Whether in school or in society, you will be exposed to papers to some extent. A paper generally consists of title, author, abstract, key words, text, references and appendix. I believe that writing papers is a headache for many people. The following are the strategies of reading teaching under the background of the new curriculum that I have carefully arranged for reference only, hoping to help everyone.

Reading Teaching Strategies under the Background of New Curriculum

abstract:

The new curriculum requires that high school Chinese teaching should be student-centered and consider the design and implementation of teaching from the student level. From the perspective of reading teaching, this paper analyzes many problems such as giving full play to students' main role, guiding students to correct reading attitude and mastering reading methods, so as to stimulate students' interest in reading texts.

Key words:

Reading Teaching, Attitude and Strategies

Under the background of the new curriculum, students read or even recite dozens of articles in the setting of high school Chinese textbooks every semester, while the accumulated articles in high school for three years can reach nearly 200. If students can read well and effectively, they can gain great spiritual wealth. The so-called reading, as the name implies, is: reading, reading silently; Read aloud, read aloud. It absorbs a lot of useful language information from the outside through the effective platform of human eyes and stores it in the brain. Over time, students' language use ability and thinking ability will naturally be improved. Then, in the usual Chinese classroom teaching, how to cultivate the most fundamental ability of Chinese learning-reading?

First, high school Chinese teaching must always be based on reading.

As a highly humanistic subject, Chinese is essentially different from natural subjects. It looks extensive, but it is fragmented and unsystematic. There is a joke in the Chinese language field that "you can get high marks even if you don't learn Chinese." Although it is a joke, it can basically feed back an important message: Chinese learning is often done inadvertently, and the boundary between quantitative change and qualitative change in the process of Chinese learning is blurred. However, if teachers can make good use of students' subconscious thinking patterns and habits in normal classroom teaching, and inadvertently convey reading instructions, so that students can complete reading tasks under vague thinking that is not a task, better learning results will be achieved.

In essence, Chinese learning is nothing more than reading, thinking, speaking, using and writing, and the key to Chinese learning is reading well, because reading is absorption and the last four words are feedback. No absorption. There is feedback. Many famous writers at home and abroad admit that reading and even reciting are of great significance to writing. If students can firmly base themselves on text reading and pay attention to material accumulation in the process of Chinese learning, they will naturally improve in analyzing social phenomena and grasping the world.

Reading is the most direct and effective way to learn Chinese. In classroom teaching, students should be willing to give up their time and devote themselves to reading. Reading itself is a good way to learn language and accumulate language materials, and enhance the appeal of language and words through reading. Improving the ability to use language and characters also depends on reading. And some articles, its benefits, its implication, its flavor beyond the charm, can only be understood through repeated reading, and can be understood calmly. For example, Su Dongpo's "Red Cliff Fu" can only be read repeatedly to thoroughly understand Mr. Dongpo's sadness and relief after being victimized by traitors.

Therefore, in high school Chinese classroom teaching, we should turn redundant analysis and explanation into solid reading and reciting training. Because language and writing often contain a lot of intriguing content, students who leave the main body of teaching activities can only passively accept it and rely on the teacher's explanation to get nothing. In classroom teaching, teachers can never dominate students' reading comprehension, and handing over the classroom to students is one of the standards of the new classroom.

Second, high school Chinese teaching must be interest-oriented.

The keen interest in reading is the internal motive force to promote the in-depth development of reading activities and the most active factor to constitute reading ability. There are two prerequisites for this internal driving force, one is individual demand, and the other is spiritual satisfaction. In reading teaching, teachers first give guidance to guide students to read in class or after class, and students must understand many problems such as "what to read and how to read".

For example, when reading Lu Xun's work "Blessing", we can design thinking questions before reading, so that students can read in a targeted way and stimulate their reading interest. The question can be set as follows:

① How did Sister Xianglin die step by step?

② What role does "I" play in the text?

(3) What is the true meaning of blessing?

④ What does it mean for Xianglinsao to recall "Amao" repeatedly?

⑤ What did the heavy snow render? The above five questions are only aimed at the characters, plot and environment of the novel. From easy to difficult, gradually guide students to solve the above problems. Through repeated practice, students' interest in reading will naturally improve. When the interest in reading becomes the intrinsic motivation for students to seek knowledge, students will have a strong learning motivation, and teachers will not need to ask more questions. When students are interested in learning a language, they will have a heartfelt self-demand to learn the language well, have a strong desire for knowledge and consciously improve their Chinese ability. They can read by themselves without being taught by teachers, which can improve their ability to analyze texts and improve their Chinese literacy.

