. 2. In order to save time, avoid reading: (1) Don't translate word for word when reading, which will slow down reading. Read the whole article quickly and grasp the main idea of the article.
(2) Don't read a sentence repeatedly, that is, if you encounter a sentence that you don't understand at the moment, you will be immersed in reading that sentence repeatedly and pondering it over and over again. In fact, it is completely unnecessary, because choosing the right answer does not mean reading every sentence of the original text. It is enough to grasp some key sentences. The correct way is to focus on understanding the whole passage and grasp the sentences that cover the theme with your heart.
As mentioned in the above article, speeding reading training also trains memory, and the mind map of the super memory part plays a very good role in grasping the context and key points of the article after comprehensive reading. So I suggest you try to learn.
If you are a student who is taking an exam or busy preparing for the exam, I suggest studying Elite, which can improve your memory and study efficiency. "Elite speed reading" is also recognized by our association. I hope you will make progress soon.
4. What is the general goal of reading teaching? The overall goal of Chinese reading teaching is to have independent reading ability, pay attention to emotional experience, have rich accumulation and form a good sense of language.
Learn to use a variety of reading methods. Can initially understand and appreciate literary works, influenced by noble sentiments and interests.
Develop your own personality and enrich your spiritual world. You can read simple classical Chinese with the help of reference books.
The total amount of extracurricular reading in nine years should be more than 4 million words. The teaching goal of each grade is Grade One 1. Like, like to feel the pleasure of reading.
2. Learn to read the text correctly, fluently and emotionally. Correct pronunciation, loud voice, sentence by sentence pause, no singing or reading.
Be able to recite the assigned text. 3. Be able to understand the words and sentences in the text.
Can understand words in combination with sentences. Know how to express a complete meaning in one sentence.
4. Can answer the teacher's questions in complete sentences. 5. Understand the natural paragraphs and the content of the text.
6. Be able to read with the help of the pictures in the reading materials. 7. Be able to read simple audio reading materials and have a preliminary understanding of the content.
Recite 20 excellent poems (paragraphs). The total amount of extracurricular reading is not less than 20 thousand words.
8. Keep the correct reading posture and develop the good habit of cherishing books. Grade two, 1. Continue to learn and read the text correctly, fluently and emotionally.
Pay attention to pauses in long sentences and paragraphs. Be able to recite the assigned text.
2. Learn to read the text silently. Don't make a sound, don't read, and think while reading.
3. Understand the meaning of words and phrases in the text in combination with the context and real life, and accumulate words and phrases in reading. 4. Be able to understand the content of each natural paragraph.
Understand the content of the text initially. 5. Read simple fairy tales, fables and stories, yearn for beautiful situations, care about nature and life, have their own feelings and ideas about people and things of interest, and be willing to communicate with others.
6. Read children's songs, nursery rhymes and simple ancient poems, expand your imagination, get a preliminary emotional experience and feel the beauty of language. 7. Know the common punctuation marks in the text, and experience the different tones expressed by periods, question marks and exclamation marks during reading.
8. Accumulate your favorite idioms and proverbs. Recite 30 excellent poems (paragraphs).
The total amount of extracurricular reading is not less than 30 thousand words. 9. Love books and cherish them.
Grade three, 1. Continue to learn and read the text correctly, fluently and emotionally. Think while reading, read different tones, and be able to recite the assigned text.
2. Learn to read silently, understand the content of the text and ask questions about what you don't understand in the text. 3. Be able to connect the context with real life and understand the meaning of words.
4. Learn to analyze natural paragraphs and summarize the main contents of the text. 5. Learn to use words to make sentences and connect sentences into paragraphs.
6. Learn to preview the text as required. You can learn new words with the help of a dictionary.
7. In the process of understanding sentences, realize that periods and commas cannot be used together, and understand the general usage of colons, quotation marks and pauses. 8. Accumulate beautiful words and wonderful paragraphs in the text, as well as language materials obtained in extracurricular reading and life.
9. Read excellent poems, pay attention to experience emotions and understand the content in reading. Recite 25 excellent poems (paragraphs).
10. Develop the habit of reading books and newspapers, and collect and exchange books and materials with classmates. The total amount of extracurricular reading is not less than 200,000 words.
Level 4 1. Can read the text correctly, fluently and emotionally in Mandarin. Be able to recite the assigned text.
