The New Curriculum Standard (Revised Draft) points out: "Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience." Reading is a personalized behavior of students. Students should be guided to go deep into the text, deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities.

Keywords: personalized reading; Independent investigation; ask about

First, explore the author's unique creative personality.

Any work in a literary gallery shows its unique characteristics from the choice of theme, the refinement of theme to the application of genre, from the way of thinking about life to the habit of expressing feelings, from aesthetic taste to language characteristics. No matter which article, it is the condensation of the author's feelings and personality. All of them are branded with the author's creative personality, and these different characteristics show the author's different creative personality. Such as the sharpness, passion and coldness of Lu Xun's language; Guo Moruo's fanaticism, Wang Yang's arrogance; Zhu Ziqing's femininity and implication; Yu Dafu's depression and sadness; Ba Jin's warmth and kindness; Lao She's exquisiteness and vividness ... Anyway, the writer's personality always remains in his works. Only by observing these personality characteristics can students know, understand and understand that the creation of articles is related to their own lives through inquiry, and gradually cultivate and enrich their personality through repeated training, and enrich their personality at the same time.

Second, pay attention to students' independent inquiry in reading.

Mr. Ye Shengtao thinks: "Chinese teachers don't just tell students books." In other words, as the main body of reading, students' reading activities can only be completed through their own reading practice, and no one else can replace them. Independent inquiry gives students a quiet space. Let the students feel, blend, ponder and feel the text with their heart. The students' concentration and meditation is not a dead silence, but just brewing and gaining momentum for the climax of the discussion. Only by letting students concentrate on their own thoughts can they produce profound thoughts in their minds, stimulate their thinking and generate students' personality interpretation. Reading teaching should fully respect students' personality and turn reading activities into activities of self-exploration and self-experience.

Third, encourage students to question in reading.

Asking questions is actually from asking "what" to asking "why", which reflects the inquiry process from the shallow to the deep. Reading teaching is not facing zero-degree space, and the space of reading teaching is extremely broad and far-reaching, and it is varied and ever-changing. The more uncertainties and gaps readers explore the meaning of written materials through positive thinking during reading, the more active their thinking, the richer their imagination and the greater their creativity. Then we can understand its profundity from many aspects and get its unique insights, so as to truly reflect the reading personality and effectively improve the reading quality and efficiency. It is the highest level of reading activities to let students find problems in the process of reading and trigger self-thinking.

Fourth, strengthen students' group communication in reading.

In the process of reading, teachers can often organize targeted discussions, so that students can "express their opinions" and stimulate students to find problems through discussion and put forward their own opinions. Through the interaction, cooperation and communication between students, we can find out the uniqueness of others' thinking methods and cognitive problems, find out our own shortcomings and reasons, and get the enlightenment of adjusting our thinking, revising our knowledge and improving our methods, so as to achieve the purpose of brainstorming, mutual inspiration, learning from each other's strong points and deepening our understanding of the text content. In students' discussion, teachers should pay attention to standardizing students, "fanning the flames" at the right time, and at the same time don't express their opinions, so as not to bind students' thinking. .

5. Reject the "only answer" and expect change.

Students like to "echo others' opinions" in reading activities, and are afraid or unable to put forward their own unique opinions. This is obviously not conducive to personalized reading. The focus of teaching is to advocate free learning, and the teaching content is to advocate the expression, respect and promotion of "I" in order to promote the development of students' personality and cultivate students to become creative talents. Guide students to think and understand from different perspectives, participate in discussions and debates, clarify right and wrong, prioritize, seek common ground while reserving differences, so as to achieve the purpose of cultivating personality and developing innovation ability. Teachers don't need a model or a standard to standardize students' knowledge, and they don't need to "talk deeply and thoroughly" about all issues to make "ultimate" analysis conclusions.

Sixth, pay attention to the delayed evaluation of students' answers in reading.

To implement personalized reading, teachers should introduce humanized evaluation methods. Chinese classroom should be the harmonious unity of humanistic students and instrumental students. To realize personalized reading, we need to consciously jump out of the stereotype of focusing on achievements and integrate humanized evaluation methods into classroom teaching. These evaluation methods, which are beneficial to students' development, not only provide emotional support for students to accurately understand the content of the text, but also reserve a broad space for colorful answers.

Seven, cultivate the aesthetic quality of reading personality.

Having a high aesthetic quality is a sign of the success of personalized reading. Aesthetics is a multi-level thinking activity for readers to evaluate and appreciate reading materials. Students can constantly purify their spiritual world in reading and improve their ability to distinguish right from wrong, true and false, good and evil, beauty and ugliness. From the analysis and appreciation of his works, we can understand the inner beauty, spiritual beauty and personality beauty of his image, get infected education, make clear the direction of progress and gain upward strength. Only with the above aesthetic qualities can readers improve their ideological realm, form the temperament of inner beauty, and realize the improvement of humanistic spirit, personalized reading and Chinese literacy in the true sense. Practice has proved that personalized reading teaching can show students' personality and fully experience the joy of success, thus cultivating students' reading initiative, stimulating students' interest and confidence in reading and improving students' Chinese literacy.

References:

Li Yongjiang. On junior high school Chinese reading teaching [J]. Reading abstract, 20 14, (04).

[2] Du Ruhu. Under the background of the new curriculum standard, the investigation and reform of junior high school Chinese reading teaching [D]. Nanjing Normal University, 2007.

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