At the same time, in order to cultivate students' interest in reading, we can hold more reading activities in and out of class. Teachers should pay attention to finding students with strong reading ability in their usual teaching, encourage them to express their reading experience in public, share their reading achievements with others, and carry out various activities such as poetry recitation and lectures to really stimulate their reading interest, and finally realize what Mr. Ye Shengtao said, "The realm of self-learning without teachers will naturally be achieved."

Third, Chinese teaching in senior high schools must be method-oriented.

The cultivation of reading methods is the most important thing in reading teaching, and high school Chinese reading teaching must pay attention to cultivating students' overall consciousness and creativity. To improve students' overall reading ability, on the one hand, teachers should have overall reading awareness and know the teaching methods of overall reading, so that students can learn imperceptibly, on the other hand, students should develop good overall reading habits. For example, before entering the text analysis, guide students to pay attention to the content and form of the text when reading. Determine the overall concept of the text, so that the "image" of the text has a whole, so that the "thing" in the text has a whole chain. In the usual reading teaching, teachers should never position themselves as "scalpels" and artificially dissect every text with rich meanings and rhymes into so-called background, author, paragraph, center and characteristics. So much so that we turn language learning into mechanical reorganization and emotional text into cold natural analysis. This not only makes students lose their desire to study, but also makes them lose their courage to go further. What else can we talk about to get students into reading, to think and gain something from reading? Therefore, as a teacher, we must avoid this phenomenon from becoming the mainstream in teaching and becoming an obstacle to prevent students from reading. We must straighten out the relationship among teachers, students and texts. Whether in class or after class, we should strengthen the dialogue between them and strengthen students' autonomy. In the final analysis, teachers only need to play a guiding role between students and texts, and they don't need to impose them on students. They think they are authoritative and instill their own ideas and understanding into students. It is the ultimate orientation of Chinese reading teaching in senior high school that students and texts really meet, become intimate and truly integrate.

At the same time, habit is the method. Only when students form good reading habits can they have good self-conscious learning ability, devote themselves to extracurricular reading consciously and benefit students for life. Books are the crystallization of human wisdom and teachers of students. Reading enriches students' spiritual world. Without the input and guarantee of time, nothing can be said. Without cultivating students' reading habits and reading psychology, it is impossible to transfer students' reading from classroom to extracurricular and from textbooks to original works. Love reading, reading more, studying hard and studying hard should be the most fundamental spiritual pursuit of senior high school students.

Reading is a process of continuous exploration, continuous learning and continuous efforts. In high school Chinese learning, only when reading is paid enough attention, teachers pay attention to cultivating students' reading interest and ability, and at the same time cultivate students' good reading habits, students will naturally form a language learning system in reading, master the law of language learning, and finally realize the goal of high school Chinese learning.

References:

Ren Zhihong. Excellent teaching plan for new high school textbooks [M]. Haikou: Southern Publishing House.

[2] Ye Shengtao. Ye Shengtao's Essay on Chinese Education [C].

Expanding: the current situation of junior high school reading teaching

1. Replace "reading" with "teaching".

Teachers' concept of classroom reading teaching is outdated and backward. Teachers focus on teaching materials, and the purpose and process of teaching is to learn one article and analyze another. In classroom teaching, in order to complete the teaching task, teachers only pay attention to the exploration of problems and the expansion of knowledge, and despise students' classroom reading. They often just let the students "scan" it roughly, and then rush to ask questions, analyze and summarize. Finally, they give students some rules to recite. Teachers "teach" too much, and students seldom read texts.

2. Replace "reading" with "testing".

In order to cope with each exam, the teacher will train the students according to the reading mode of the exam, asking them to memorize difficult words, recite relevant literary common sense and famous sayings, and make some understandable induction; Taking Chinese as the training makes students lose their thinking and personality, and teach for the conclusion. Students' awareness of Chinese has become dull, and reading has become a boring skill and a daunting boring training. This kind of reading teaching makes students lack reading interest, difficult to talk and communicate with the text, and lack thinking collision and aesthetic interest; We should not let reading full of human beauty and humanistic interest become students' desire and spiritual enjoyment.

3. Pay more attention to "righteousness" than "writing".

When guiding students to read, most teachers are accustomed to plunge into the ocean of meaning based on their own teaching experience, pay attention to the understanding of the content of the article, the internal meaning and theme of the article, and ignore the understanding and understanding of the language expression of the article, only involving more words such as "good" and "why". Students lack active thinking and emotional activities, and it is difficult to obtain unique feelings and experiences.

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