2. Be able to read the text silently as required, with a certain speed. 3. Learn to understand meaningful words or complex sentences.
Experience the role of keywords in expressing emotions. 4. Be able to understand the relationship between paragraphs, paragraphs and articles, learn to segment the text and talk about the general idea of paragraphs.
Learn to make sentences with words and connect sentences into paragraphs. 5. Be able to grasp the main content of the article and understand the thoughts and feelings expressed in the article.
6. Be able to retell the main idea of narrative works, initially feel the vivid images and beautiful language in the works, care about the fate and joys and sorrows of the characters in the works, and communicate their reading feelings with others. 7. Learn to skim and get a general understanding of the article.
8. Develop a good habit of reading newspapers, recite 25 excellent poems (paragraphs), and read no less than 200,000 words after class. Grade five 1. Read the text correctly, fluently and emotionally in Mandarin.
Can express the thoughts and feelings of the text and recite the assigned text. 2. Be able to read the text silently as required, understand the main content, and have a certain speed.
3. You can read from a dictionary to understand the proper meaning of words in the language environment and distinguish the meaning. 4. Be able to grasp key words, sentences and paragraphs and deeply understand the text.
5. Be able to understand the relationship between paragraphs and between paragraphs and articles, divide the text into sections, and summarize the general idea of paragraphs and the main content of the text. Learn to summarize the central idea of the article.
6. Continue to study and preview the text. Can learn from the students' words, initially understand the content of the text, ask difficult questions, and initially develop the habit of previewing.
7. Learn to browse, expand your knowledge and search for information as needed. 8. In the process of understanding the text, understand the different usages of pause and comma, semicolon and period.
9. Read excellent poems aloud and recite 30 excellent poems (paragraphs). 10. Try to make use of information channels such as libraries and the Internet for inquiry reading.
Expand reading experience and initially develop a good habit of taking reading notes. The total amount of extracurricular reading is not less than 500,000 words.
Grade 6 1. Can read the text correctly, fluently and emotionally in Mandarin. Can express the thoughts and feelings of words more accurately.
Be able to recite the assigned text. 2. Be able to read the text silently as required, understand the main content and experience thoughts and feelings.
Silent reading has a certain speed, and the silent reading of general books is not less than 300 words per minute. 3. Be able to connect the context with your own accumulation, infer the meaning of related words in the text, and experience their expression effect.
Pay attention to appreciate the beautiful sentences in the article. 4. Be able to understand the relationship between sentences and paragraphs, summarize the general idea of paragraphs, and summarize the main content and central idea of the text.
5. Try to figure out the expression order of the article in reading, understand how the author expresses the central idea, and initially understand the basic expression method of the article. In communication and discussion, I dare to put forward my own opinions and make my own judgments.
6. Reading explanatory articles can grasp the main points and understand the basic explanation methods of the articles. 7. Read the narrative works, understand the outline of the event, briefly describe the most impressive scenes, characters and details, and tell your feelings of likes, dislikes, reverence, yearning and sympathy.
Read poetry, grasp poetry as a whole, imagine the situation described by poetry, and experience the poet's feelings. Influenced and inspired by excellent works, I yearn for and pursue beautiful ideals.
8. You can preview it.
5. The learning goal of Chinese in senior high school is actually the "examination outline" of Chinese in college entrance examination. I'll make a copy for you online. 20 13 College Entrance Chinese Examination Outline (New Curriculum Standard Edition) is a selective examination for qualified high school graduates and candidates with the same academic ability.
Colleges and universities should comprehensively measure the moral, intellectual and physical qualities according to the candidates' grades and the established enrollment plan, and select the best candidates. Therefore, the college entrance examination should have high reliability, validity, necessary discrimination and appropriate difficulty.
Two. Exam content 1. Exam objectives and requirements 20 13 The Chinese language requirements of the college entrance examination examine the candidates' six abilities of memory, understanding, analysis and synthesis, appreciation and evaluation, expression and application, and inquiry, which are manifested in six levels. A. memorization: it refers to recognition and memory, which is the most basic level of ability.
B. understanding: it means understanding and being able to make simple explanations, which is a higher level of ability on the basis of rote memorization. C. Analysis and synthesis: refers to decomposition, analysis and induction, which is a kind of ability level further improved on the basis of memory and understanding.
D. Appreciation and evaluation: refers to the identification, appreciation and comment of reading materials, which is a level of ability developed based on memory, understanding and analysis in reading. E. Expression application: refers to the application of Chinese knowledge and ability, which is a level of ability developed in expression on the basis of memory, understanding and analysis.
F. Inquiry: refers to the ability level developed on the basis of memory, understanding, analysis and synthesis, in which some problems are discussed, and some insights, discoveries and innovations are made. The six ability levels of A, B, C, D, E and F can be examined with different difficulties.
Second, the scope and requirements of the examination According to the requirements of ordinary colleges and universities for freshmen's cultural quality, according to the "Ordinary High School Curriculum Plan (Experiment)" and "Ordinary High School Chinese Curriculum Standard (Experiment)" promulgated by the Ministry of Education of People's Republic of China (PRC) in 2003, the content of the Chinese examination is determined. According to the five modules of "Chinese 1" to "Chinese 5", which are the two major goals of the compulsory course "Reading and Appreciation, Expression and Communication" stipulated in the Curriculum Standard for Senior High School, five series of poems and essays, novels and dramas, news and biographies, language use and cultural works learning are selected as elective courses, which constitute the compulsory content and elective content.
Compulsory and elective exams have different difficulties. Required Contents The required contents and corresponding ability levels are as follows: (1) Read modern articles and general discussions.
1. Understand B (1) Understand the meaning of important concepts in the text (2) Understand the meaning of important sentences in the text (2) Analyze and synthesize C (1) Filter and integrate the information in the text (2) Analyze the structure of the article, grasp the main idea of the article (3) Summarize the main points of the content and summarize the central meaning (4) Analyze and summarize the author's views in the text. 1. Memorize commonly used famous sentences and articles through A.2. Understand B (1) Understand the meaning of common function words in classical Chinese. 2. Understand the meaning and usage of function words in classical Chinese: harmony, harmony, Hu, Nai, Qi, harmony, if, suo, Wei, Yan, Ye and Tong.
(3) Understand the sentence patterns and usages different from modern Chinese: judgmental sentences, passive sentences, prepositional objects, component ellipsis and flexible use of parts of speech. (4) Understand and translate the sentences in the text. 3. Analyze and synthesize C (1) to filter the information in the text. 2. Summarize the main points. 3. Analyze and summarize the author's views and attitudes in this paper. 4. Appreciate and evaluate D (1) Appreciate the image, language and expression skills of literary works. 2. Evaluate the ideological content of the article and the author's views and attitudes. 3.
1. Memorize A (1) Memorize the pronunciations of common words in modern Putonghua (2) Memorize and write modern standardized Chinese characters correctly (2) Express and use E (1) Correct use of punctuation marks (2) Correct use of words (including idioms) (3) Discriminate and modify the types of sick sentences: improper word order and collocation. The meaning is unclear and illogical. (4) Enlarging sentences; (5) Selecting, imitating and changing sentence patterns; (6) Correctly using common rhetorical methods: metaphor, analogy, metonymy, exaggeration, duality, parallelism, repetition, rhetorical questions.
(7) The language expression is concise, coherent, appropriate, accurate, vivid and vivid. (4) Writing can be descriptive, practical and literary.
The requirements of the expression and application E composition test are divided into basic level and development level. 1. Basic level (1) conforms to the meaning of the question (2) conforms to the stylistic requirements (3) has sincere feelings and healthy thoughts (4) is rich in content and clear in the center (5) is fluent in language and complete in structure (6) is punctuated correctly, and no typos are written (Note: every typo is deducted 1.
(2) Rich materials, rich arguments, full image and profound artistic conception. (3) literary talent, appropriate words, flexible sentence patterns, good use of rhetorical devices, and vivid sentences.
(4) novel ideas, fresh materials, novel viewpoints, unique reasoning and imagination, and personality. The content of the selected examination and the corresponding ability level are as follows: (1) Reading literary texts and appreciating Chinese and foreign literary works.
Understand the basic characteristics and main expression techniques of novels, essays, poems, plays and other literary genres. Reading appreciation of literary works pays attention to aesthetic experience.
Feel the image, taste the language, understand the connotation and analyze the artistic expression; Understand the social life and emotional world reflected in the works, and explore the national psychology and humanistic spirit contained in the works. 1. Analyze and synthesize C (1) Analyze the structure of the work and summarize the theme of the work. (2) Analyze the basic characteristics and main expression techniques of the genre of the work. (2) Appreciate and evaluate D (1) Experience the rich meanings of important sentences and taste the wonderful language expression art. (2) Appreciate the image of the work and appreciate the connotation of the work. Understand the artistic charm of the work (3) Evaluate the value judgment and aesthetic orientation of the work (3) Explore F (1) Explore the meaning, national psychology and humanistic spirit of the work from different angles and levels (2) Explore the author's creative background and intention (3) Individually and creatively interpret the work (2) Evaluate Chinese and foreign practical texts by reading practical texts.
Understand the basic stylistic features and main expression techniques of biographies, news, reports and popular science articles. Quasi.
6. Ideas and methods of solving classical Chinese problems in senior high school 1. Reading classical Chinese with questions is relatively difficult, and most students often can't understand it after reading it once.
At this point, we should quickly browse the requirements of the test questions, especially the final summary and judgment questions, read them carefully and understand the general content of the full text, because one item of this question is often inconsistent with the original text, and the other three items are correct, that is, a mistake is often a detail problem. Then by reading the last question, you will immediately understand the full text, and then read the original text, which will get twice the result with half the effort and be more relaxed.
Second, to interpret the text by text is to use the words in the article to solve the problem. There are mutual constraints and explanations among various factors in the article, which is a basis for readers to interpret the article. For example, in the test of 1994, "Respect for the elderly is in the East. If you don't cook, you will always get uncooked rice. Why bother to cook a meal alone?"
"White rice" means white rice, because it says "You can get white rice with one month's salary …". Third, the annotated classical Chinese proposition will give some comments, which can often bring great help to solving problems.
For example, in the annual exam of199/kloc-0, there is a sentence that "the state urges him to ridicule", and the proposer annotates "Duan Shuhe" and gives a question on the basis of the annotation: "For the evil king, the state urges him to ridicule. What is the reason? " "This actually examines the students' ability to explain the text with things. "
Fourth, understand the text. When answering the translated sentences, we should combine the context and be good at understanding things.
For example, in the sentence of 1994, "give" means "give" or "make … full?" It seems that everything can be done. But from the analysis of the reasons, we can only take "make ... full".
Because as a retired official, He Ziping is not satisfied with the general support, but wants to "enrich it". Another example is the translation of "raising a private family", which is "raising a mother at home" or "helping her manage the family"? Aside from the provisions of the word meaning, it can't be said that it is "helping the mother manage the family" only in the sense.
Because this "family management" task depends on the mother who is nearly eighty years old. Why do He Ziping and He Xiaozhi have it? The teaching goal of classical Chinese in senior high school is to have the ability to read simple classical Chinese independently. As a college entrance examination, of course, we are faced with high school graduates with such ability.
7. Research content of Chinese reading teaching in senior high school Reading teaching is an important part of Chinese teaching in senior high school, and improving students' reading ability is very important for their future development.
"Chinese Curriculum Standard for Senior High School" points out that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Let students deepen their understanding and experience, feel and think in active thinking and emotion, get emotional edification, get thinking enlightenment and enjoy aesthetic pleasure. We should cherish students' unique feelings, experiences and understanding. "
Shanghai Chinese curriculum standards for primary and secondary schools also point out that students should be trained to "have the ability to read independently, have their own feelings and experiences in the process of reading" and "have a strong sense of style and innovative spirit". The new round of curriculum reform puts forward the concept of student development-oriented, personality-oriented and lifelong sustainable development for our teaching. Implementing personalized reading teaching in reading teaching can stimulate students' interest in reading, improve their reading ability at all levels, help students develop good reading habits, improve their Chinese literacy, cultivate their innovative spirit, and lay a good foundation for their lifelong reading and lifelong learning while their personality develops healthily.
I. Analysis of Traditional Chinese Reading Teaching In traditional Chinese teaching, teachers are often limited to unified teaching materials and a single way of thinking, spreading Chinese knowledge to students by teaching and training, and cultivating students' Chinese skills and intelligence. Reading teaching often ignores the essence of reading, which is manifested in analysis teaching, dismemberment teaching and performance teaching, ignoring students' inner experience and feelings, and the classroom is often dominated by * * * * thoughts and behaviors.
Teachers only pay attention to students' mastery of Chinese knowledge and skills training. As for the development of students' personality, the cultivation of their specialties and the formation of their subjective consciousness, it is considered that it is not a matter for Chinese teachers at all, nor is it the goal of reading teaching at all. Results The classroom is often teacher-centered, preconceived and parrot-learned. Students are deprived of the right to read independently, and their personality, imagination and creativity are suppressed.
In the end, students are carved into a shape, and their unique personality and true self are annihilated until they completely lose their desire for personality development. The author investigated the reading situation of two classes he taught. The survey found that 85% students like reading, but they don't like Chinese reading class. The main reason lies in the problems of Chinese teaching itself. First, the teaching goal is too single. In order to cope with the college entrance examination, teachers focus on the acquisition of knowledge and skills, ignoring the implementation of moral education goals, emotional goals and aesthetic education goals in reading teaching, and students' personality and emotions cannot be developed.
Secondly, the teaching content ignores students' needs and characteristics, and fails to understand and excavate the teaching materials from students' psychological characteristics and reading interests. Thirdly, there are differences in students' individual learning, but in traditional reading teaching, teachers often use unified evaluation criteria to measure students with different differences, which inhibits students' multi-angle thinking and personalized experience, understanding and expression.
If we want to put into the practice of the second-phase curriculum reform as soon as possible, we must change the educational concept and truly "take students' development as the foundation"; In order to effectively change the situation of traditional reading teaching, we must use the concept of "student-oriented development" to guide reading teaching practice, and it is a good attempt to implement personalized reading teaching. Second, the theoretical basis of personalized reading teaching. Everything is based on many aspects. As far as personalized reading teaching is concerned, it is also developed on the basis of many theories, involving pedagogy, psychology, sociology and other disciplines.
Among them, the theory of multiple intelligences holds that education under the traditional concept of intelligence depends on examinations to distinguish the intelligence level of students from the educational effect of schools. In fact, this overemphasizes predictive intelligence and mathematical logic intelligence, while denying other intelligence, which makes many important potentials of students undeveloped, resulting in poor ability of some of them to solve problems independently after entering society, which is a waste of talents.
The theory of multiple intelligences advocates developing students' intelligence, teaching students in accordance with their aptitude, and evaluating students according to the trajectory of intelligence development. On the basis of people's intelligence, schools should create various scenarios for students to show their intelligence and give them a variety of choices, so as to stimulate everyone's potential intelligence and fully develop their personality.
Teachers' teaching methods and means should be different according to different teaching contents, and the same teaching contents should be adjusted according to students' different intellectual characteristics, learning types and directions. The embodiment of the theory of multiple intelligences in Chinese teaching is to respect students' individual differences and promote the comprehensive and coordinated development of students' intelligence, which requires every Chinese teacher to study students' differences, teach students in accordance with their aptitude, understand and respect each student's intelligent characteristics, and allow and encourage students to learn and use Chinese in a way that suits their own characteristics, rather than forcibly unify them.
Chinese ability can be divided into listening, speaking, reading and writing. Students can improve their language ability by feeling, understanding and using language in the practice of listening, speaking, reading and writing. This process is the synthesis of "multiple intelligences". For example, in reading training, students need not only language intelligence, but also spatial imagination and introspection ability to understand articles.
In addition, the development of humanism, postmodernism, constructivism and personality psychology is also the theoretical basis of personalized reading teaching. Thirdly, the exploration of individualized reading teaching in senior high school Chinese emphasizes respecting students' individuality in the process of reading teaching. Teachers should stimulate students' interest in reading, attach importance to and cherish students' different understanding and feelings about the text, create a suitable teaching environment for them, develop the reading potential of all kinds of students, make reading a stage for students to show their individuality, and thus improve the quality of reading teaching.
The purpose of Chinese teaching is for the development of students, and personalized reading teaching is an important means to achieve this goal. Then, how to make students fully develop their individuality in reading, cultivate students' independent reading, creative reading and critical reading, and truly realize the personalization of reading teaching? The author has carried out practice in teaching.
1. Cultivating students' reading autonomy can first be realized in reading teaching.